Professional development of teachers in a MOOC

Abstract

In this paper, we describe the participation in a MOOC which was arranged by and for teachers in Sweden. The MOOC was organized as a community rather than a course, which meant that there was a skeletal structure to facilitate community engagement but no set learning goals or tasks that had to be done by the participants. This loose structure enables participants to attend to the MOOC in different ways. Based on answers to surveys, four ways of participation are mapped out in this article. The structure of the MOOC was based on connectivist notions of knowledge building and the central principals of autonomy, diversity, openness and interactivity. How connectivist thinking can be related to the participation in the MOOC is explored and tensions between the two are discussed. The importance of dialogue in order to develop connections for learning is an aspect which is regarded as important in this article. As professional development for teachers, the MOOC has both advantages and disadvantages. The openness of the MOOC is considered an advantage by some participants, but an obstacle by others. The openness means a flexibility of when and to what extent to participate, but it also creates an uncertainty of what is expected and how to participate.