Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 4 – learning rhythms)

This is the final post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). This section looks at the contradictions prevalent in designing MOOCs (massive open online courses) and expands upon the presentation with exploration of personalised learning. Previous posts explored: professional learning perspectives, contradictions in open … Continue reading Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 4 – learning rhythms)

Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 3 – data)

This is the third post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). The first post explored learning design perspectives that influence online professional development for teachers. The second post looked at the contradictions prevalent in designing MOOCs (massive open online courses) and explored personalised learning. This section … Continue reading Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 3 – data)