As part of the Handson ICTi
project we need to design a teacher-training MOOC course on applying
Information and Communication Technologies ICT with support of creativity techniques. The
course should utilize learning-by-doing learning approach and run within a MOODLE LMS. This
paper, applying design-based research methodology, describes our experience in developing this
course through series of design iterations and evaluations. The research questions we address are as
follows: What are trends and challenges of teaching creativity with ICT as indicated by literature and
good practices? What are pedagogical approaches relevant for HandsonICT MOOC? What changes
need to be made to address the participants experience with the HandsonICT MOOC as suggested by
the first pilot of the course? What are the lessons learned with the design and evaluation of the
Handson ICT MOOC? We first make an overview of the findings from a systematic literature review
and a screening of good practices in regard to teacher-training in creativity and ICT. Then we discuss
different learning theories and instructional design approaches, and especially how they can be
implemented in a MOOC for teaching creativity and teaching creatively using ICT tools. In the next
step we describe different versions of the HandsonICT MOOC course. Finally, we conclude with
some lesson learned.
%0 Conference Paper
%1 STOYANOV2014TEA
%A Stoyanov, S.
%A Sloep, P.
%A De Bie, M.
%A Hermans, V.
%B EDULEARN14 Proceedings
%D 2014
%I IATED
%K LDS design handson handsonMOOC learning
%P 5678-5686
%T TEACHER-TRAINING, ICT, CREATIVITY, MOOC, MOODLE - WHAT PEDAGOGY?
%U http://dspace.ou.nl/handle/1820/5463
%X As part of the Handson ICTi
project we need to design a teacher-training MOOC course on applying
Information and Communication Technologies ICT with support of creativity techniques. The
course should utilize learning-by-doing learning approach and run within a MOODLE LMS. This
paper, applying design-based research methodology, describes our experience in developing this
course through series of design iterations and evaluations. The research questions we address are as
follows: What are trends and challenges of teaching creativity with ICT as indicated by literature and
good practices? What are pedagogical approaches relevant for HandsonICT MOOC? What changes
need to be made to address the participants experience with the HandsonICT MOOC as suggested by
the first pilot of the course? What are the lessons learned with the design and evaluation of the
Handson ICT MOOC? We first make an overview of the findings from a systematic literature review
and a screening of good practices in regard to teacher-training in creativity and ICT. Then we discuss
different learning theories and instructional design approaches, and especially how they can be
implemented in a MOOC for teaching creativity and teaching creatively using ICT tools. In the next
step we describe different versions of the HandsonICT MOOC course. Finally, we conclude with
some lesson learned.
%@ 978-84-617-0557-3
@inproceedings{STOYANOV2014TEA,
abstract = {As part of the Handson ICTi
project we need to design a teacher-training MOOC course on applying
Information and Communication Technologies ICT with support of creativity techniques. The
course should utilize learning-by-doing learning approach and run within a MOODLE LMS. This
paper, applying design-based research methodology, describes our experience in developing this
course through series of design iterations and evaluations. The research questions we address are as
follows: What are trends and challenges of teaching creativity with ICT as indicated by literature and
good practices? What are pedagogical approaches relevant for HandsonICT MOOC? What changes
need to be made to address the participants experience with the HandsonICT MOOC as suggested by
the first pilot of the course? What are the lessons learned with the design and evaluation of the
Handson ICT MOOC? We first make an overview of the findings from a systematic literature review
and a screening of good practices in regard to teacher-training in creativity and ICT. Then we discuss
different learning theories and instructional design approaches, and especially how they can be
implemented in a MOOC for teaching creativity and teaching creatively using ICT tools. In the next
step we describe different versions of the HandsonICT MOOC course. Finally, we conclude with
some lesson learned.},
added-at = {2014-11-24T12:12:36.000+0100},
author = {Stoyanov, S. and Sloep, P. and De Bie, M. and Hermans, V.},
biburl = {https://www.bibsonomy.org/bibtex/259c8a8898f3bcb8d6568ee2a7a7177fd/yish},
booktitle = {EDULEARN14 Proceedings},
interhash = {b6a6456d33104bc80c972d1d1232b7ad},
intrahash = {59c8a8898f3bcb8d6568ee2a7a7177fd},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
keywords = {LDS design handson handsonMOOC learning},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
pages = {5678-5686},
publisher = {IATED},
series = {6th International Conference on Education and New Learning Technologies},
timestamp = {2014-11-24T12:16:10.000+0100},
title = {TEACHER-TRAINING, ICT, CREATIVITY, MOOC, MOODLE - WHAT PEDAGOGY?},
url = {http://dspace.ou.nl/handle/1820/5463},
year = 2014
}