Abstract
With online learning becoming a more viable and attractive option for students and teachers around the world, we discuss how one effort in the U.S. is focused on designing, implementing, and evaluating MOOCs designed for professional development of mathematics teachers. We share design principles and learning opportunities, as well as discuss specific impacts participants report for changes to teaching practices and how these MOOCs have impacted engagement of educators.
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Acknowledgements
The design, implementation, evaluation, and research of MOOC-Ed courses at NC State University’s Friday Institute for Educational Innovation is partially funded by the William and Flora Hewlett Foundation. Any opinions, findings, and recommendations expressed are those of the authors, and do not necessarily reflect the views of the Hewlett Foundation.
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Avineri, T., Lee, H.S., Tran, D., Lovett, J.N., Gibson, T. (2018). Design and Impact of MOOCs for Mathematics Teachers. In: Silverman, J., Hoyos, V. (eds) Distance Learning, E-Learning and Blended Learning in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-90790-1_11
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