Creating Effective Online Professional Development


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Creating Effective Online Professional Development

  1. 1. Designing Effective Online Professional Development
  2. 2. Our Online Courses Internet in the Curriculum ’99 Creating WebQuests ’00 Technology in the Early Elementary Classroom ’02 Planning Interactive Curriculum Connections ’04 One-to-one Classroom Computing ‘05 Techno-Charged Project Based Learning ‘05 Kid2Kid Videoconference Connections ’05 The Blogs that Bind ‘06 Teaching Academic Vocabulary ‘07 Connecting & Collaborating with Online Tools ‘08
  3. 3. Principles/Assumptions Jam-packed with practical resources Choice They need credit…SB-CEUs or grad credit Target audience: local educators
  4. 4. Course Management Systems
  5. 5. Structure & Routine <ul><li>Three factors “contribute significantly to the success of asynchronous online courses.” </li></ul><ul><ul><li>clear and consistent course structure </li></ul></ul><ul><ul><li>frequently and positive interaction from instructor </li></ul></ul><ul><ul><li>constructive and dynamic discussion between students and their peers </li></ul></ul>Karen Swan, “Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses,” Distance Education 22:2 (2001), pp. 306-331.
  6. 6. Structure & Routine <ul><li>Researchers at the University of British Columbia who evaluated 127 courses offered online “have concluded that appearance and structure can make or break an online course.” </li></ul>Kelly McCollum, “Researchers Pick Best and Worst Web Courses,” The Chronicle of Higher Education 44 (February 27, 1998), p. A29.
  7. 7. Familiar Structure
  8. 8. Consistent Templates
  9. 9. Consistent Templates <ul><li>Compare </li></ul><ul><li>Examine </li></ul><ul><li>Develop </li></ul><ul><li>Wrap Up </li></ul><ul><li>Intro </li></ul><ul><li>Research </li></ul><ul><li>Conversation </li></ul><ul><li>Wiki </li></ul>Intro Examine Discuss Explore Implement Manage Featured Tool Intro Strike a Spark PBL ASAP Charge It Up Shock ‘em Intro Examine Expound Engage Enhance Extend Read It Talk It See It Do It Manage It Software Feature Web Share Prepare Open Mic Explore Spotlight Finish
  10. 10. ritsteacher
  11. 11. Online Role: Facilitator Instructor posts should deepen the conversation. After the initial response to participants, try to respond at least once to each participant every week or so, depending on the size of the class. In the first week, respond to every participant's introduction posting and make them feel welcome.
  12. 12. Interaction is Key Questions from Creating WebQuests Respond to one or both of these questions. Do you agree with the description of your generation? What about the others described? Do your experiences challenge or confirm the description? How do you think online interaction affects kids? How has it affected you? (experience)
  13. 13. Sharing Applied Knowledge
  14. 14. Instructor Challenges Keeping up with web resources…they move around! Writing can be time-consuming… Stragglers Making time to login regularly
  15. 15. Challenges with Participants Low enrollment “ I don’t need the credit.” Long distance tech support is difficult. “ This takes more time than I thought it would.” Doing SB-CEU hours in the assigned days Personalities
  16. 16. Success Income Meeting the needs of our districts “ Trained” participants “ Hooking” teachers on technology who need credit Networking
  17. 17. ˚˚˚