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 development. The MOOCs use the Learning Design Studio methodology as a pedagogical 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.
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Acknowledgments
This work has been partially funded by EACEA, Hands-On ICT Project 531086-LLP-1-2012-1-ES-KA3-KA3MP, with the collaboration of the METIS Project 531262-LLP-2012-ES-KA3-KA3MP.
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Garreta-Domingo, M., Hernández-Leo, D., Mor, Y., Sloep, P. (2015). Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case. In: Conole, G., Klobučar, T., Rensing, C., Konert, J., Lavoué, E. (eds) Design for Teaching and Learning in a Networked World. EC-TEL 2015. Lecture Notes in Computer Science(), vol 9307. Springer, Cham. https://doi.org/10.1007/978-3-319-24258-3_34
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DOI: https://doi.org/10.1007/978-3-319-24258-3_34
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