Analysing MOOCs in terms of their potential for teacher collaboration: the French experience

Panero, Monica and Aldon, Gilles and Trgalová, Jana and Trouche, Luc (2017) Analysing MOOCs in terms of their potential for teacher collaboration: the French experience. In: CERME 10 - 10th Congress of European Research in Mathematics Education, February 1-5, 2017, Dublin, Ireland.

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Abstract

The main aim of this paper is to analyse the experience of a MOOC for teacher training implemented in France, in parallel with a similar experience in Italy. The study focuses on teacher collaboration within such an online learning environment, in terms of co-working and co-learning. The Italian and the French teams outlined a common starting point of the research and some common research concerns (see the Introduction). Each team then reformulated the research questions and tried to answer them through specific theoretical lenses. In the case of the French MOOC eFAN Maths, we study the trainees' collaborative design of a pedagogical resource, by focusing on the efficiency of an evaluation grid designed by trainers to be used within a global process of peer evaluation. This analysis will be enriched by the comparison with the results of the Italian and other MOOC experiences shared within the TWG15.

Item Type:	Article in conference proceedings or Presentation at a conference (Paper)
Uncontrolled Keywords:	MOOC, teachers’ professional development, meta-didactical transposition, community, collaboration.
Subjects:	Mathematical sciences > Others in mathematical sciences Education Education > Training teachers
Department/unit:	Dipartimento formazione e apprendimento / Alta scuola pedagogica > Centro competenze didattica della matematica
Depositing User:	Monica Panero
Date Deposited:	29 Nov 2018 06:48
Last Modified:	14 May 2021 11:00
URI:	http://repository.supsi.ch/id/eprint/10133

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