![Page 1: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/1.jpg)
Online Learning to Support Educator
Professional DevelopmentBarbara Treacy
i3 Grantees MeetingOctober 15, 2012
![Page 2: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/2.jpg)
Questions What are the advantages/challenges of
online PD? What have we learned about making online
PD effective? What are some examples? How do we build effective online PD,
learning communities and coaching models? How do we keep it dynamic and engaging?
How do we prepare teachers to facilitate and design online PD?
What technologies should we use?
![Page 3: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/3.jpg)
Online Learning Opportunities Flexibility: Anytime, anyplace learning
Access: To experts and resources that may not be available locally
Reflection and deeper learning: Educators participate and interact with colleagues on their own schedules
Personalization: Custom paths for a variety of goals Cost-effectiveness: Eliminates travel/related costs Extended learning over time: Opportunities for
educators to try things out in classrooms with feedback
Scalability and sustainability: Capacity-building approaches work
Assessment: Increased access to learner data
![Page 4: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/4.jpg)
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
-Alvin Toffler
![Page 5: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/5.jpg)
What’s Different about Online Learning? Content: Different structure of content
Technology: Increasing choice of tools; some will disappear quickly and technical issues can occur regularly
Accessibility: Online learning increases access but access and accessibility issues must be addressed
Social dynamic: Different interaction methods & pacing; new strategies needed to address cohort & individual needs
Discussion: Specific facilitation strategies needed; importance of written communication and “online voice”
Assessment: New tools available but new strategies needed
Facilitation and design: Labor intensive activities!
![Page 6: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/6.jpg)
More on Accessibility Needs Video and audio: requires captioning, transcripts,
ability to pace to be fully accessible Multi-media requirements not activated in schools Image descriptions needed for webpages/documents PDF’s not accessible to many screen readers; must
create word or other accessible versions of documents
CMS’s are generally designed to address accessibility but won’t insure uploaded content is accessible
For more info and to test accessibility of a webpage: http://webaim.org
![Page 7: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/7.jpg)
Example Program: E-Learning for Educators
Goal: build state online teacher PD programs focused on content, pedagogy, student learning
10 state consortium: AL, DE, KY,MD, MO, MS, NC, NH, PA, WV
Funded in 2005 by USED Capacity building approach: EDC online
facilitator & course developer training for all states
Few face-to-face meetings; virtual learning community anchored whole program
Large-scale experimental research showed significant impact on teachers and students
![Page 8: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/8.jpg)
Impact: Ability to Scale 10 state programs aligned to unique state
goals 500+ workshop facilitators trained 2000+ workshops delivered 25,000+ participants completed workshops 450+ course developers trained 91% teachers rated workshops excellent/very
good 98% teachers agreed/strongly agreed courses
aligned with their school’s PD goals 96% facilitators rated training excellent /very
good
![Page 9: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/9.jpg)
State Example: DE Science Course
“Delaware Watersheds” Created and facilitated byDE educators trained to design and deliver online PD Developed to provideconvenient, high quality PDfor 7th grade teachersassigned to teach DelawareWatersheds, an integrated Earth Science
course taughtacross the state
![Page 10: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/10.jpg)
Research Study Goal: examine the effect of online PD on teacher
knowledge, practices, and student learning Conducted by: Boston College Included: 4 large-scale randomized
experiments using 3 workshops designed by EDC for teachers in:– English/Language Arts (4th and 8th Grades)– Math (5th and 7th Grades)
Participation: 369 Teachers; 21,000 Students Results: Significant impact on teachers and
students across subjects/grades
![Page 11: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/11.jpg)
Example Research Course: Functions
![Page 12: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/12.jpg)
Online PD Lessons and Challenges Facilitators need training, incentives & time
Content development is labor intensive & requires training
Multi-media can be costly; little research on cost benefits, especially video
Marketing strategy needed to generate teacher enrollment
Content must be dynamic; requires updating Credit or incentives for participants boosts participation Course management system is needed; requires
investment Need for registration systems as program grows Important to integrate with other initiatives/programs Sustainability requires attention to cost structures/fees
![Page 13: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/13.jpg)
Key Lesson: Importance of Learning Community Models
“Learning is social, and we will all get better at our projects and at learning from each other by social learning together.”
-John Seely Brown, USC and Deloitte Center for the Edge
How do we keep online learning dynamic and engaging?
![Page 14: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/14.jpg)
Ten Tips for Effective Online Facilitation1. Make everyone feel welcome & heard;
create a comfortable environment2. Establish clear goals & expectations at the outset3. Provide behind-the-scenes support via email4. Foster communication between participants5. Model participation & discussion techniques for
participants6. Keep the discussion alive; prevent stagnancy7. Keep the discussion on-topic8. Guide participants through the curriculum9. Make sure the audience & the content are in sync10. Bring closure to each topic before moving onhttp://courses.edtechleaders.org/documents/opd/ETLO_Ten_Tips.htm
![Page 15: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/15.jpg)
Building Online Learning Communities: Learning by Doing
![Page 16: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/16.jpg)
Technology Considerations Focus on the learning goals! More choices than ever now; multiple ways to meet
goals Hardware is cheaper, more ubiquitous, more mobile Explosion of Web 2.0/apps: easy to use but hard to
use well Increased access to broadband – but still need to
design for all access levels Multi-media development is costly, and so are the
updates Facilitator training: more important than “tool”
training“A focus on expanding access to new technologies carries us only so far if we do not also foster the skills and cultural knowledge necessary to deploy those tools toward our own ends.” -Henry Jenkins, USC
![Page 17: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/17.jpg)
Choosing Technology Tools Course Management Systems
Integrate content, discussion, assessment, data collection, users, social media
Support courses, coaching and more
Social Media Supports formal/informal learning;
courses and coaching Varied uses/user roles: creation,
lurking, sharing, collaboration, communication
Synchronous/asynchronous options Examples: blogs, wikis, micro-
blogging, social networking, virtual meetings, content sharing, Google Apps, etc.
![Page 18: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/18.jpg)
Recap: Key Lessons Online learning is different; requires careful
attention to goals, planning, training, design, technology tools and implementation
Online PD can improve educator practice and student learning
Online learning community models foster reflection and inquiry based approaches with careful facilitation
Learning goals must lead; technology supports Technology and online learning can enable
scale Online learning is not a simple solution: can
be effective but requires time and resources
![Page 19: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/19.jpg)
“If we want our students to succeed in a global environment, then we, as educators, must be engaged in 21st century content, context, tools, thinking skills and
assessment. Thanks to online learning I am a 21st
century life-long learner!”
-JoAnn Nuzum, WV online facilitator and developer
The power of connected learning
![Page 20: Online Learning to Support Educator Professional Development Barbara Treacy i3 Grantees Meeting October 15, 2012](https://reader036.vdocuments.mx/reader036/viewer/2022062421/56649d975503460f94a80279/html5/thumbnails/20.jpg)
Thank you!
Barbara TreacyEdTech Leaders Online http://edtechleaders.org
Education Development Center http://edc.org