Creating Effective Online Professional Development
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This document discusses designing effective online professional development courses for educators. It outlines principles such as providing choice and credit for participants. It emphasizes the importance of clear structure, frequent instructor interaction, and dynamic discussion between participants. Researchers found that consistent templates, familiar structures, and interaction are key factors for student satisfaction and perceived learning in online courses. The document also addresses challenges for both instructors and participants in online courses.
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Creating Effective Online Professional Development
- 1. Designing Effective Online Professional Development
- 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. Principles/Assumptions Jam-packed with practical resources Choice They need credit…SB-CEUs or grad credit Target audience: local educators
- 11. Online Role: Facilitator http://cu.classroom.com 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. 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)
- 14. Instructor Challenges Keeping up with web resources…they move around! Writing can be time-consuming… Stragglers Making time to login regularly
- 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. Success Income Meeting the needs of our districts “ Trained” participants “ Hooking” teachers on technology who need credit Networking
- 17. ˚˚˚