| Título: | Evaluating Learning Transfer from MOOCs to Workplaces: A Case Study from Teacher Education and Launching Innovation in Schools (2020) |
| Titre original: | (Evaluando la Transferencia del Aprendizaje de MOOCs al Centro de Trabajo: Un Estudio de Caso en Educación para el Profesorado y Lanzando Innovación en Colegios) |
| Autores: | Alyssa Napier ; Elizabeth Huttner-Loan ; Justin Reich |
| Tipo de documento: | Article : documento electrónico |
| Dans : | RIED. Revista Iberoamericana de Educación a Distancia (Vol. 23, no. 2. 2° Semestre, jul. 2020) |
| Artículo en la página: | pp. 45-64 |
| Langues: | Español | Inglés | Portugués |
| Materias: | Aprendizaje en línea | Educación a distancia |
| Resumen: | "Over two iterations of a Massive Open Online Course (MOOC) for school leaders, Launching Innovation in Schools, we developed and tested design elements to support the transfer of online learning into offline action. Effective professional learning is job-embedded: learners should employ news skills and knowledge at work as part of their learning experience. This MOOC aimed to get participants to plan and actually launch new change efforts, and a subset of our most engaged participants were able and willing to do so during the course. Required assessments spurred student actions, along with instructor calls to action and modeling and exemplars provided by course elements. We found that participants led change initiatives, held stakeholder meetings, collected new data about their contexts, and shared and used course materials collaboratively. Collecting data about participant learning and behavior outside the MOOC environment is essential for researchers and designers looking to create effective online environments for professional learning" |
| Nota de contenido: | Background -- Research Design -- Overview of Launching Innovation in Schools -- Design Elements for Supporting Participant Action in Local Contexts -- Learning Circles and Learning Circle Facilitator’s Guide -- Action-Oriented Assignments with Calls to Action -- Theory-Linked Activities and Take-Out Packages -- Data Collection and Analysis -- Discussion Forums -- Surveys -- Call to Action Open-Responses -- Coding Guidelines and Limitations -- Findings. What Types of Actions Did MOOC Learners Report Taking Within Their Own Settings? -- Initiating an Experiment in Practice -- Meeting to Launch Change -- Sharing Course Content -- Collecting Data -- Doing Course Assignments with Others -- Using or Facilitating Course Content -- Which Design Elements Inspired and Supported Learner Actions? -- Discussion and Future Work -- REFERENCES |
| En línea: | http://revistas.uned.es/index.php/ried/article/view/26377 |
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