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dc.contributor.authorCochrane, Ten_NZ
dc.contributor.authorNarayan, Ven_NZ
dc.date.accessioned2018-11-22T23:55:23Z
dc.date.available2018-11-22T23:55:23Z
dc.date.copyright2016en_NZ
dc.identifier.citationIn S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 139-150).
dc.identifier.urihttp://hdl.handle.net/10292/12061
dc.description.abstractThis paper focuses upon the evaluation stages of the design and implementation of a lecturer professional development cMOOC embedded within an educational design-based research methodology. In the design and development stages the first iteration in 2015 of the cMOOC informed the redesign of the second iteration in 2016. In this paper the overal impact of the cMOOC is evaluated via evidence of active participation, a post-survey of the 2016 participants, and evidence of impact through the development of participant eportfolios. Based upon our experiences we propose a transferable and scalable lecturer professional development framework that can be mapped to established teaching and learning accreditation pathways such as CMALT.en_NZ
dc.publisherAsciliteen_NZ
dc.relation.urihttp://2016conference.ascilite.org/wp-content/uploads/ascilite2016_cochrane_full_mon_pm.pdf
dc.rightsThe author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
dc.subjectcMOOC; Design-based Research; Educational Design Research; Professional development; CMALTen_NZ
dc.titleEvaluating a ProfessionalDevelopment cMOOC: MOSOMELTen_NZ
dc.typeOther form of assessable output
dc.rights.accessrightsOpenAccessen_NZ
aut.publication.placeUniversity of South Australia, Adelaide, Australiaen_NZ
aut.relation.endpage150
aut.relation.startpage139
pubs.elements-id215942


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