1. 1 E-Professional development

3. Why e-PD? . Access: e-Learning is available for FREE on the Internet. Convenience: e-Learning can take place anytime and any place there is Internet access. Choice: e-Learning increases professional development opportunities for teachers. Simplicity: visit the Web site to enroll, complete the course, take an assessment, perform the follow-up activities, then incorporate what you learn into the classroom. http://www2.ed.gov/teachers/how/tools/initiative/e-learning.html Flexibility of Time and Place 7/19/2011 Virginia Crisanti3 3

4. E-PD RESEARCH What research organization or people developed a solution to this problem or need? e-Learning for Educators (efe) Project. (inTASC@bc.edu.) RESEARCH What were their findings? 7/19/2011 Virginia Crisanti4 4 this study provides a body of evidence that teachers’ participation in a coordinated series of OPD courses have effects that translate into improvements in targeted student outcomes. What seems to be lacking is a system for helping educators to continually learn about new educational resources and more effectively keep track of and inform each other about the best practices for technology supported learning. Using online communities for professional development at a distance can help reduce isolation in the classroom (Schlager, Fusco & Schank, 2002)

5. 7/19/2011 Virginia Crisanti5 5 What problem or need existed that gave rise to your innovation? Student/Enrollment Trends The current higher education infrastructure cannot accommodate the growing college-aged population and enrollments, making more distance education programs necessary. Students are shopping for courses that meet their schedules and circumstances. Higher-education learner profiles, including online, information-age, and adult learners, are changing. Retention rates concern administrators and faculty members. Faculty Trends Traditional faculty roles are shifting or “unbundling.” The need for faculty development, support, and training is growing. Faculty tenure is being challenged, allowing for more non-traditional faculty roles in distance education. Faculty members who participate in distance education courses develop better attitudes toward distance education and technology. Retrieved from: http://www.westga.edu/~distance/ojdla/fall63/howell63.html

6. E-PD Who were the “lead thinkers” for this innovation? "We want to provide teachers with strategies that are proven to work. And teachers want to hear from other teachers who are getting real results in the classroom. That's why professional development through e-Learning is such an important part of the No Child Left Behind Act."— U.S. Secretary of Education Margaret Spellings How did they convince a manufacturer to produce it? http://books.google.com/books?hl=en&lr=&id=yOpH1aOuopcC&oi=fnd&pg=PR6&dq=research+and+development+about+E-learning+technology&ots=jvB2_Zj_Ln&sig=8tkx5RymbTYOzrODAkn_qlDRSUs#v=onepage&q=research%20and%20development%20about%20E-learning%20technology&f=false 6

7. Computers & EducationVolume 51, Issue 2, September 2008, Pages 955-967 http://www.newman.ac.uk/Students_Websites/~m.m.friel/index.htm E-learning: emerging uses, empirical results and future directions Elizabeth T. Welsh, Connie R. Wanberg, Kenneth G. Brown, Marcia J. Simmering Article first published online: 14 NOV 2003 DOI: 10.1046/j.1360-3736.2003.00184.x 7

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10. E-PD DEVELOPMENT What problems did your innovation encounter in the development process? “It depends on the individual,” she says. “Just like online learning isn’t for all students, it’s not for all teachers either.” (Davis. 2009). CPD activities should: be spread over time be collaborative use active learning be delivered to groups of teachers include periods of practice, coaching, and follow-up promote reflective practice encourage experimentation, and respond to teachers’ needs.[7][8][9] ^ see: Snow-Renner and Lauer, ‘Professional Development Analysis (synthesis of 54 studies), McREL, 2005 ^ see Garet, Porter, Desmoine, Birman, Kwang, What makes professional development effective? American Education Research Journal 38(4) 915-946. 2001 ^ see General Teaching Council for England ,‘Teachers’ Professional Learning’, London, 2005. DEVELOPMENT Who was the intended audience for your innovation? 10 The National Staff Development Council has provided leadership in the creation and dissemination of standards that provide a framework for guiding planning and providing professional growth. These guidelines reflect the research and identify several key components for effective professional development. Those components include: Organize adults into learning communities whose goals are aligned with those of the school and district. Provide skillful school and district leaders who guide continuous instructional improvement. Use technology as a resource to support adult learning and collaboration. Disaggregated data and monitoring progress helps to sustain continuous improvement. Multiple sources of information and knowledge are needed. Educators should be prepared to apply research to decision making, and to use research-based strategies. http://www.cehd.umn.edu/EdPA/licensure/leader/2005Fall/CPS.html

11. E-PD COMMERCIALIZATION Production Professional Learning is differentiated includes teacher collaboration is job-embedded that is supported by a coach, whether live or virtual includes learning built into activities teachers and leaders are already doing during the school day includes the use of technology COMMERCIALIZATION Manufacturing 11

12. COMMERCIALIZATION Marketing 12 E-PD COMMERCIALIZATION Packaging

13. E-PD RESOURCES COMMERCIALIZATION Distribution of your innovation. Ravitz, J. & Hoadley. C. Supporting change and scholarship through review of online resources in professional development settings. Schlager British Journal of Educational Technology March, 2005. M., Fusco, J. & Schank, P. (2002). Evolution of an online education community of practice. In K. Renninger and W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace. New York, NY: Cambridge University Press, 129-158. Davis. M.R. (2009) Online professional development weighed as cost-saving tactic. IT Management. Retrieved from Kezar. S. (2011). 21st Century Teaching and Learning Online Best Practices: Professional Development (PD) Support for Individuals, Schools, and Districts - Sylva Kezar, ASCD . Notes from TCEA 2011 Session. Retrieved from O’Dwyer, L.M., Masters, J.,Dash, S., De Kramer, R.M., Humez, A., & Russel, M., (2010). e-Learning for Educators Effects of On-Line Professional Development on Teachers and their Students: Executive Summary of Four Randomized Trials. Retrieved from http://www.bc.edu/research/intasc/PDF/EFE_Findings2010_ExecutiveSummary.pdf Because traditional face-to-face professional development gathers people in one place at one time, it can’t reach as many educators. (Davis. 2009). As part of its popular Teacher-to-Teacher Initiative, the U.S. Department of Education launched the groundbreaking e-Learning professional development Web site. Teachers receive free training focused on content knowledge and instructional skills. Thirty-two digital workshops are currently available on a wide variety of topics, including elementary-level reading, vocabulary, reading in content areas, algebra, turning data into information, and differentiated instruction. The Department's Web site has a searchable database of over 1,500 free teaching resources and lesson plans. To date, the e-Learning site has logged more than 300,000 visits http://www2.ed.gov/teachers/how/tools/initiative/e-learning.html 13

14. Online Journal of Distance Learning Administration, Volume VI, NumberIII, Fall2003State University of West Georgia, Distance Education Center.retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html 14