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

  • Muriel Garreta-Domingo
  • Davinia Hernández-LeoEmail author
  • Yishay Mor
  • Peter Sloep
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9307)

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.

Keywords

Learning design MOOC Continuous Professional Development 

Notes

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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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Muriel Garreta-Domingo
    • 1
  • Davinia Hernández-Leo
    • 2
    Email author
  • Yishay Mor
    • 3
  • Peter Sloep
    • 4
  1. 1.Universitat Oberta de CatalunyaBarcelonaSpain
  2. 2.Serra Hunter Fellow, ICT DepartmentUniversitat Pompeu FabraBarcelonaSpain
  3. 3.P.A.U. EducationBarcelonaSpain
  4. 4.OUNLHeerlenThe Netherlands

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