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From MOOCs to MOOPILs: Pushing the Boundaries of Virtual Professional Development and Learning for Teachers

Author

Listed:
  • Beverly J. Irby

    (Texas A&M University, Education Leadership Research Center, Educational Leadership and Human Resource Development Department, College Station, TX, USA)

  • Kara L. Sutton-Jones

    (Texas A&M University, Center for Research and Development in Dual Language and Literacy Acquisition, Educational Psychology Department, College Station, TX, USA)

  • Rafael Lara-Alecio

    (Texas A&M University, Center for Research and Development in Dual Language and Literacy Acquisition, Educational Psychology Department, College Station, TX, USA)

  • Fuhui Tong

    (Texas A&M University, Center for Research and Development in Dual Language and Literacy Acquisition, Educational Psychology Department, College Station, TX, USA)

Abstract

This article includes a discussion of the growing use of virtual professional development and learning for educators. Next the authors describe virtual professional development and learning within the context of a U.S. federally-funded Investing in Innovation (i3) grant, English Language and Literacy Acquisition-Validation (ELLA-V), and the need for a new understanding of such on an informal and individual basis. The proposed concept is a Massive Open Online Professional Informal Individual Learning (MOOPIL). Lastly, the authors provide an example of a MOOPIL from the ELLA-V grant which is called ELLA-Virsity—a collection of short professional development webinars for teachers and school leaders who work with English language learners.

Suggested Citation

  • Beverly J. Irby & Kara L. Sutton-Jones & Rafael Lara-Alecio & Fuhui Tong, 2017. "From MOOCs to MOOPILs: Pushing the Boundaries of Virtual Professional Development and Learning for Teachers," International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, vol. 9(1), pages 34-47, January.
    • Handle: RePEc:igg:jicthd:v:9:y:2017:i:1:p:34-47
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