Analizying MOOCs from an educational perspective in Spain

ABSTRACT: This article is the result of a Teaching Innovation Project funded by the University of Cantabria’s Vice-Rectorate for Teaching Staff. Its goals are to analyze the phenomenon of MOOCs with pedagogical criteria and to develop a Best Practice Guide. The project was developed by the Universities of Cantabria and Oviedo, all the work was divided into three phases: 1) Theoretical review and the design of classroom activities, 2) The implementation of classroom activities and analysis of the main results and 3) The development of a MOOC Best Practice Guide. The results of the second phase at the University of Cantabria are presented here. They demonstrate the need to introduce these massive open online courses into degree programmes in Education, updating higher education studies and providing valuable knowledge for understanding the educational potential (not just technological or financial) of this online training

Small Scale Distribution and Diel Vertical Migration of Zooplankton in a Shallow Lake (Lake Naardermeer, the Netherlands).

Abstract not availableJRC.H-Institute for environment and sustainability (Ispra

Lesson Study: professional development (PD) for beginning and experienced teachers

Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised