Creating Value from Co-Designing CoMOOCs with Teachers in Challenging Environments

Autor/inn/en	Kennedy, Eileen; Masuda, Chika; Moussaoui, Rym El; Chase, Elaine; Laurillard, Diana
Titel	Creating Value from Co-Designing CoMOOCs with Teachers in Challenging Environments
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 45 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Eileen) ORCID (Masuda, Chika) ORCID (Moussaoui, Rym El) ORCID (Chase, Elaine) ORCID (Laurillard, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	MOOCs; Instructional Design; Cooperation; Arabic; English; Teacher Participation; Faculty Development; Foreign Countries; Elementary School Teachers; Secondary School Teachers; College Faculty; Teacher Attitudes; Value Judgment; Educational Environment; Lebanon; Nigeria; Japan; United Kingdom; Colombia; France; Philippines; Uganda; Saudi Arabia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Co-operation; Kooperation; Arabisch; English language; Englisch; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrerverhalten; Werturteil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Libanon; Großbritannien; Kolumbien; Frankreich; Philippinen; Saudi-Arabien
Abstract	Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators' perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01