Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case

Garreta-Domingo, Muriel; Hernández‐Leo, Davinia; Mor, Yishay; Sloep, Peter

doi:10.1007/978-3-319-24258-3_34

Cited by 10 publications

(7 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This issue suggests the need to investigate other TPD formats based on, e.g., Massive Open Online Courses (MOOCs). Recent research efforts are actually exploring the role that the ILDE might play in such largescale TPD contexts (see, e.g., Garreta-Domingo, Hernández-Leo, Mor & Sloep, 2015). Last but not least, additional research is needed to achieve a better understanding of how the development of TPACK is related to the collaboration dynamics among teachers participating in TPD when co-designing their learning situations, as well as the role of the community features in LD tooling (see some recent efforts around the ILDE in, e.g., Michos & Hernández-Leo, 2016).…”

Section: Discussionmentioning

confidence: 99%

Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

Asensio-Pérez

Dimitriadis

Pozzi

et al. 2017

Computers & Education

Self Cite

View full text Add to dashboard Cite

Recent research suggests that training teachers as learning designers helps promote technologyenhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

Asensio-Pérez

Dimitriadis

Pozzi

et al. 2017

Computers & Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…• Directions for future research on teachers professional development about learning design are presented. Mor & Mogilevsky, 2013;Brasher & Mor, 2013;Fink, 2013;Garreta-Domingo, Hernández-Leo, Mor, & Sloep, 2015):…”

Section: Practitioner Notesmentioning

confidence: 99%

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Boloudakis¹,

Retalis²,

Psaromiligkos³

2018

Brit J Educational Tech

View full text Add to dashboard Cite

Numerous research publications have mentioned the need to prepare teachers to design and enact technologically enhanced learning experiences for students, thus increasing their academic performance and their engagement when learning. This paper addresses the crucial issue of how to train pre‐service and novice teachers effectively to become good designers of Moodle‐based units of learning (UoLs), and to improve their critical thinking skills when engaging in peer‐review sessions. A teacher training professional development approach for teachers that requires trainees to elicit, depict, reflect on, share design ideas, and co‐create small UoLs in a Moodle learning management system is proposed. The training process follows the phases of the Think–Pair–Share learning strategy, and makes use of the features of the CADMOS graphic learning design editor that allows designers to see a preview of their unit of learning in Moodle. The findings of an evaluation study with 28 trainees showed that the proposed approach was easy to follow, and led to the creation of good‐quality, re‐usable designs for Moodle‐based UoLs and enhanced trainees’ design thinking skills. Transformations in the way in which the newly minted learning designers thought, acted, and reflected were observed.

show abstract

“…Another modern pedagogy supporting video design is life-long learning education through MOOCs (massive open online courses). Experience acquired in a MOOC is considered part of teachers' professional development (Garreta-Domingo, Hernández-Leo, Mor, & Sloep, 2015), and the creation of online lecture videos is recognized as one of the most valuable aspects of its alliance with flipped learning (Ziegenfuss, 2016). As for foreign language learning, there are plenty of educational videos explaining grammar, vocabulary or foreign language learning strategies shared on YouTube, but they belong to traditional methods of foreign language instruction.…”

Section: Clil and Foreign Language Learningmentioning

confidence: 99%

Culture through comparison: creating audio-visual listening materials for a CLIL course

Zhyrun¹

2016

laclil

View full text Add to dashboard Cite

Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches to creating CLIL materials, gives rationale for recording of CLIL audio-visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students' life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable.Key words: CLIL materials; culture; foreign language; listening; video recordings. La cultura a través de la comparación: la creación de materiales audiovisuales de escucha para un curso AICLE ResumenLa escucha de textos auténticos se ha convertido en una parte de los materiales AICLE, pero puede ser difícil encontrar materiales de escucha que coincidan perfectamente con el nivel de lengua, los requisitos en cuanto a longitud, contenido y contexto cultural de un curso específico. La dificultad de encontrar materiales apropiados en línea, las limitaciones financieras impuestas por las tarifas de derechos de autor y la necesidad para producir trabajo intelectual condujeron a la idea de diseñar videos específicamente para un curso AICLE de nivel universitario. Este artículo presenta una breve descripción de los enfoques actuales para la creación de materiales AICLE, fundamenta algunos principios para la grabación de material audiovisual de AICLE y analiza los retos en este proceso. También, proporciona un ejemplo de diseño de materiales audiovisuales para la comprensión auditiva teniendo en cuenta los contextos educativos y culturales, el contenido del curso y los resultados del programa de aprendizaje de la lengua. Además, el artículo analiza las ventajas y restricciones del material audiovisual creado, contrastándolo con materiales auténticos de corte similar que se encuentran en YouTube. Según la encuesta de la fase de pilotaje, el lenguaje utilizado en los videos AICLE grabados es de más fácil comprensión que el lenguaje utilizado en los videos de YouTube. El contenido de los videos AICLE está más relacionado con la vida de los estudiantes, y s...

show abstract

Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case

Cited by 10 publications

References 11 publications

Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Culture through comparison: creating audio-visual listening materials for a CLIL course

Contact Info

Product

Resources

About