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Creating value from co-designing CoMOOCs with teachers in challenging environments

Kennedy, E; Masuda, C; El Moussaoui, R; Chase, E; Laurillard, D; (2022) Creating value from co-designing CoMOOCs with teachers in challenging environments. London Review of Education , 20 (1) , Article 45. 10.14324/LRE.20.1.45. Green open access

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Abstract

Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators’ perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants.

Type: Article
Title: Creating value from co-designing CoMOOCs with teachers in challenging environments
Open access status: An open access version is available from UCL Discovery
DOI: 10.14324/LRE.20.1.45
Publisher version: https://doi.org/10.14324/LRE.20.1.45
Language: English
Additional information: 2022, Eileen Kennedy, Chika Masuda, Rym El Moussaoui, Elaine Chase and Diana Laurillard. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Keywords: online learning, teacher professional development, MOOC, impact, value creation, qualitative, mass displacement, digital education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10165099
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