It seeks to understand the course public, why the educational offer is necessary, how it differs from other educational offerings in the institution, and why the course is being suggested. Still, it seeks to know how the course is expected to be seen by the people who participate in it; what the course participants needed to know; which psychological, cultural, and demographic aspects should be considered in the development of the content; and how the knowledge, skills, and attitudes presented in the course will be applied. Finally, the restrictions are identified, such as budgetary, technical, human resources, cultural issues, critical deadlines, and legal issues involved; the type of educational action is recommended in light of the information previously described.
Published in Chapter:
Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education
Josiane Lemos Machiavelli (Federal University of Pernambuco, Brazil) and Patricia Smith Cavalcante (Federal University of Pernambuco, Brazil)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-7998-9538-1.ch014
Abstract
In populous countries with continental dimensions and a series of economic and infrastructure difficulties, such as Brazil, guaranteeing the quality of initial and continuing teacher education is a challenge. Therefore, researchers have been continually invited to think about new educational models. This chapter describes the theoretical and practical principles considered fundamental for teacher training that was carried out through massive open online courses (MOOCs) in a public higher education institution. Design-based research, a process that integrates design, quantitative, and qualitative methods to generate educational interventions, was the methodological path used to develop the MOOC. The principles are organized into five categories: human, pedagogical, structural and technological, regulatory, and analytical. Without pretending that they will function as protocols for planning, developing, offering, and evaluating MOOC-based courses, the authors hope that the results presented can be reconfigured, improved, and tried out in other educational offerings in varied contexts.