Designing and Teaching Effective Online PD


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Designing and Teaching Effective Online PD

  1. 1. Designing & Teaching <br />Effective Online Professional Development<br />
  2. 2. Getting to Know Me<br />Diana Benner<br />Instructional Technology Facilitator<br />San Antonio ISD <br />Website:<br />Email:<br />Image Source:<br />
  3. 3. Getting To Know You<br />Teachers?<br />Course Developers?<br />Trainers?<br />K-12 Education?<br />Higher Education?<br />Business/Industry?<br />
  4. 4. Where Can I Find All This?<br />Diana Benner’s Website<br /><br />Moodle Mayhem Website<br /><br />
  5. 5. What is your biggest hope for this session in regard to creating online professional development in your district?<br />
  6. 6. Session Goals<br />This session will guide participants in developing and teaching online professional development courses. <br />The participant will be lead through the steps of course development, online teaching, and online assessment. <br />The session will emphasize principals of course design which are outcome-based, performance-based, and collaborative. <br />
  7. 7. Overview<br />What is “Online Learning?”<br />Online Professional Development<br />Designing Online Professional Development<br />Effective Online Facilitation<br />Evaluating Online Courses<br />
  8. 8. What is “Online Learning”?<br />Learning that uses technology, typically by way of the Internet.<br />In some cases, there is no live teacher present.<br />Online learning typically describes a course where the student never uses a traditional classroom – all activities are done on a computer.<br />
  9. 9. Why I Teach Online . . .<br />Video Source:<br />
  10. 10. Online Professional Development is Needed<br /><ul><li>Recent research suggests that the quality of a teacher is the most important predictor of student success. (Darling-Hammond, 1998 & Marzano,2003)</li></ul>YET….<br /><ul><li>Four out of five teachers say they are not prepared to teach in today’s schools. (McQueen, 1999)</li></li></ul><li>The Good & Bad News about Professional Development<br /><ul><li>The Good News!</li></ul>We know that Professional Development can<br /> have a positive impact on student achievement. <br /> (Hammond, 1998)<br />AND…<br />Almost all school districts have some type ofprofessional development for their teachers! <br /><ul><li>The Bad News!</li></ul>Very few of these activities are effective inchanging teaching practices. (Cohen & Hill, 1998; Hirsch, Koppich, & Knapp, 1998)<br />
  11. 11. The Even Better News…<br />We know what works!<br /><ul><li>The Council of School Performance has identified the following characteristics of effective PD programs:
  12. 12. Long-term programs embedded in the school year
  13. 13. Active learning activities such as demonstration, practice, and feedback
  14. 14. Collaborative study of student learning
  15. 15. Administrative support for continuing collaboration to improve teaching and learning</li></li></ul><li>Some Typical District Professional Development Scenarios<br />Results: <br />Attending training consisting of Lecture and Demonstration = 10% transfer to work setting (Joyce, Showers, 2002).<br />And, what about next year when new teachers are hired? They now don’t have the big time presentation. <br /><ul><li>Bring ‘em in!
  16. 16. District wide PD day, big-time presenter, paid big-time $, all teachers in attendance, one-shot type deal.
  17. 17. Send ‘em out!
  18. 18. 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.
  19. 19. Send ‘em out and Bring ‘em back in!
  20. 20. A.K.A. Trainer of Trainer Model</li></ul>And, once again the teacher is likely only able to implement 10% of new learning's in their classroom.<br />Not only that, but they have decided to transfer schools next year!<br />Are any of these scenarios in line with what we know works? <br />
  21. 21. The Best News Yet<br /> You can use digital tools to offer andsupport effective Professional Development learning opportunities that are: <br /><ul><li>Cost effective
  22. 22. Easy to create
  23. 23. In line with what we know works
  24. 24. Easily accessed by all teachers</li></li></ul><li>I have decided to teach online. How do I get started?<br />Video Source:<br />
  25. 25. Sample Moodle Course Template<br />
  26. 26. Components of an Online Course<br />
  27. 27. Course Design - Objectives<br />Where should objectives be located in the course?<br />At what different levels might objectives be written?<br />How might we write objectives with measureable outcomes?<br /><ul><li>Easily located within the course
  28. 28. Clearly written at the appropriate level and reflect desired outcomes
  29. 29. Written as measureable outcomes
  30. 30. Available in a variety of areas in the course</li></li></ul><li>Course Design-Content Presentation<br />Why should we present content in modules?<br />What mechanisms might we use to present content?<br />3. How can we include visual and auditory elements?<br />4. What types of supplementary resources might we consider?<br /><ul><li> Content is modularized
  31. 31. Navigation is intuitive and content flows in a logical progression
  32. 32. Content is enhanced with visual and auditory elements
  33. 33. Content is presented using a variety of appropriate mechanisms ; supplementary resources are made available</li></li></ul><li>Course Design: Learner Engagement<br /><ul><li> Instructional strategies are linked to course objectives
  34. 34. Includes guidance for learners to work with content in meaningful ways
  35. 35. Higher order thinking is expected of learners
  36. 36. Individualized instruction, remedial activities, or resources for advanced learning activities are provided</li></ul>What do we mean by learner engagement? Why is it important?<br />How can we successfully guide learners through the content in meaningful ways?<br />What are examples of higher order thinking?<br />How can we support individualized instruction?<br />
  37. 37. Course Design: Technology Use<br />What tools are available in CMSs?<br />How can we use CMS tools to reduce the labor-intensity of learning?<br />What are some creative ways of using technologies to transcend traditional, teacher-centered instruction?<br /><ul><li>CMS tools are used to facilitate learning and reduce the labor-intensity of learning
  38. 38. Technologies are used creatively in ways that transcend traditional, teacher-centered instruction
  39. 39. A wide variety of delivery media are incorporated into the course</li></li></ul><li>Course Facilitation – Communication Strategies<br />Where might we place opportunities for interaction?<br />How can we promote critical reflection in asynchronous communication?<br />How do we facilitate “rapid response” communication?<br /><ul><li>Many opportunities for synchronous and/or asynchronous interaction
  40. 40. Asynchronous communication strategies promote critical reflection or other higher order thinking
  41. 41. Synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication</li></li></ul><li>Course Facilitation – Developing Learning Communities<br />What tactics can we use to build a sense of community?<br />How can we encourage students to initiate communication with the instructor?<br />How do we maximize the outcomes of collaboration activities?<br /><ul><li>Easily located within Student-to-student interactions are required
  42. 42. Students are encouraged to initiate communication with the instructor
  43. 43. Collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, negotiation</li></li></ul><li>Course Facilitation – Interaction Expectations<br />What type of guidelines might we set for required participation?<br />How should the quality of communication be judged?<br /><ul><li>Participation guidelines are provided
  44. 44. Expectations for quality of communications are clearly defined
  45. 45. A rubric used to evaluate participation is included
  46. 46. Instructor actively participates in communication activities
  47. 47. The instructor uses communication tools to provide course updates, reminders, etc.</li></li></ul><li>Discussion Rubric<br />
  48. 48. Online Assessments<br />Why should assessment match the objectives?<br />When should rubrics be provided to students?<br />What types of assessments can we use online?<br />What are the benefits of including self-assessment opportunities?<br /><ul><li>Assessments match the objectives
  49. 49. Rubrics or descriptive criteria for desired outcomes are provided
  50. 50. Multiple types of assessments are used
  51. 51. Many opportunities for self-assessment are provided</li></li></ul><li>Self-Assessment<br />
  52. 52. Online Course Evaluation<br />National Standards for Quality Online Teaching<br />Southern Regional Education Board<br />
  53. 53. Online Course Evaluation Checklist<br />
  54. 54. “Design your course around what you want your end result to be”<br />
  55. 55. Sources<br />Top Tips for Online Facilitation<br /><br />Southern Regional Education Board<br /><br />SREB Online Resources<br /><br />SREB EvaluTech<br /><br />iNACOL: International Association for K-12 Online Learning<br /><br />Texas Virtual School Network<br /><br />
  56. 56. Thank You!<br />Diana Benner<br /><br />