Designing a cMOOC for Lecturer Professional Development in the 21st Century

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

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Designing a cMOOC for Lecturer Professional Development in the 21st Century

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch017 ◽

2016 ◽

pp. 335-355

Author(s):

Thomas Cochrane ◽

Vickel Narayan ◽

Victorio Burcio-Martin

Keyword(s):

Professional Development ◽

Social Media ◽

Development Strategy ◽

21St Century ◽

Learning Technologies ◽

Development Model ◽

Pedagogical Practice ◽

Professional Development Model ◽

Media Learning ◽

Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

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Designing a cMOOC for Lecturer Professional Development in the 21st Century

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch022 ◽

2017 ◽

pp. 488-508

Author(s):

Thomas Cochrane ◽

Vickel Narayan ◽

Victorio Burcio-Martin

Keyword(s):

Professional Development ◽

Social Media ◽

Development Strategy ◽

21St Century ◽

Learning Technologies ◽

Development Model ◽

Pedagogical Practice ◽

Professional Development Model ◽

Media Learning ◽

Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Download Full-text

Designing a cMOOC for Lecturer Professional Development in the 21st Century

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9680-8.ch020 ◽

2016 ◽

pp. 378-396

Author(s):

Thomas Cochrane ◽

Vickel Narayan ◽

Victorio Burcio-Martin

Keyword(s):

Professional Development ◽

Social Media ◽

Development Strategy ◽

21St Century ◽

Learning Technologies ◽

Development Model ◽

Pedagogical Practice ◽

Professional Development Model ◽

Media Learning ◽

Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Download Full-text

Primary School Teachers’ Opinions on Professional Development (Professional Development Model Proposal)

Journal of Education and Training Studies ◽

10.11114/jets.v7i4.4039 ◽

2019 ◽

Vol 7 (4) ◽

pp. 111

Author(s):

Eyüp Ekinci ◽

Filiz Evran Acar

Keyword(s):

Professional Development ◽

Primary School ◽

Development Strategy ◽

Development Model ◽

School Teachers ◽

Model Categories ◽

Primary School Teachers ◽

Effective Professional Development ◽

Content Selection ◽

Professional Development Model

The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).

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Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

Online Learning ◽

10.24059/olj.v16i2.216 ◽

2012 ◽

Vol 16 (2) ◽

Cited By ~ 1

Author(s):

Barbara C. Storandt ◽

Lia C. Dossin ◽

Anna Piacentini Lacher

Keyword(s):

Professional Development ◽

Development Model ◽

Online Faculty ◽

Faculty Professional Development ◽

Online Instructors ◽

Face To Face ◽

Learner Outcomes ◽

Professional Development Model ◽

Course Experience ◽

Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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