Educators as creators: lessons from a mechanical MOOC on educational dialogue for local facilitators

Brugha, Meaghan; Hennessy, Sara

doi:10.1080/03323315.2021.2022527

Cited by 4 publications

(2 citation statements)

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“…Los resultados de la RSL ensalzan la figura del profesorado dentro de la participación en los MOOC. Los estudios seleccionados avalan la potencialidad del MOOC en la formación del profesorado, en el desarrollo de competencias docentes, en el diseño de competencias para el aprendizaje, en la formación en competencias curriculares, en los efectos del aprendizaje en grupos predefinidos, en la comprensión en las redes de aprendizaje, en el análisis de la relación entre compromiso y en el logro de los participantes así como en el análisis de los patrones de compromiso y participación (Brugha y Hennessy, 2022;Bonafini, 2018;Cheng, 2014;Hayward et al, 2022;Kaul et al, 2018;Kellogg y Edelmann, 2015;Li et al, 2021;Mercado et al, 2019;Oyo et al, 2017;Salmon et al, 2015;Sezgin, 2020;Shamir y Blau, 2020;Swai y Mangowi, 2022;Wambugu, 2018;). De todas estas dimensiones, uno de los temas que ha acaparado mayor interés en los últimos años es el desarrollo de las competencias digitales entre el profesorado.…”

Section: La Formación Del Profesorado En Los Mooc: Alcance Y Particip...unclassified

Learning Competencies in MOOCs: A Systematic Literature Review

Córdova

Arriazu

2023

RELATEC

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Resumen: Los Massive Open Online Courses (en adelante MOOC) son un elemento esencial para entender la transformación digital, ubicua y segmentada de los procesos de aprendizaje en la última década. El presente artículo tiene como objetivo analizar esta cuestión a través de una Revisión Sistemática de Literatura (RSL) que profundice en las investigaciones científicas cuyo foco principal sean los procesos de enseñanza-aprendizaje y el desarrollo de competencias educativas en los MOOC. Para desarrollar este trabajo partimos de los criterios y recomendaciones del protocolo PRISMA (2020) y la búsqueda mediante palabras claves en las bases de datos de SCOPUS y WOS en el periodo que va de 2010 a 2021. Las combinaciones de búsqueda se han realizado con los operadores booleanos y el cribado mediante los criterios de selección: 1) Etapa Educativa (Educación Primaria, Secundaria y Superior), 2) Destinatarios (Docentes, Estudiantes, Directivos), 3) Tipo de Estudios (Estudios Cuantitativos, Cualitativos y Mixtos) y 4) Tipos de Competencias Desarrolladas (Digitales, Didácticas, Pedagógicas y Curriculares). Todos estos criterios nos llevan a una muestra inicial de 1.766 artículos científicos que, finalmente, tras el proceso de depuración se redujo a 43 publicaciones científicas. Los resultados de la investigación señalan la importancia de personalizar y flexibilizar los entornos de aprendizaje en los MOOC orientados al desarrollo de competencias educativas para mitigar problemas como el abandono o la falta de motivación. Palabras clave: Massive Open Online Courses,

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Section: La Formación Del Profesorado En Los Mooc: Alcance Y Particip...unclassified

Learning Competencies in MOOCs: A Systematic Literature Review

Córdova

Arriazu

2023

RELATEC

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“…Despite the learning potential of together creating and manipulating digital knowledge artefacts, in the context of teacher training, there is still very few research that promotes content knowledge using the co-construction of a digital cognitive map. However, it has been proven that this technique can serve as a powerful tool to externally represent a co-inquiry process to solve an authentic socio-scientific problem (Brugha & Hennessy, 2022). Our study aims to fill this gap with the design of specific visual icons scaffolds that support the externalization, co-construction and collective reflection of scientific learning processes and scientific inquiry skills.…”

Section: Introductionmentioning

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Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Herrera

Turmo

2023

RIED

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Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

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Teacher professional development in educational dialogue: lessons from a massive open online course

Brugha¹,

Ahmed²

2023

RoutledgeOpenRes

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Online teacher professional development (TPD) courses have become increasingly prevalent, particularly since the coronavirus disease (COVID-19) pandemic, and may offer continued support for the formation and sustainability of teacher communities of practice in a post-pandemic world. This study explores the format and structure of one form of online TPD delivery through the analysis of a massive open online course (MOOC) designed for educators on the fundamentals of educational dialogue. This research examines and reconsiders the ways in which we learn, teach and commune as professionals and learners online. It also explicitly builds on previous research conducted by Brugha and Hennessy, which offers 10 design principles for scalable and sustainable online professional learning programmes that promote practitioner reflection, agency, and empowerment.

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Educators as creators: lessons from a mechanical MOOC on educational dialogue for local facilitators

Cited by 4 publications

References 12 publications

Learning Competencies in MOOCs: A Systematic Literature Review

Learning Competencies in MOOCs: A Systematic Literature Review

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Teacher professional development in educational dialogue: lessons from a massive open online course

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