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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9070
Title: Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case
Authors: Garreta-Domingo, Muriel
Hernández-Leo, Davinia
Mor, Yishay
Sloep, Peter
Keywords: Learning design
MOOC
Continuous Professional Development
Issue Date: 2015
Publisher: Springer
Citation: Garreta-Domingo, M., Hernández-Leo, D., Mor, Y., & Sloep, P. B. (2015). Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case. In G. Conole, C. Rensing, J. Konert, & D. Hutchison (Eds.), Design for Teaching and Learning in a Networked World; Proceedings of the 10th European Conference on Technology Enhanced Learning, EC-TEL 2015 Toledo, Spain, September 15–18, 2015; Lecture Notes in Computer Science (pp. 420–427). Berlin / Heidelberg: Springer.
Abstract: Recently, Massive Open Online Courses (MOOCs) have been proposed as relevant instruments for professional development. This paper reports on two editions of the HANDSON MOOC for teacher professional devel‐ opment. The MOOCs use the Learning Design Studio methodology as a peda‐ gogical framework, the Integrated Learning Design Environment (ILDE) as the design infrastructure, and Moodle and Canvas as delivery platforms. The paper summarizes the design of both MOOCs, including the supporting technologies, and presents an analysis of the evolution of teachers’ perceived level of conform with approach and tooling. Data is collected in weekly and final surveys. The results show a general satisfactory level of conform in both MOOCs, which is especially high the last two weeks.
URI: http://hdl.handle.net/1820/9070
Appears in Collections:1. T2 Publications, books and conference papers



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