Preparing teachers for the classrooms of the future through research and design.
Abstract
The chief executive officer of edX, Anant Agarwal, declared that Massive Open Online Courses (MOOCs) should serve as “particle accelerator for learning” (1). MOOCs provide new sources of data and opportunities for large-scale experiments that can advance the science of learning. In the years since MOOCs first attracted widespread attention, new lines of have begun, but findings from these efforts have had few implications for teaching and learning. Big data sets do not, by virtue of their size, inherently possess answers to interesting questions. For MOOC to advance the science of learning,ers, course developers, and other stakeholders must advance the field along three trajectories: from studies of engagement to about learning, from investigations of individual courses to comparisons across contexts, and from a reliance on post hoc analyses to greater use of multidisciplinary, experimental design.
Citations
Reich, J. (2015). Rebooting MOOC research. Science. 347(6217), 30-31.
Links to Research
Simulating more Equitable Discussions: Using Teacher Moments And Practice Based Teacher Education In Mathematical Professional Learning
Let’s hit the refresh button (a couple of times): Reimagining math curriculum and teacher learning to broaden participation in the math of the future
The power to change the equation: Mathematics teacher learning reimagined