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European Conference on Massive Open Online Courses

EMOOCs 2017: Digital Education: Out to the World and Back to the Campus pp 254–262Cite as

The Double Classroom: Design Patterns Using MOOCs in Teacher Education

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Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10254))

Abstract

This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration with educators, two design patterns have been developed and tested to differentiate teaching and to enhance the feedback to students. The findings show that when MOOC resources are integrated, it ‘doubles’ the classroom, meaning it doubles the teacher’s opportunities for being present in more places at once, both digitally on video and physically. Furthermore, MOOCs make it possible to parallelize the teaching, allowing some students to learn in MOOCs and others in a face-to-face manner on campus, as per their specific needs and situations. The paper also highlights some of the teachers’ fears in relation to MOOCs, such as becoming residual in the classroom when the MOOC takes over the teacher’s role.

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Authors and Affiliations

  1. University College Zealand, Trekroner Forskerpark 4, 4000, Roskilde, Denmark

    Anne-Mette Nortvig & Karsten Gynther

Authors
  1. Anne-Mette Nortvig
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  2. Karsten Gynther
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Corresponding author

Correspondence to Anne-Mette Nortvig .

Editor information

Editors and Affiliations

  1. Universidad Carlos III de Madrid, Leganés (Madrid), Spain

    Carlos Delgado Kloos

  2. École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland

    Patrick Jermann

  3. Pontifical Catholic University of Chile, San Joaquín, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

  4. Harvard University, Cambridge, Massachusetts, USA

    Daniel T. Seaton

  5. University of Southampton, Southampton, United Kingdom

    Su White

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© 2017 Springer International Publishing AG

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Nortvig, AM., Gynther, K. (2017). The Double Classroom: Design Patterns Using MOOCs in Teacher Education. In: Delgado Kloos, C., Jermann, P., Pérez-Sanagustín, M., Seaton, D., White, S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science(), vol 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_30

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  • DOI: https://doi.org/10.1007/978-3-319-59044-8_30

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59043-1

  • Online ISBN: 978-3-319-59044-8

  • eBook Packages: Computer ScienceComputer Science (R0)

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