Educators as creators
Lessons from a mechanical Mooc on educational dialogue for local facilitators
Bibliographic Data
| ID | 21530696 |
|---|---|
| Authors | Meaghan Elaine Brugha (0000-0001-6453-5328, University of Cambridge, corresponding author), Sara Hennessy (0000-0002-9050-4995, University of Cambridge) |
| Year | 2022 |
| Volume | 41 |
| Issue | 1 |
| Pages | 225-243 |
| Publication date | 2022-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2021.2022527 |
| OpenAlex | W4213341109 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
This paper explores possible affordances of technology and online professional learning to develop and support communities of practice in which educational practitioners develop, share and build on one another’s reflections and learning. Evidence is presented from a design-based research study that iteratively designed and developed a mechanical MOOC on educational dialogue for local facilitators. Local facilitators are practitioners who take on a leadership role whereby they coordinate and support peers in their setting in developing their dialogic practices. The research employs mixed methods for collection and analysis of data from course participants, exploring the successes and challenges of online professional development courses within 10 thematic areas. Design principles are offered for each of these 10 themes for scalable and sustainable online professional learning programmes that promote practitioner reflection, agency and empowerment, and view educators as valuable creators and contributors to professional learning resources and environments
Affordance · Dialogic · Empowerment · Faculty Development · Instructional design · Knowledge management · Pedagogy · Political science · Professional development · Professional learning community · Qualitative research · Sociology · Thematic analysis · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Applied Thematic Analysis
Design Research in Education
Teacher–Student Dialogue During Classroom Teaching
From social interaction to individual reasoning
Self-regulation of learning and Mooc retention
Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference
Talk and the Development of Reasoning and Understanding
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |