Neumann, T;
(2017)
Assessment in MOOCs for Continuing Professional Development.
In: Havemann, L and Sherman, S, (eds.)
Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury.
(pp. 72-75).
Bloomsbury Learning Environment: London, UK.
Preview |
Text
Neumann_17_Havemann_Sherman_Assessment%2C Feedback and Technology %28Acrobat Pro compression%29.pdf Download (566kB) | Preview |
Abstract
UCL Institute of Education’s first MOOC ran on the Coursera platform for six weeks between May and July 2014 with an intention to provide Continuing Professional Development (CPD) for Primary Education Teachers based on a co-learning strategy. The pedagogy of this CPD MOOC followed the standard CPD format of curating resources and orchestrating peer collaboration. The MOOC was designed and delivered by a team of 8 international authors from four continents under the leadership of Prof Diana Laurillard, with additional support from a small team of teaching assistants. Learning objectives were centred around sharing of experience and practice, to enable participants to develop and improve strategies for ICT implementation in schools, to support head teachers and specialist staff in developing pedagogy-led and problem-led uses of ICT, and to gain greater awareness of the range of pedagogic innovation that uses ICT. Such learning objectives and the CPD nature of the course are not in line with the provided assessment options on a typical MOOC platform, which is centred around quantitative methods and automatic grading using quizzes or formulas with easily identifiable ‘correct’ solutions. The design team worked creatively to bridge the expectations from the MOOC provider, the pedagogic experts, and the practitioners. The adopted solution focused primarily on peer assessment, but also on the quantitative aspects of forum contributions.
| Type: | Book chapter |
|---|---|
| Title: | Assessment in MOOCs for Continuing Professional Development |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.6084/m9.figshare.5315224 |
| Publisher version: | http://dx.doi.org/10.6084/m9.figshare.5315224 |
| Language: | English |
| Additional information: | Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury, edited by Leo Havemann and Sarah Sherman, is licensed under a Creative Commons Attribution–NonCommercial–NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by/4.0/) |
| Keywords: | Education, Technology, Learning Technologies, MOOCs, Assessment, Continuing Professional Development, Case Study |
| 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/1575518 |
Archive Staff Only
 |
View Item |
