The CMALT cMOOC is a new model of PD as a network of communities of practice within a cMOOC, supported by an ecology of resources, where sustained collaborative engagement with innovative teaching practice is recognised via CMALT (Certi ed Member of the Association for Learning Technologies) accreditation. Barnett argues that we live in a rapidly changing world where education must refocus as “learning for an unknown future, in short, for an ontological turn” (Barnett, 2012, p. 65). This calls for new models of lecturer professional development (PD) that model active participation within authentic contexts that support a culture of pedagogical change. These new PD models need to be agile, sustainable, scalable, and authentic. We propose a reimagined PD strategy mapping professional development activities to accreditation pathways, mapping the design of a cMOOC to the CMALT accreditation pathway as an appropriate measure of the development of technology enhanced learning practice and re ection, building upon the close links between the Ascilite and ALT communities (https://ascilite.org/get-involved/cmalt/) to facilitate a supportive community. Laurillard (2016) argues that the MOOC format is primarily suitable for highly self-directed

and motivated learners, such as teachers who regularly engage in professional development to hone their teaching skills. While MOOC completion rates are typically low (Jordan, 2014), analysis of MOOC participation data indicates the e ectiveness of the MOOC format for professional learners (Kill & Stroud, 2016). Therefore MOOCs can be powerful experiences for a motivated core group of participants (Mackness & Bell, 2015). We aim to test this concept by collaborating with like-minded individuals/departments/institutions both nationally and internationally, using a design-based research (DBR) methodology to guide the design, prototyping, iterative implementation, and evaluation of the framework. We will integrate an updated version of Boyer’s (1990) Scholarship Of Teaching and Learning (SOTL) through embedding the Scholarship Of Technology Enhanced Learning (Haynes, 2016), SOTEL, into the DBR methodology. We have piloted the concept through the design and implementation of three iterations of the Mosomelt cMOOC (Cochrane & Narayan, 2016).
The CMALT cMOOC  is supported by an ecology of resources illustrated below (Figure 1).


Follow the #CMALTcMOOC Project updates for the latest info on ResearchGate:

QR code link to the ResearchGate Project: RGurlQR

The #cmaltcmooc project is an output of the #SoTELNZ research cluster: http://sotel.nz/cmoocs/


Barnett, R. (2012). Learning for an unknown future. Higher Education Research & Development, 31(1), 65-77. doi:10.1080/07294360.2012.642841

Boyer, E. (1990). Scholarship reconsidered: priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Cochrane, T., & Narayan, V. (2017, 4-6 December). CMALT cMOOC: Developing a scalable lecturer professional development framework. Paper presented at the Ascilite 2017, University of Southern Queensland, Toowoomba, Australia. Download

Cochrane, T., & Narayan, V. (2017, 5-7 September). An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project. Paper presented at the ALT Annual Conference 2017: Beyond islands of innovation – how Learning Technology became the new norm(al), University of Liverpool, UK. Link

Cochrane, T., & Narayan, V. (2017, 29 August – 2 September). Developing a scalable lecturer professional development framework. Poster presented at the EARLI 2017, University of Tampere, Tampere, Finland. Download

Cochrane, T., & Narayan, V. (2016). Evaluating a Professional Development cMOOC: MOSOMELT. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 139-150). University of South Australia, Adelaide, Australia: Ascilite.

Haynes, D. (2016). Introducing SOTEL. 2016, 1(1).
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1).

Kill, M., & Stroud, J. (2016, 19-20 April). Massive Open Online Courses and Professional Development. Paper presented at the OER16: Open Culture, University of Edinburgh, UK.

Laurillard, D. (2016). The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students. 2016, 24. doi:10.3402/rlt.v24.29369

Mackness, J., & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis, 7(1), 25-38. doi:http://dx.doi.org/10.5944/openpraxis.7.1.173