TY - JOUR
T1 - The Three Spaces Model for Online CPD
T2 - a model for designing assignments for online courses in Continuing Professional Development
AU - Erkmann, Malene
AU - Petersen, Anne Kristine
AU - Christensen, Pernille Lomholt
PY - 2019/8/23
Y1 - 2019/8/23
N2 - The paper explores the challenges of designing assignments for online learning environments and looks into the use of models as analytic thinking tools for course designers. The paper opens with a discussion on challenges central to designing assignments for online learning environments in higher education. Subsequently, two widely used models for course design, Salmon’s five-stage-model (2002, 2003) and Ryan & Ryan’s TARL model (2013), are explored with the aim of evaluating their usefulness in Continuing Professional Development (CPD) for teachers and pre-school teachers, a context which has received relatively little attention in terms of research on course design. A number of assignments that have been used in online CPD courses for (pre-)school teachers are analysed with the aim of identifying design patterns, i.e. examples of how recurring pedagogical problems can be solved and, on the basis of this, a new model that can support CPD course designers in designing assignments, the Three Spaces Model For Online CPD, is presented and discussed.
AB - The paper explores the challenges of designing assignments for online learning environments and looks into the use of models as analytic thinking tools for course designers. The paper opens with a discussion on challenges central to designing assignments for online learning environments in higher education. Subsequently, two widely used models for course design, Salmon’s five-stage-model (2002, 2003) and Ryan & Ryan’s TARL model (2013), are explored with the aim of evaluating their usefulness in Continuing Professional Development (CPD) for teachers and pre-school teachers, a context which has received relatively little attention in terms of research on course design. A number of assignments that have been used in online CPD courses for (pre-)school teachers are analysed with the aim of identifying design patterns, i.e. examples of how recurring pedagogical problems can be solved and, on the basis of this, a new model that can support CPD course designers in designing assignments, the Three Spaces Model For Online CPD, is presented and discussed.
U2 - https://doi.org/10.16993/dfl.107
DO - https://doi.org/10.16993/dfl.107
M3 - Journal article
SN - 1654-7608
VL - 11
SP - 118
EP - 126
JO - Designs for Learning
JF - Designs for Learning
IS - 1
ER -