Designing & Teaching Effective Online Professional Development
Getting to Know Me Diana Benner Instructional Technology Facilitator San Antonio ISD Website: http://dbenner.org Email: email@example.com Image Source: www.celebratetheday.biz/ladybug.html
Getting To Know You Teachers? Course Developers? Trainers? K-12 Education? Higher Education? Business/Industry?
Where Can I Find All This? Diana Benner’s Website http://dbenner.org Moodle Mayhem Website http://bit.ly/techfiesta2010
What is your biggest hope for this session in regard to creating online professional development in your district?
Session Goals This session will guide participants in developing and teaching online professional development courses. The participant will be lead through the steps of course development, online teaching, and online assessment. The session will emphasize principals of course design which are outcome-based, performance-based, and collaborative.
Overview What is “Online Learning?” Online Professional Development Designing Online Professional Development Effective Online Facilitation Evaluating Online Courses
What is “Online Learning”? Learning that uses technology, typically by way of the Internet. In some cases, there is no live teacher present. Online learning typically describes a course where the student never uses a traditional classroom – all activities are done on a computer.
Why I Teach Online . . . Video Source: http://www.youtube.com/watch?v=R8VfChM5EhA
Administrative support for continuing collaboration to improve teaching and learning
Some Typical District Professional Development Scenarios Results: Attending training consisting of Lecture and Demonstration = 10% transfer to work setting (Joyce, Showers, 2002). And, what about next year when new teachers are hired? They now don’t have the big time presentation.
Bring ‘em in!
District wide PD day, big-time presenter, paid big-time $, all teachers in attendance, one-shot type deal.
Teacher is registered, teacher creates sub plans, sub is hired, teacher travels, kids give sub a hard time, teacher attends, teacher returns tired from travel has to come up with a consequence for the students’ bad behavior.
And, once again the teacher is likely only able to implement 10% of new learning's in their classroom. Not only that, but they have decided to transfer schools next year! Are any of these scenarios in line with what we know works?
The Best News Yet You can use digital tools to offer andsupport effective Professional Development learning opportunities that are:
Course Design-Content Presentation Why should we present content in modules? What mechanisms might we use to present content? 3. How can we include visual and auditory elements? 4. What types of supplementary resources might we consider?
Content is modularized
Navigation is intuitive and content flows in a logical progression
Content is enhanced with visual and auditory elements
Content is presented using a variety of appropriate mechanisms ; supplementary resources are made available
Course Design: Learner Engagement
Instructional strategies are linked to course objectives
Includes guidance for learners to work with content in meaningful ways
Individualized instruction, remedial activities, or resources for advanced learning activities are provided
What do we mean by learner engagement? Why is it important? How can we successfully guide learners through the content in meaningful ways? What are examples of higher order thinking? How can we support individualized instruction?
Course Design: Technology Use What tools are available in CMSs? How can we use CMS tools to reduce the labor-intensity of learning? What are some creative ways of using technologies to transcend traditional, teacher-centered instruction?
CMS tools are used to facilitate learning and reduce the labor-intensity of learning
Technologies are used creatively in ways that transcend traditional, teacher-centered instruction
A wide variety of delivery media are incorporated into the course
Course Facilitation – Communication Strategies Where might we place opportunities for interaction? How can we promote critical reflection in asynchronous communication? How do we facilitate “rapid response” communication?
Many opportunities for synchronous and/or asynchronous interaction
Asynchronous communication strategies promote critical reflection or other higher order thinking
Synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication
Course Facilitation – Developing Learning Communities What tactics can we use to build a sense of community? How can we encourage students to initiate communication with the instructor? How do we maximize the outcomes of collaboration activities?
Easily located within Student-to-student interactions are required
Students are encouraged to initiate communication with the instructor
Collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, negotiation
Course Facilitation – Interaction Expectations What type of guidelines might we set for required participation? How should the quality of communication be judged?
Participation guidelines are provided
Expectations for quality of communications are clearly defined
A rubric used to evaluate participation is included
Instructor actively participates in communication activities
The instructor uses communication tools to provide course updates, reminders, etc.
Online Assessments Why should assessment match the objectives? When should rubrics be provided to students? What types of assessments can we use online? What are the benefits of including self-assessment opportunities?
Assessments match the objectives
Rubrics or descriptive criteria for desired outcomes are provided