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Designing a MOOC – A New Channel for Teacher Professional Development?

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Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge (EMOOCs 2019)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11475))

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Abstract

This paper investigates the pedagogical benefits that 17 lecturers involved in the design of a MOOC reported in a questionnaire survey. Results reveal a fair amount of gains for several teaching skills and a strong appreciation of the collective training approach practiced during the 9-month MOOCs production process. These findings are of interest to staff development units, technology-enhanced learning competent bodies, and researchers concerned with collective modalities for scholarship of teaching and learning.

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Authors and Affiliations

  1. IFRES, University of Liège, Traverse des Architectes, B63b, Liège, Belgium

    Jean-François Van de Poël & Dominique Verpoorten

  2. CSE, University of Lausanne, Amphipôle 200-2, Lausanne, Switzerland

    Jean-François Van de Poël

Authors
  1. Jean-François Van de Poël
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  2. Dominique Verpoorten
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Corresponding author

Correspondence to Dominique Verpoorten .

Editor information

Editors and Affiliations

  1. University of Naples Federico II, Napoli, Italy

    Mauro Calise

  2. University Carlos III de Madrid, Madrid, Spain

    Carlos Delgado Kloos

  3. Massachusetts Institute of Technology, Cambridge, MA, USA

    Justin Reich

  4. Massachusetts Institute of Technology, Cambridge, MA, USA

    Jose A. Ruiperez-Valiente

  5. Ludwig Maximilian University of Munich, Munich, Germany

    Martin Wirsing

Appendix 1

Appendix 1

Questionnaire 1 aimed at collecting spontaneous ideas on progress as teachers, with 2 open questions: (1) as a teacher, what do you get out of your participation in the MOOC project?, (2) What are you proud of in your MOOC and what could you improve? Questionnaire 2 aimed to connect lecturers’ experience as MOOC producers to the university teaching competencies reference framework. Questions were aligned with the 5 skills of the model CREER: do you consider that your experience of MOOC design has not/a bit/fairly/strongly developed competency 1, 2, 3, 4, 5 (Fig. 4). To complement these suggested skills, teachers were asked if/what they had already transferred from MOOCs to other courses. Lastly, lecturers were asked which component of the MOOC project contributed the most to the progress they claim. Questionnaire 3 focused on 11 quality teaching principles, asking teachers to inspect for each of them if it was materialized in their MOOC and how (Fig. 7). Three pedagogical advisors did the same for the sake of a comparison with teachers’ answers (Fig. 8).

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Van de Poël, JF., Verpoorten, D. (2019). Designing a MOOC – A New Channel for Teacher Professional Development?. In: Calise, M., Delgado Kloos, C., Reich, J., Ruiperez-Valiente, J., Wirsing, M. (eds) Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. EMOOCs 2019. Lecture Notes in Computer Science(), vol 11475. Springer, Cham. https://doi.org/10.1007/978-3-030-19875-6_11

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  • DOI: https://doi.org/10.1007/978-3-030-19875-6_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-19874-9

  • Online ISBN: 978-3-030-19875-6

  • eBook Packages: Computer ScienceComputer Science (R0)

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