Analysing MOOCs in terms of teacher collaboration potential and issues: the French experience

Monica Panero (1) , Gilles Aldon (1) , Jana Trgalová (2) , Luc Trouche (2)

1 EducTice
2 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques

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.

Mots clés: MOOC; teachers' professional development; meta-didactical transposition; community; collaboration

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Education

Monica Panero, Gilles Aldon, Jana Trgalová, Luc Trouche. Analysing MOOCs in terms of teacher collaboration potential and issues: the French experience. Congress of european research in mathematics education, ERME, Feb 2017, Dublin, Ireland. pp.2446-2453. ⟨hal-01541069⟩