MOOCS in
a formal education setting could be used to provide a valuable resources of factual content. In a school setting, for example:
Continued Professional Development (CPD)
for teachers.
There are
several MOOCs on Future learn which are designed for this purpose. These would be a good basis on which to build a
professional learning community within
the school where teachers study independently and then meet to discuss on a regular
basis. The face to face discussion would
supplement the online discussion forum of the MOOC. Alternatively teachers take from the MOOC what they need to enhance their understanding of the practice being
discussed. This may
then lead to peer observation and feedback.
This may appear Pie-in-the-sky for those who are aware of the pressure in teachers. In my previous context we simply discussed and shared understanding during the morning coffee break - 15 min. It was interesting to see how the language of that MOOC still pervades conversation between colleagues... and we went on to set up peer review in classrooms, too. I think the key to success here was that the gatherings were informal, and participation was voluntary.
Provide a
source of factual information for students before further discussion and
re-enforcement in class.
The
schools am involved with offer the IB curriculum which takes students from factual knowledge to
developing concepts which enable
connections to be made between disciplines. Lessons involve collaborative
exploration, investigation, critical thinking and debate. I see a role for carefully for chosen MOOC
resources as a source of key content which students could study independently. This means that class time is not about
transfer of information rather
collaboratively constructing deeper understanding and asking questions.
Could MOOCs have a place in formal education?
MOOCS in a formal education setting could be used to provide a valuable resources of factual content. In a school setting, for example:
There are several MOOCs on Future learn which are designed for this purpose. These would be a good basis on which to build a professional learning community within the school where teachers study independently and then meet to discuss on a regular basis. The face to face discussion would supplement the online discussion forum of the MOOC. Alternatively teachers take from the MOOC what they need to enhance their understanding of the practice being discussed. This may then lead to peer observation and feedback.
This may appear Pie-in-the-sky for those who are aware of the pressure in teachers. In my previous context we simply discussed and shared understanding during the morning coffee break - 15 min. It was interesting to see how the language of that MOOC still pervades conversation between colleagues... and we went on to set up peer review in classrooms, too. I think the key to success here was that the gatherings were informal, and participation was voluntary.
The schools am involved with offer the IB curriculum which takes students from factual knowledge to developing concepts which enable connections to be made between disciplines. Lessons involve collaborative exploration, investigation, critical thinking and debate. I see a role for carefully for chosen MOOC resources as a source of key content which students could study independently. This means that class time is not about transfer of information rather collaboratively constructing deeper understanding and asking questions.