@misc{kennedy_potential_2019, type = {Text}, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, url = {https://files.eric.ed.gov/fulltext/EJ1222894.pdf}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.}, language = {en}, urldate = {2020-04-28}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, doi = {info:doi/10.18546/LRE.17.2.04}, doi = {info:doi/10.18546/LRE.17.2.04}, note = {Library Catalog: www.ingentaconnect.com Publisher: UCL IOE Press shortDOI: 10/gg39w8 KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10/gg39w8 2339240:HI8ZPSQY 2405685:G4UWRHU7}, keywords = {Google Scholar/ "blended learning" refugee education, RER theme\_supporting educators, \_\_\_working\_potential\_duplicate}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @techreport{laurillard_how_2018, address = {Quezon City, Philippines}, title = {How could digital learning at scale address the issue of equity in education?}, url = {http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf}, language = {en}, institution = {Foundation for Information Technology Education and Development}, author = {Laurillard, Diana and Kennedy, Eileen and Wang, Tianchong}, editor = {Lim, C.P. and Tinio, V.L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, }