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Encyclopedia of Education and Information Technologies pp 1209–1220Cite as

MOOCs, Teacher Professional Learning and Deep Learning Conversations

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This entry describes an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). In particular, it explores how this face-to-face model of professional learning can be successfully reconfigured in an online environment to help scale up the initiative. Designed as a school-focused, job-embedded teacher professional learning framework that meets teachers’ expressed needs, the model helps to shift teachers’ pedagogical orientations and challenge more traditional instructional environments by embedding digital technologies and other elements of twenty-first-century skills into the teaching and learning experience. Building on the experiences of implementing this framework, this entry reports the most recent phase which attempts to harness the emergence of a 4th wave of online learning. This initiative involves the design and development of a Massive Open Online Course (MOOC) that potentially enables the massive scaling up of access to this already...

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Author information

Authors and Affiliations

  1. Institute of Education, Dublin City University, Dublin, Ireland

    Deirdre Butler & Margaret Leahy

  2. H2 Learning, Dublin, Ireland

    Michael Hallissy

  3. National Institute for Digital Learning, Dublin City University, Dublin, Ireland

    Mark Brown

Authors
  1. Deirdre Butler
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  2. Margaret Leahy
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  3. Michael Hallissy
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  4. Mark Brown
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Corresponding author

Correspondence to Deirdre Butler .

Editor information

Editors and Affiliations

  1. Victoria University, Melbourne, VIC, Australia

    Arthur Tatnall

Section Editor information

  1. School of Information Management, Victoria University of Wellington https://www.victoria.ac.nz/sim

    Sam Goundar

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Butler, D., Leahy, M., Hallissy, M., Brown, M. (2020). MOOCs, Teacher Professional Learning and Deep Learning Conversations. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10576-1_166

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