PROFESSIONAL DEVELOPMENT
1. Sugata Mitra’s Research (Hole in the Wall)
Sugata Mitra’s Hole in the Wall experiment showed that children in a New Delhi slum, with no prior computer experience, taught themselves to browse, search, and explore knowledge once a computer was embedded in the wall. They self-organized their learning, helping each other make sense of new information. Later iterations emphasized the role of grannies; adults who provided encouragement, not direct instruction, reinforcing the idea of minimally invasive education.
This demonstrates that with access, curiosity, and minimal guidance, learners can thrive independently, which has profound implications for both PD and student learning.
2. Self-Directed Professional Development
The MindShare Learning article stresses that conventional PD (e.g., lunch-and-learns or mandated workshops) often fails to inspire authentic growth. Instead, teachers increasingly pursue self-directed PD, using online networks, webinars, and professional learning communities (PLCs). Self-directed PD is transformational because it allows educators to design learning paths based on personal passions and needs, curating and cultivating authentic learning experiences.
This mirrors Mitra’s concept: given freedom and access to resources, teachers, like children, can become self-motivated learners.
3. MOOC Exploration
I selected Learning How to Learn (Coursera, Dr. Barbara Oakley & Dr. Terrence Sejnowski) as my MOOC example.
- Why it interests me: It unpacks metacognition and learning strategies (chunking, focused vs. diffuse thinking) that are directly useful for both my own PD and classroom pedagogy.
- Personal Connection: As someone who designs digital courses, understanding how learners actually learn online enhances both my practice and the PD I share with colleagues.
A) Memorable Learning Moment
One of my most rewarding experiences was watching a Grade 7 student in Taiwan master English presentation skills through project-based inquiry. Initially shy, she leveraged digital storytelling tools and peer feedback to create a video essay that received enthusiastic responses from classmates. Her confidence soared, proof that when students are given voice, choice, and authentic tools, they flourish.
B) Freedom Applied to Student Learning
The article’s concept of freedom suggests that just as educators can curate their own PD, students should also learn how to self-direct. When learners choose inquiry projects, pursue curiosities, and use global resources, they are practicing autonomy. Teachers shift from deliverers of content to facilitators who model how to access people, tools, and networks that enrich learning.
C) MOOC Shared
- MOOC Name: Learning How to Learn (Coursera)
- Focus: Neuroscience-based strategies for effective study and knowledge retention.
- Reason for Interest: Bridges my PD as a teacher with my students’ needs as independent learners.
D) MOOCs and Personalized PD
MOOCs allow educators to tailor PD by selecting courses aligned with personal interests, subject areas, or immediate classroom challenges. For example, a teacher can explore AI ethics, digital assessment, or SEL frameworks without systemic constraints. The scalability also enables cross-border collaboration, educators from diverse contexts sharing insights in the same virtual classroom.
E) If I Facilitated a MOOC
If I were to create and support a MOOC in my district, my topic would be:
Digital Storytelling & Critical Pedagogy in Multicultural Classrooms.
- It would integrate Universal Design for Learning (UDL), narrative inquiry, and culturally inclusive pedagogies.
- Participants could collaboratively design story-based digital projects, sharing across global classrooms, while critically reflecting on issues of identity, privilege, and voice.
This structure ties Sugata Mitra’s work, the MindShare Learning article, and the MOOC task into a coherent narrative, blending professional reflection with concrete examples.
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