Context

This Guide focuses on how the use and application of research into teaching and learning practices has enriched teaching and learning opportunities. What follows is a review of the pedagogical models that have underpinned Continuing Professional Development (CPD) programme design since the late 1980s, with a strong focus on using education technology to support CPD. The discussion is framed using three key pedagogical approaches that underpin CPD designs based on Pachler’s (2005) learning principles (simplified for student teachers):

Glue Ear Together

Glue ear thicker line

Middle ear fluid picture

Glue ear fluid

ear picture

Example 13 from research. Cochran- Smith (2021)

In this discussion and comparison article, Cochran-Smith (2021: 8) firstly highlights the “enormous variation across countries among accountability policies, initiatives, and approaches as well as an array of competing claims about their efficacy and impact in teacher preparation.” Cochran Smith (2021: 21) discusses how notions of pedagogy are lost in many teacher education programmes, but that the concept of “intelligent professional responsibility” could provide a way forward, and that “there are efforts in teacher education to reclaim accountability with more intelligent approaches throu

Developed VOOCs

Table: 1 Overview and description of the developed VOOC’s:

title, audience, aims, medium and design.

Partner

Title VOOC

Audience

Network

The Pro-VET team/community welcomes future dialogue, contacts, partnerships and collaboration, globally, with professionals of all kinds (researchers, practitioners, teachers, trainers, educators etc.) interested in collective new endeavors in the above fields of research and development. Contact: website, Facebook, Twitter.

Areas for further research / development

One of the major lessons underlined by Pro-VET’s Russian and Serbian partners was that developing VOOCs is considered a puzzle. Partners argued that it requires teams to constantly navigate between ambitions, goals, appropriate pedagogy, available resources and what is technically possible within the platform and used architecture of the course. A ‘balancing act’ between ambition and staying realistic. In other words: there is no ‘golden bullet’ for developing ODL tools. 

Pages

Subscribe to MESHGuides RSS