Transcript Targeting Your Learner: Principles of Adult Learning

Variety in Online Learning
Modules:
Examples and Models
Week 4
Introduction to Web-Based
Mentoring and Distance
Education
Table of Contents
I.
II.
III.
Professional Development in the 21st
Century
Tools for Building Online Professional
Development
Models of Online Learning
Week 4: Variety in Online
Learning Modules
Discussion Questions:

As you view the Online
Professional Development
models, think about:




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What are the strengths of the
model?
What are the weaknesses of the
model?
Does the model build and
sustain an online community of
learners?
Does the model align with the
Maryland Teacher Professional
Development Standards?
What ideas can you take from
the model to help as you create
your own professional
development module plan?
Professional Development in
the 21st Century
“Never before has the pressure been so high to find
ways to support successful teaching and learning
through effective professional development. With the
U.S. education community, driven by No Child Left
Behind, focusing on standards, accountability, and
pledges to see that every child is taught by a certified
and qualified teacher, the National Staff Development
Council has proposed an additional goal: That all
teachers in all schools should experience high-quality
professional learning by 2007.”
- Judy Salpeter
Professional Development: 21st Century Models
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century

The following slides are excerpts from the article Professional
Development: 21st Century Models By Judy Salpeter from Teaching
and Learning Magazine, August 15, 2003.

In this article the author describes the changing face of professional
development and how we can equip ourselves to meet the needs of
teachers in the coming years.

Many of the points that this author brings up align with the Maryland
Teacher Professional Development Standards that were introduced
in Week 2. Think about how they align as you review the following
slides (http://www.marylandpublicschools.org/MSDE/divisions/instruction/prof_standards.htm)
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century

In its January 2003 report, No Dream Denied: A Pledge to America's
Children, the National Commission on Teaching and America's Future
contends that, contrary to popular belief, the main challenge facing schools
in their quest for qualified teachers is not recruiting, but retention.

The key to retaining good teachers, according to NCTAF, is….
EFFECTIVE PROFESSIONAL DEVELOPMENT

"We have concluded that the nation cannot achieve quality teaching for
every child unless those teachers can be kept in the classroom," say the
report's authors. "The missing ingredient is finding a way for school systems
to organize the work of qualified teachers so they can collaborate with their
colleagues in developing strong learning communities that will sustain them
as they become more accomplished teachers."
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
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What do successful professional development communities look
like?
What role does technology play in supporting them?
To answer these questions several education leaders from
forward-thinking, technology-savvy schools and organizations
were interviewed.
Here is what was learned…
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
Workshops That Focus on Real Needs...
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Face-to-face presentations, some of them including hands-on lab sessions,
are still at the core of most professional development programs involving
technology. However, in recent years these professional development
offerings have evolved in several key ways.
Professional development used to be all about the 'how to' of technology,
but we've moved beyond that. The focus now is on instructional strategies
and needs.
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How do you use technology to improve student achievement?
What does it look like to teach a standards-based lesson infused with
technology? Only when teachers see the impact on elevating student learning do
they 'buy in' and integrate the technology-enhanced teaching strategies into their
classroom practices.
Well-trained leaders are key to the success of any staff development effort.
It is easy to think of professional development as training for teachers. But
in a growing number of states and districts attention has shifted to
supporting and teaching principals and other school administrators.
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
PD Focus on Real Uses

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This is not to say that schools have turned away from "how to" instruction
altogether. If you look at course catalogs you will find plenty of sessions
introducing teachers to new software programs or helping them brush up on
their spreadsheet skills or video editing techniques.
These learning experiences are still in high demand, but there's a new twist:
An increasing number of districts now offer such lessons in a "just in time“
manner and not as a full-blown PD initiative.
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
Learning Is Sustained and Collegial
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Perhaps the biggest thing that has changed about professional
development over the years is the recognition that it needs to be ongoing. In
fact, federal No Child Left Behind funds earmarked for professional
development come with a stipulation: they cannot be used for one-day or
short-term learning experiences.
According to experts, another key element of sustained professional
development is teamwork. In the Summer 2003 issue of the Journal of Staff
Development, Stephanie Hirsh writes,

"To meet the NSDC goal of having all teachers experience high-quality
professional learning by the year 2007, every teacher must be a part of a
learning team-a team of teachers who meet almost every day about practical
ways to improve teaching and learning."
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
Build Online Communities

Technology can be an important tool to help with collegiality and sustained
learning. As the NCTAF authors of No Dream Denied put it,
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"Technology is perhaps the most important-and most underutilized-tool for
providing teachers access to the targeted professional development they need,
when and how they need it. Online courses, informal support groups, and other
network-supported resources open the door to professional development
opportunities far beyond what any school or district might be able to offer.“
In many school districts across the country, virtual course delivery systems
are used for both online instruction and ongoing collaboration among
teachers.
In one school district, for example, a number of face-to-face professional
development activities are supplemented with follow-up discussions and
lesson sharing using Blackboard (www.blackboard.com)
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
Models and Mentors

Steve Phelps, who oversees professional development at St. Ignatius
College Preparatory School in San Francisco, offers the following advice to
staff developers:
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
"Work with the strongest people first. Build their capacities. You only need about
20 percent to 25 percent of a faculty to make a change." Starting with the most
energetic, enthusiastic, early adopters and allowing them to inspire others is a
popular strategy today. The eMINTS program, with participating schools selected
through a competitive application process, is based on this approach.
A similar approach is taken in another school district, where specially
selected "I-TEC" classrooms serve as models for other teachers and
schools. Even in districts and states where no funding is available for model
classrooms, many professional development programs rely heavily on
identifying internal experts and leaders to serve as mentors to others.
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Professional Development in
the 21st Century
Learning from Case Studies
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Another collegial approach that focuses on mentorship and best practices is
the type of "lesson study" used effectively for professional development in
Japan. The lesson study process, popularized in this country by James W.
Stigler and James Hiebert, involves extended observations of individual
lessons by groups of educators who then meet to analyze the approaches
and outcomes observed.
Lesson study and other sorts of best-practice observations benefit greatly
from videotaping and viewing. Increasingly the video is digital and finding its
way onto the World Wide Web.
Source: Professional Development: 21st Century Models By Judy Salpeter
(http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492)
Models of Online Learning
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There are a lot of “ready-made” online professional development courses
available for teachers.
This week you will have the opportunity to view a variety of sample online
professional development models.
As you view these models, think about:
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

What are the strengths of the model?
What are the weaknesses of the model?
Does the model build and sustain an online community of learners?
Does the model align with the Maryland Teacher Professional Development
Standards?
What ideas can you take from the model to help as you create your own
professional development module plan?
V. Models of Online Learning –
JHU Center for Technology in Education
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About the Approach: The Johns Hopkins University Center for
Technology in Education offers online professional courses to help
teachers across the state of Maryland meet their professional
development needs. CTE has developed an Online Learning Model
that takes advantage of highly effective instructional strategies
adapted to engage learners in a rich online environment. CTE's
online courses integrate community building, high performance
teaming, authentic project based activities, and performance
assessments with a depth of research based content.
Link: (A Free tutorial)
 http://cte.jhu.edu/elc_tutorial/
V. Models of Online Learning –
PBS TeacherLine
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About the Approach: PBS TeacherLine provides online
professional development through facilitated courses, a supportive
learning community, and exemplary professional resources. PBS
TeacherLine delivers courses using Blackboard.
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Link: (A free introduction course)
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http://teacherline.pbs.org/teacherline/modules/learning_online.cfm
V. Models of Online Learning –
TappedIn.org
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About the Approach: Tapped In is a Web-based learning
environment created by SRI International to transform teacher
professional development (TPD) for professional development
providers and educators. Tapped In enables providers to offer highquality online professional development experiences and support to
more teachers cost-effectively. Through Tapped In, educators can
extend their professional growth beyond courses or workshops with
the online tools, resources, colleagues, and support they need to
implement effective, classroom-centered learning activities.
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Link: (Click on Guest Login in the left hand column)
 http://tappedin.org/tappedin/
V. Models of Online Learning –
iearn.org
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About the Approach: The goal of the online course is for
participants to select and integrate one of the standards-based
collaborative projects.The course is asynchronous. This means
participants work in their own time from home or school to complete
weekly assignments. Each course is designed so that by the end of
nine weeks you will have outlined how you will use a standards
based iEARN project in your classroom. You will be selecting one of
the iEARN projects offered this year. At the end of the course you
will have began work with your students in on one of these
collaborative projects. Each course begins with an online orientation
followed by eight weeks of subject- specific course work.

Link:
 http://www.iearn.org/professional/online.htm
V. Models of Online Learning –
Center for Exceptional Children

About the Approach: CEC offers self-paced courses available
anytime from any computer with Internet access.

Link: (Click on Free Course! DE 102: Succeeding as a Distance
Learning Student)
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http://www.cec.sped.org/pd/webcourses/
V. Models of Online Learning –
The Institute
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About the Approach: T.H.E. (Technological Horizons in Education)
is a publishing and services company based in Tustin, Calif. T.H.E.
Institute is T.H.E' s professional development division. Established in
1996, T.H.E. Institute offers a complete range of professional
development services - anytime, anywhere and in any delivery
medium. T.H.E Institute offers online professional development
courses on Integrating Technology into the Classroom. They use
their own platform that includes the syllabus, resources, and
discussion.
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Link: (View the sample)
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http://www.thejournal.com/institute/
V. Models of Online Learning –
More Existing Models
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There are a myriad of other online professional development models
that you can view.
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Click here for Tapping into Existing Online Professional Development
Courses. You will see some of the models we viewed in this presentation
plus many more.
As you viewed these models, did you think about:





What are the strengths of the model?
What are the weaknesses of the model?
Does the model build and sustain an online community of learners?
Does the model align with the Maryland Teacher Professional
Development Standards?
What ideas can you take from the model to help as you create your own
professional development module plan?
Resources
“Professional Development: 21st Century Models” By Judy Salpete
http://www.techlearning.com/story/showArticle.jhtml?articleID=13000492&pgno=7
CTE’s Electronic Learning Community Tutorial
http://cte.jhu.edu/elc_tutorial/
PBS TeacherLine
http://teacherline.pbs.org/teacherline/modules/learning_online.cfm
Tapped In
http://tappedin.org
Iearn
http://www.iearn.org/professional/online.htm
Council for Exceptional Children
http://www.cec.sped.org/pd/webcourses/
Technological Horizons in Education
http://www.thejournal.com/institute/