Transcript Implementing Online Professional Development for

National Educational Computing
Conference 2005
Philadelphia, Pennsylvania
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ISTE/SIG TE Workshop
on Teacher Education
Sunday June 26
Room 108 B
Pennsylvania Convention Center
9:00 until 4:00
Topic 4: Online, hybrid, and
computer-assisted learning.
Donna Russell, Ph.D.
University of Missouri-Kansas City
School of Education
Assistant Professor
Curriculum and Instructional Leadership
Learning Technologies
[email protected]
http://r.web.umkc.edu/russelldl/
816.235.5871
Online Professional Development
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Background Information
Course Design Principles
Example of Graduate Course
Dialog
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“Thus we seek ideas for moving beyond the
scaffolding of contributions and relationships, to
tools that allow teachers and students to
dynamically and reactively structure their history
of interactions so as to maximize future learning
opportunities.” (Roschelle, Pea, 1999, p. 24)
Online courses
UMKC:
New masters in curriculum and
instruction with an emphasis on
learning technologies (NETS
standards)
UMSL:
The Psychology of Teaching
and Learning
Webster University:
Online MAT programAdvanced Child Development
UMKC
Cognition and Technology
Assessing the Role of
Technology in Education
Development of Learning
Technology Programs
Special Topics in Education
Curriculum Development
Curriculum Organization
Advanced Ed Psych
Design Considerations
Considerations during design
of the course for developing
online dialogs:
course content
types of understandings you want
the students to develop
the students themselves, what are
their goals and diversity.
whether students work in groups
or individually
evaluation of online dialogs
Asynchoronous Dialogs
Discussion Boards:
Defined by initial threads- set up initial question on
information in text, lecture.
Structured response and can be tied to the development
of course concepts
Suggestions
Monitor the db for student responses
Define a date of response to keep dialog current to course
schedule
Set up an listserve type of email initiation of dialog
Encourage student addition of information from other
sources, correlating concepts and new concepts. –
assessment-
Curriculum Development Course
Outside experts
Message no. 161Posted by .. on Friday, June 27, 2003 10:16 am Subject
Constructivist Methods in the Classroom
1. When are constructivist methods used effectively in a
classroom? Which topics suit constructivist methods?
While the curriculum and assessment framework
suggests several learning experiences that teachers can
incorporate into the day, all of the learning
experiences are based on a belief about how we should
teach to match what we know about how students learn.
The primary aim of the Project Construct approach is to
help teachers foster the development of each child as an
autonomous learner. Autonomy refers to the ability of
individuals to be self-governing---socially, morally,
and intellectually---in the context of relationships
with others.
Synchronous Dialogs
Chatrooms:
Open forum-more
personalized
Develops student personal
concepts as well as course
goal understandings
can be used to develop class
dynamics and interactions
Suggestions:
Set an agenda; theme; topic;
scenario to place the chat in
context and structure online
time
invite experts-outsiders to add
to scenario, simulation
development.
Online Group Dialogs
Online Group projects
incorporate group
dialogscommunications
Design
Online workspace- load
projects, review and
edit projects.
Online communication:
Students discuss
assigned readings
Students establish
schedules and
develop projects
Assessment
Process:
Your evaluation processes of online dialogs
should consider the initial course goals for
the types of understandings you want the
students to develop.
Model your assessment process throughout the
course
Give students criteria as soon as possible in the
course.
Child Development Presentations
Structured responses- assess on the
development of course goals
Did they respond to course information
and/or add new information from other
sources?
Make connections among ideas?
Project Title Here
Group name
Advanced Child Development (Summer 2003)
Productive Online PD
Open discussions- assess on the progression of student’s
individual reconceptualizationsHave they developed new personal understandings of course
information?
Correlated information to create new functionalities?
Group work- assess on level of contribution to group project
Did they review work, discuss work with others and/or add
new information to the project?
Add strategies to solve problems, create projects?
Methods:
Scaled rubrics
points for completion
checklists
self-evaluation
Faculty Responses
Faculty Responses
CONCEPTUAL FRAMEWORK
DESIGN MODEL
UMKC School of Education
Masters Degree in Curriculum and
Instructional Leadership with an
Emphasis on Learning Technologies
Design Principle 1
The program at every level is
organized around the problems of
practice
Design Principle 2
Design Principle 3
Evaluations of candidates must
include assessment of
performance in complex
situations of practice
appropriate to the
practitioner’s level
The program must provide
opportunities for reflection-inaction and reflection-aboutaction among novices and
experts
Design Principle 4
The program at every level is
organized around state and
national program standards
EFFECTIVE EDUCATORS
are
REFLECTIVE
and
INQUIRING
PROFESSIONALS
Program Matrix
Competency
Design
Phases
Cognition and
Cognitive Theory
and
Technology
Technology
Online
Instructional
Design and
Technology
Learning
Technologies
And
Mediational
Effects.
Instructional
Design in the
21st Century
Assessing the Role
of Technology
in Education
Online
Development
Implementation
Assessment with
Technology
Online
Curriculum Internship
The design of a new
learning technology
program.
online
Curriculum and
Instructional
Technology
Action Research:
Implementation of a
new technology
program.
blended
Culminating EventThesis Project: Evaluate
research program on
technology program
and write thesis
paper.
blended
Development of
Learning
Technologies
Programs
online
Development of Learning Technologies Programs
EDCI 573 online course
Masters of Arts in Curriculum and Instruction
Emphasis Area: Learning Technologies
Course Description
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The purpose of this course is to review a variety of technology programs
currently implemented in traditional and non-traditional settings. The
course readings will expose students to a wide variety of technology-based
learning environments in order to develop the students’ conceptual
understanding of the potential benefits and costs of developing technology
programs.
Intended Learning Outcomes
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This course is part of a program to develop educators with the capability to
design, develop, and evaluate learning technologies into a variety of
learning environments. The students will research topics, dialog in online
workgroups, write proposal papers, present their final solution, and
evaluate other group’s projects. In this course the learners will:
Design and develop a plan for implementation of a technology-based
program.
Evaluate the effectiveness of the plan of actions designed in this course.
Learner Activities
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1. Students in this course will design a strategy to address a problem
using a technology-based solution. They will work online in collaborative
groups in order to design a plan of action.
2. The students will work design a program for evaluating the effectiveness
of the plan of action and analyze the responses of others.
Potential problems for consideration
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Design the online curriculum for a graduate course involving professors in differing countries.
Survey all professors
Identify common trends in curriculum
Design online curriculum
Design an online data mining agenda for the SOE NCATE review in 5 years including:
Management of server-- on-site or out source
Middleware design
Design forms for faculty and students
Design professional development program for new STAR lab at the School of Education Survey
of local districts for inservice needs
Survey preservice students for needs
In service – on site or in SOE
Productivity training for pre service
Design presentation for laptop program for SOE.
Research university policy
Research other public universities programs
Develop proposal for laptop program
Develop a wireless handheld program
Write a grant for a technology-based solution
Develop a pd for a current technology program
Template for Online PBL Unit
IN P U T
p rio r k n o w le d g e a n d
m is c o n ce p tio n s
P R O B L E M S PA C E
(B e n a th y, 1 9 9 6 ; L a w s o n , 1 9 9 0 ; G le g g , 1 9 6 9 )
S N S ™ C O M M U N IT Y
D E S IG N P R O B L E M S O LV IN G
PHASE 1
1
c re a te a n
im a g e o f th e d e s ire d
s ta te o f th e s y s te m
OUTPUT
W h y is th e p r o b le m im p o rta n t to m y c o m m u n ity ?
a rtifa c t; ra tio n a le fo r
th e re le v a n c y o f th e
p ro b le m to th e ir c o m m u n ity
IN Q U IR Y P R O C E S S E S
w o rkin g in p a irs w ith in th e ir h o m e sc h o o l, le a rn e rs g a th e r a n d
a n a ly ze in fo rm a tio n ( p h ys ic a l, sc ie n tific, a n d h isto rica l e v id e n c e )
OUTPUT USED
A S IN P U T
to d e te rm in e th e a u th e n tic ity (B a ra b & D u ffy, 2 0 0 0 ; P e tro sk i,
1 9 9 6 ) o f th e p ro b le m a n d to d e fin e th e sc o p e o f th e p ro b le m in
k n o w le d g e th a t d ive rs e
c o m m u n ity n e e d s im p a c t
th e co m p le x ity o f th e p ro b le m
(B e re ite r, 2 0 0 2 )
th e ir c o m m u n ity
PHASE 2
2
(re )n e g o tia te d e s ig n
in q u iry b o u n d a rie s
E
H o w c a n w e u s e o u r e x p e rtis e to b e tte r u n d e rs ta n d
OUTPUT
th e p ro b le m a n d d e v e lo p a fe a s ib le s o lu tio n ?
a rtifa c t; co n c e p tu a l u n d e rs ta n d in g o f a n a re a o f
e xp e rtis e a n d its a p p lic a tio n
to s o lvin g th e p ro b le m
IN Q U IR Y P R O C E S S E S
3
w o rkin g in g ro u p s a cro s s p a rtic ip a tin g sc h o o ls , le a rn e rs g a th e r
(re )a rtic u la te a
s h a re d visio n o f th e
fu tu re s ys te m
a n d a n a ly ze in fo rm a tio n a b o u t a n a re a o f e x p e rtise (B ro w n ,
OUTPUT USED
A S IN P U T
C o llin s , & D u g u id , 1 9 8 9 ) a n d h o w th a t a re a re la te s to th e p ro b le m
in th e u n it; th ro u g h ca se s tu d y a n a ly s is (B ru e r, 1 9 9 3 ; S h u lm a n ,
k n o w le d g e th a t a p ro b le m
c a n lo o k d iffe re n t a n d b e
u n d e rs ta n d d iffe re n tly fro m
m u ltip le p e rs p e c tiv e s
1 9 9 2 ), le a rn e r s e x a m in e a re a s o f e x p e rtise in p ra ctic e , d e ve lo p a
le n s th ro u g h w h ich to v ie w th e p ra c tice , a n d d e te rm in e th e
in te rd e p e n d e n c e o f th e a re a s o f e xp e r tis e
PHASE 3
4
o u tlin e th e
s p e c ific a tio n s
o f th e fu tu re s y s te m
H o w c a n w e u s e th e kn o w le d g e a n d s kills fro m P h a s e 1
a n d P h a s e 2 to d e ve lo p a fe a s ib le so lu tio n ?
IN Q U IR Y P R O C E S S E S
5
d e v e lo p a n d te s t
th e m o d e l o f th e
fu tu re s y s te m
E
E
E
E
OUTPUT
a rtifa c t; re p re s e n ta tio n o f
th e g ro u p ’s so lu tio n a n d
c o n clu s io n a b o u t its sh o r ta n d lo n g -te rm fe a s ib ility
w o rkin g in jig sa w g ro u p s (A ro n so n , B la n e y, S te p h a n , S ike s , &
S n a p p , 1 9 7 8 ) w ith in th e ir h o m e s ch o o ls , le a rn e rs d e v e lo p a
s o lu tio n to th e p r o b le m a n d a s se s s th e fe a sib ility o f th a t so lu tio n
fro m th e p e rsp e ctiv e s o f th e e x p e rts w ith in th e g ro u p a n d th e
n e e d s o f th e re p re se n ta tiv e c o m m u n itie s
O U TCO M E
k n o w le d g e h a s p ro p e rtie s o f
u se a n d v a lu e ; is so m e th in g
th a t c a n b e u s e d a n d
re sp o n d e d to
PBL Phase 1
PROBLEM SPA CE
(Benathy, 1996; Lawson, 1990; Glegg, 1969)
INPUT
prior knowledge and
misconceptions
SNS™ CO MMUNITY
DE SIGN PRO BLEM SOLVING
PHASE 1
1
create an
image of the desired
state of the system
Why is the problem important to my community?
OUTPUT
artifact; rationale for
the relevancy of the
problem to their community
INQUIRY PROCESSES
working in pairs within their home school, learners gather and
analyze information (physical, scientific, and historical evidence)
to determine the authenticity (Barab & Duffy, 2000; Petroski,
1996) of the problem and to define the sc ope of the problem in
their community
First Artifact
Hand Held Group
Online Higher Ed Group
OUTPUT USED
AS INPUT
knowledge that diverse
community needs impact
the complexity of the problem
(Bereiter, 2002)
PBL Phase 2
PHASE 2
2
(re)negotiate design
inquiry boundaries
How can we use our expertise to better understand
the problem and develop a feasible solution?
E
INQUIRY PROCESSES
3
(re)articulate a
shared vision of the
future system
working in groups across participating schools, learners gather
and analyze i nformation about an area of expertise (Brown,
Collins, & Du guid, 1989) and how that area relates to the problem
in the unit; through case study analysis (Bruer, 1993; Shulman,
1992), learners examine areas of expertise in pr actice, develop a
lens through which to view the practice, and determine the
interdependence of the areas of expertise
Second artifacts
Hand held group
Online higher ed group
OUTPUT
artifact; conceptual understa nding of an area of
ex pertise and its application
to solving the problem
OUTPUT USED
AS INPUT
knowledge that a problem
can look different and be
understand differently from
multiple perspectives
PBL Phase 3
PHASE 3
4
outline the
specifications
of the future system
How can we use the knowledge and skills from Phase 1
and Phase 2 to develop a feasible solution?
INQUIRY PROCESSES
5
develop and test
the model of the
future system
working in jigsaw groups (Aronson, Blaney, Stephan, Sikes, &
Snapp, 1978) within their home schools, learners develop a
solution to the problem and assess the feasibility of that solution
from the perspectives of the experts within the group and the
needs of the representative communities
E
E
E
E
OUTPUT
artifact; representation of
the group’s solution and
conclusion about its shortand long-term feasibility
OUTCOME
knowledge has properties of
use and value; is something
that can be used and
responded to
Curriculum Internship =SS2005
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Handhelds Group
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Present PD for Continuing Ed
Present PD for Board
Online Curriculum Design
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Present research results to collaborating
professors
Develop second iteration of curriculum model
Initiate second iteration of data gathering
Write presentation of panel symposium for
AERA
Questions and Concepts
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Online Learning
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Knowledge formation online
Conceptual knowing online
Dialogs online (CMC)
Design of Online Learning
Environments
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Quality interactions online
Quality of process online
Quality of product online