Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development
In 2020 it will be a requirement that Danish primary school teachers have a bachelor degree in the subjects they teach. More than 10,000 teachers, who for many years have taught a course without being formally qualified, need professional development and therefore municipalities ask for new concepts for in-service training. There is a need for concepts for supplementary training that are flexible in relation to teachers’ work situations, are based on the fact that the teachers already have a number of professional skills, and at the same time are resource-efficient compared to the price and the time teachers must use to be formally qualified. Finally, the concept has to be scalable because it is uncertain how many teachers need training within each subject area. A number of municipalities (the customers) and University College Zealand (UCSJ: the provider) are in the process of examining whether the new training format “MOOC” (Massive Open Online Course) can solve this training task.
As part of this process UCSJ has established a research project with the aim of developing a design framework which can guide the development of instructional designs, adapted to experienced teachers’ different learning needs and study the factors affecting the actual realization, legitimacy and efficacy of the design.
