Teaching to Learn: Ways of experiencing the practicum, teacher education and development

Mateus, Elaine; Miller, Inés K.; Cardoso, Janaina

doi:10.1590/1678-460x2019350303

Cited by 1 publication

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The project is based on three main concepts: equity, resistance and collaboration. The first objective was "to help learners who have lower level of English than their classmates succeed in their ELT graduate course" (Mateus, Miller & Cardoso, 2019), but as time went by, we noticed that there were teachers who also needed language improvement and/or methodology update but could not afford paid courses or did not have time for formal post-graduate education. MOOC Camps which focused on teaching methodology awareness seemed a good option as teachers and university students (teacher-to-be) from different backgrounds and at different levels of English could work together, collaboratively discussing new teaching and learning approaches, designing activities and exchanging experiences, fostering Silva (2014)'s concept of "interactive classroom".…”

Section: Research Backgroundmentioning

confidence: 99%

Massive Open Online Courses Camps: Before and During the Pandemic

Cardoso¹

2021

Education and New Developments 2021

Self Cite

View full text Add to dashboard Cite

MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of this presentation is to consider the effects of the physical distance imposed by the COVID-19 pandemic in the MOOC Camps been offered by an extension and research project developed at a public university in Rio de Janeiro, Brazil (CEALD/UERJ) in partnership with the American Government (RELO-Brazil) since 2019. The main objectives of these MOOC camps are: (a) to promote language and methodology development; and (b) to build stronger communities of teachers and teachers-to-be, by giving them the opportunity of sharing their experiences. However, in 2020, due to the pandemic, the camp had to be adapted to a remote mode, using a web-conference platform. Therefore, this action-research study compares and contrasts the MOOC Camp participants’ feedback given before the pandemic with their responses to the activities developed during the pandemic. In this way, the idea is to understand how the adaptations we were forced to make have influenced the development of the camps and possibly affected participants’ interest. The discussion considers some of the advantages and drawbacks of adopting the remote mode for the camps, and a better understanding of some theoretical concepts, such as: blended learning (Gruba et al., 2016); blended MOOCs (Albó et al., 2015; Orsini-Jones, 2018, 2019), online interaction (Silva, 2014), and education in the pandemic context (Liberali, 2020).

show abstract

Section: Research Backgroundmentioning

confidence: 99%