Live, online short-courses: A case study of innovative teacher professional development

Abstract

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA's (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher's own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

Synchronous online collaborative professional development for elementary mathematics teachers

“…Bringing teachers together online for professional learning has been described using a number of terms including online teacher professional development (oTPD) (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009;Marrero, Woodruff, Schuster, & Riccio, 2010), professional learning communities (PLCs) (DuFour, DuFour, Eaker, & Many, 2010;Stoll & Louis, 2007), professional learning networks (PLNs) (Lieberman & Grolnick, 2005;Trust, 2012), in higher education, asynchronous learning networks (ALNs) (Hiltz, 1998;Rovai, 2002), and simply as online learning communities (Mackey & Evans, 2011). Wenger, Trayner, and de Laat (2011) In contrast, a CoP requires "the development of a shared identity around a topic or set of challenges.…”

“…Dede's (2004aDede's ( , 2004b research described six requirements for professional development to improve education: (1) a shift from rote methods for high stakes testing to 21 st century knowledge and skills, (2) a focus on transformational strategies, (3) a shift from "make and take" professional development to ongoing teacher driven professional development, (4) a shift from passive professional development to active teacher engagement through collaborative learning communities of researchers and practitioners; (5) synchronous distributed learning opportunities that maximize available media tools, and (6) distributed learning opportunities, which are powerful mechanisms for knowledge diffusion when they exemplify practice and impart the innovations reinforcing systematic change. Collaborative online professional development was found to be desired by teachers (Marrero et al, 2010) and to expand teachers' knowledge, skills, and ideas (Glazer, Hannafin, Polly, & Rich, 2009) Almost all Canadian schools are now connected to the Internet. In a pan-Canadian survey, Plante and Beattie (2004) found that schools averaged one computer per five students, and that close to 100% of schools were connected.…”

IRRODL Volume 14, Number 3

“…Bringing teachers together online for professional learning has been described using a number of terms including online teacher professional development (oTPD) (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009;Marrero, Woodruff, Schuster, & Riccio, 2010), professional learning communities (PLCs) (DuFour, DuFour, Eaker, & Many, 2010;Stoll & Louis, 2007), professional learning networks (PLNs) (Lieberman & Grolnick, 2005;Trust, 2012), in higher education, asynchronous learning networks (ALNs) (Hiltz, 1998;Rovai, 2002), and simply as online learning communities (Mackey & Evans, 2011). In contrast, a CoP requires "the development of a shared identity around a topic or set of challenges.…”

Promoting teachers' learning and knowledge building in a socio-technical system

“…Professional development should focus on self-directed learning in the authentic settings that occur while planning, reflecting, and sharing personal learning experiences (Mushayikwa & Lubben, 2009); learning together with one's peers (Boyle, White, & Boyle, 2004); and participating at collaborative knowledgebuilding events (Scardamalia & Bereiter, 2003). A study by Marrero, Woodruff, Schuster, and Riccio (2010) indicated that teachers who participated in online courses and learnt together with peers found this form of learning more supportive than traditional professional development workshops. Online professional development may provide opportunities for integrating teachers' experiences as learners and teachers, claim Mackey and Evans (2011).…”