A Study On The Construction Of MOOC-Ed In America

The advent of the Internet era has changed the way people live. Similarly, the Internet is also a subtle impact on all aspects of education. In April 2015, the Chinese Ministry of Education has issued on the strengthening of the higher school open online course construction application and management advice,it clearly put forward to build a number of High quality online open courses, which represented by massive open online courses and integrated curriculum application and teaching service. The integration of information technology and education has become the development trend in the field of education reform. As a successful case of the integration of Internet and education,MOOC not only has changed the education mode of higher education, its scientific concept and advanced technology also has brought the reform of the related fields, such as the occupation education, teacher education, etc.. In 2013, The Friday Institute for Educational Innovation in the NC State University and The Alliance for Excellent Education jointly launched MOOC-Ed, which is a MOOC for teacher’s professional development. Since it set up, MOOC-Ed has been got the world attention. It has brought new opportunities for teachers in the United States and around the world, as well as brought great significance to improve the quality of teachers and promote the reform of global education.Based on the discipline characteristics and missions of comparative education research, this paper using literature method, comparative method and case methods to have a deep research of the produce background of MOOC-Ed, which are core ideas, construction modes and implementation effects. Taking those into consideration, this paper aims to give some suggestions to our country on the construction of teachers’ professional development platform.In the first part, this paper reveals the background of the construction of MOOC-Ed. First of all, since the beginning of the 21 st century, the basic education reforms of United States has been bringing new requirements for teachers, requests them to have more comprehensive and professional qualities. Secondly, the drawbacks of the traditional model of teacher’s professional development has become increasingly prominent, such as the lack of flexibility, high cost of training, low efficiency. Finally, the rise of MOOC has been bringing new opportunity for teacher’s professional development. In a certain extent, it can overcome the disadvantages existing in the traditional teachers’ professional development mode.The second part describes the two basic ideas of MOOC-Ed, which are teacher professional development and high quality education resource free sharing in the Globe.As the most important part in this paper,the third part describes the construction of MOOC-Ed in four aspects. First, MOOC-Ed based on the distributed cognition theory and Unicom learning theory,Using computer techniques such as Web2.0. There are Conceptual frameworks, student scenarios, expert panels, participant projects with peer feedback, resource collections), asynchronous discussions and crowd-sourcing in the process of curriculum implementation. Through cooperating with universities and education programs, setting up credit courses,MOOC-Ed makes sure that it can own the good social supports.The fourth part studied the implementation effects of MOOC-Ed, According to the analysis of statistical data,MOOC-Ed has remarkable results in Self-directed learning, Peer supported learning and Job-connected learning. But it also requires teachers who study in it have higher comprehensive quality, and with the implementation of the curriculum, MOOC-Ed also appeared some weakness such as higher dropout rate and the lack of authentication.Based on the descriptions and analysis above, the fifth part tries to show some inspirations and suggestion to the construction of teacher’s professional development platform in China. First,deepening the theoretical basis for the construction teachers’ professional development platform. Second, promoting the technical supporting to construct the teachers’ professional development platform.Third, optimizing the curriculum implementation of teachers’ professional development platform. Finally, improving operation mechanism of teachers’ professional development platform.