#2017mEdSymposium: MOOCs for teacher PD in China
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My talk on "MOOCs for teacher PD in China" at #2017mEdSymposium, Washington DC, Oct 5-6, 2017
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#2017mEdSymposium: MOOCs for teacher PD in China
- 1. MOOCs for Bodong Chen, Assistant Professor, @bod0ng University of Minnesota 7th Annual mEducation Alliance Symposium, Washington, DC October 5â6, 2017 Teacher Professional Development in China
- 2. âOnly one million teachers to trainâ (Crichton & Kopp, 2006)
- 3. (OECD, 2014) âOnly 15 million teachers to âtrainââ ⢠Access ⢠Efficiency ⢠Quality âOnly one million teachers to trainâ
- 5. Why did they return? (Chen, Fan, Zhang, & Wang, 2017)
- 6. What did they do? 1st time learning: 2nd time learning: (Chen, Fan, Zhang, & Wang, 2017; Wang, Chen, Fan, & Zhang, in press) Documents Tests /
- 7. What did they do? Instructional objectivesBloomâs Taxonomy ARCS model Mastery Learning Video production Camtasia Studio Video styles Screencast Reflective learning Video (re-)watching (Chen, Fan, Zhang, & Wang, 2017)
- 8. What did they do? Peer interaction (in progress) (Huang et al., in preparation)
- 9. Why did they do those? âLast year, I went to a very famous high school in our province to observe a class taught by a veteran teacher. She made detailed lesson plans for every minute of the class. After class, some teachers questioned such rigid planning. I was really confused at that moment! I thought about this and remembered our MOOC dealt with this topic in Module 4, so I went back to watch the videos again.â -- A persistent teacher-learner (Fan et al., in preparation)
- 10. What impact they are making? âAfter I learned this MOOC for 3 times, I felt like having to share with colleagues in our school. ... So in our workshop, we all started to work together on this MOOC... One of the most exciting thing was that, teachers started arguing with each other about how to teach better. They never argued with each other before, because they used to have nothing to argue about⌠(Fan et al., in preparation)
- 11. A 2020 Vision: Only 15 million teachers to engage, connect & inspire Source: icourse163.org
- 12. Thank You!
- 13. This work was carried out with financial support from the UK Governmentâs Department for International Development and the International Development Research Centre, Canada. The views expressed in this work are those of the creators and do not necessarily represent those of the UK Governmentâs Department for International Development; the International Development Research Centre, Canada or its Board of Governors; or the Foundation for Information Technology Education and Development. Presenterâs Logo Here Disclaimer
Editor's Notes
- Self: Chinese citizen, phd in Canada, working in the US. Thx - Peking U colleagues, DL4D, esp Pat Arinto, Vicki Tinio, Chirp Lim
- 10-15 years ago, a project funded by CIDA (Canadian International Development Agency) aiming to train 1m teachers in Western China. University of Calgary. 3 provinces. Teachers as âchange agentsâ. For poverty reduction.
- 10 years later, still significant challenges. 15 million teachers in total (OECD stats 2014) My personal experiences â the critical need: gaps, little change, bored teachers One-shot workshops (not work) -> sustained support; connected learning; CoP Support teachers with varied needs: access, quality, and efficiency. A Grand Challenge for Chinaâs education. MOOC as a promising leverage
- This talk â a research project funded by DL4D: Context: a MOOC (out of several developed by X-Center); offered for MANY iterations Broad participation from multiple regions; high completion % (10-20%) Focal point: persistent teacher-learners Present only a glimpse of the project
- Start from âWhyâ Infer from grade changes Different sub-groups (with diff intentions) to support
- Course modules: compare 1st time and 2nd time Course features: clustering PTLs by their use of diff features
- Diving deeper into video watching: particular video content they used Frequent pattern mining Two types of videos reviewed separately
- Forum participation (ongoing), informed by Professional Learning Communities literature M=60 degree = # of contacts Compare participation between 1st and 2nd Dynamics: Predict the likelihood of forming a peer connection
- Ongoing analysis of interviews One excerpt from a teacher (5 times): individual learning
- Local communities
- This talk is only a glimpse of whatâs happening... Teachers as âchange agentsâ. We have to invest in them! From training to connecting: connect them with state-of-the-art knowledge; with peers; and with âŚ