Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

From Checklists to Heuristics: Designing MOOCs to Support Teacher Learning


by Karen Brennan, Sarah Blum-Smith & Maxwell M. Yurkofsky - 2018


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase From Checklists to Heuristics: Designing MOOCs to Support Teacher Learning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 120 Number 9, 2018, p. 1-48
https://www.tcrecord.org ID Number: 22103, Date Accessed: 11/12/2019 2:29:15 PM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Karen Brennan
    Harvard Graduate School of Education
    E-mail Author
    KAREN BRENNAN is an Associate Professor at the Harvard Graduate School of Education. Her research is primarily concerned with the ways in which learning environments (in and out of school, online and face-to-face) can be designed to support young peopleís development as computational creators.
  • Sarah Blum-Smith
    Harvard Graduate School of Education
    E-mail Author
    SARAH BLUM-SMITH is a doctoral student at the Harvard Graduate School of Education. Her research interests focus on discourse about educational technology, with particular attention to the relationships between teachers, technology, and instructional change. She is currently exploring how elementary classroom teachers make sense of the purpose of educational technology.
  • Maxwell Yurkofsky
    Harvard Graduate School of Education
    E-mail Author
    MAXWELL M. YURKOFSKY is a doctoral student at the Harvard Graduate School of Education. His research draws on organizational and neoinstitutional perspectives to understand how school systems respond to various policy initiatives in the environment. He is currently exploring how recent accountability reforms have shaped the coupling patterns of educational organizations.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS