MOOC “Digital Competences for teachers”: an innovative training practice
DOI:
https://doi.org/10.5944/ried.21.2.19784Keywords:
Digital competencies, eLearning, online interaction, pedagogical model, MOOC.Abstract
Massive Open Online Courses (MOOC) are open courses available online without costs for the user and designed in such a way as to be scalable, thus allowing for a large number of participants. In this framework, a team of researchers from Universidade Aberta (UAb.pt) has developed a specific pedagogical model which has being tested, discussed and improved. This model is based on a number of socio-constructivist principles which combine autonomous learning with a strong social dimension. This paper analyses and discussed to which extent the use and improvement of the model in the MOOC Digital Competencies for Teachers promotes knowledge appropriation and the sharing of experiences, as well as the development of digital competencies. Taking into consideration that learning is conducted through interaction with materials, facilitators and with fellow participants, the research starts by analyzing interactions which took place in the virtual learning environment. In a second phase, it is conducted a content analysis of the different digital artefacts produced by the participants. In conclusion, the paper shows how this innovative model contributes to the appropriation of new knowledge and reflection on practices, highlighting the possibility of these courses being powerful tools for the training of teachers and other professionals. The authors also discuss the new pedagogical approaches emerging from MOOCs.
Downloads
References
Amado, J. (org.) (2014). Manual de Investigação Qualitativa em Educação. Disponível em: http://hdl.handle.net/10316.2/35271.
Bardin, L. (2012). Análise de conteúdo. Lisboa: Edições 70.
Bogdan. R. & Biklen, S. (2003). Investigação Qualitativa em Educação: uma introdução à teoria e aos métodos. Porto: Porto Editora.
Boud, D. & Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Brouns, F., Mota, J., Morgado, L., Jansen, D., Fano, S., Silva, A. & Teixeira, A. (2014). A networked learning framework for effective MOOC design: the ECO project approach. In: A. Teixeira & A. Szücs (Eds.). 8th EDEN Research Workshop: Challenges for research into open & distance learning: doing things better: doing better things, 161-171. Budapest: EDEN. Disponível em: http://dspace.ou.nl/handle/1820/5544.
Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W. Norton & Company.
Cobb, P., Confrey, J., diSessa, A., Schauble, L. & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9-13.
Cormier, D. (2010). What is a MOOC? [Youtube video]. December 8, 2010. Disponível em:www.youtube.com/watch?v=eW3gMGqcZQc.
Creswell, J. (2013). Qualitative inquiry & research design: choosing among five approaches. United States of America: SAGE.
Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal Of Interactive Media In Education, 3(0). Disponível em: http://www-jime.open.ac.uk/jime/article/view/2012-18.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches, 1-19. Oxford: Elsevier.
Downes, S. (2012). Creating the Connectivist Course. [Blog post]. Half an hour. Jan 6, 2012. Disponível em: http://halfanhour.blogspot.pt/2012/01/creating-connectivist-course.html.
EADTU. (2015). Institutional MOOC strategies in Europe. EADTU. Fev. 2015. Disponível em: http://eadtu.eu/home/policy-areas/open-education-and-moocs/news/248-institutional-mooc-strategies-in-europe.
Floratos, N., Guasch, T. & Espasa, A. (2015). Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. In Open Praxis, 7 (2), April–June, 141–152. Disponível em: http://www.openpraxis.org/index.php/OpenPraxis/article/view/194/153.
Oliveira, I & Serrazina, L. (2002). A reflexão e o professor como investigador. In GTI (Ed.), Reflectir e investigar sobre a prática profissional, 30-42. Lisboa: APM.
Osuna, S. & Camarero, L. (2016). The ECO European Project: A New MOOC Dimension Based on an Intercreativity Environment. In TOJET: The Turkish Online Journal of Educational Technology, 15(1), 117-125. Disponível em: https://eric.ed.gov/?id=EJ1086187.
Pereira, A., Oliveira, I., Tinoca, L., Pinto, M.C. & Amante, L. (2015). Desafios da avaliação digital no ensino superior. Lisboa: Universidade Aberta. LE@D, (eBookLead). Disponível em: http://hdl.handle.net/10400.2/5774
Ponte, J. (1998). Da formação ao desenvolvimento profissional. In Actas do ProfMat 98, 27-44. Lisboa: APM.
Rolfe, V. (2015). A Systematic Review of the Socio-Ethical Aspects of Massive OnlineOpen Courses. Disponível em: http://www.eurodl.org/?p=current&article=670.
Siemens, G. (2012). What is the theory that underpins our moocs? [Blog post]. elearnspace. Disponível em : http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1). Disponível em: http://www.itdl.org/journal/jan_05/article01.htm.
Suthers, D., Dwyer, N., Medina, R., & Vatrapu, R. (2009). Exposing interactional processes in online learning. In K. Kumpulainen, C. Hmelo-Silver, & M. César (Eds.), Investigating Classroom Interaction- Methodologies in Action (pp. 121-143). Rotterdam: Sense Publishers.
Teixeira, A., Mota, J., Morgado, L. & Spilker, M. (2015). iMOOC: Um Modelo Pedagógico Institucional para Cursos Abertos Massivos Online (MOOCs). Educação, Formação & Tecnologias, 8 (1), 4-12. Disponível em: http://www.eft.educom.pt/index.php/eft/article/view/465.
Teixeira, A. & Mota, J. (2014a). A Proposal for the Methodological Design of Collaborative Language MOOCs. In Elena Martín-Monje, Elena Bárcena. (eds). Language MOOCs: Providing learning, transcending boundaries, 33-47. De Gruyter Open. Disponível em: http://www.degruyter.com/viewbooktoc/product/455678.
Teixeira, A. & Mota, J. (2014b). The iMOOC Pedagogical Model: Bridging the gap between non-formal and formal education. Actas del V Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual – CAFVIR 2014, 512-517. Guatemala. Disponível em: http://www.esvial.org/cafvir2014/documentos/LibroActasCAFVIR2014.pd.
Teixeira, A. & Mota. J. (2013). Innovation and openness through MOOCs: Universidade Aberta's pedagogical model for non-formal online courses. In M. Paulsen, & A. Szűcs. On behalf of the EDEN (eds). Proceedings of the European Distance and E-Learning Network. Annual Conference. The Joy of Learning Enhancing Learning Experience - Improving Learning Quality, 479-488. University of Oslo: Norway.
The Design-Based Research Collective. (2003). Design-based research: an emerging paradigm for educational inquiry. Educational Researcher, 32 (1) 5-8.
Tillema, H., Van Der Westhuizen, G. & Smith, K. (Eds). (2015). Mentoring for learning “Climbing the Mountain”. Rotterdam: Sense Publishers.
Watters, A. (2012). Top Ed-Tech Trends of 2012: MOOCs. Hack Education. Disponível em: http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
Yuan, M. & Recker, M. (2015). Not all rubrics are equal: a review of rubrics for evaluating the quality of open educational resources. IRROLD, 16 (5). Athabasca University. Disponível em: http://www.irrodl.org/index.php/irrodl/article/view/2389/3412.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
