Deeper Learning and e-learning - Hewlett Foundation...Deeper Learning and e-learning ... of professional learning for teachers. These trends apply to formal online learning programs

Deeper Learning and e-learning A Review of Promising Programs and Emerging Technologies in the Field of Online Teacher Professional Development PreparedforTheWilliamandFloraHewlettFoundation:VicVuchicTheWilliamandFloraHewlettFoundation2121SandHillRoadMenloPark,CA94025Submittedby:BobMontgomery,KurtLarsen,andGinaHaleWestEd730HarrisonStreetSanFrancisco,CA94107Contact:BobMontgomery 510‐409‐[email protected],2011

e-learning and Deeper Learning 2

WestEd—August 2011

TABLEOFCONTENTS

Introduction ......................................................................................................................... 4OurProcess...................................................................................................................................................................................4Collectedandrevieweddata..................................................................................................................................................4CreatedtheDeeperLearningoTPDFramework ..........................................................................................................4Identifiedimportanttrendsinthecontextofonlinelearning ................................................................................4Profiledpromisingprogramsandtechnologies............................................................................................................5DevelopedasetofrecommendationsregardingfuturesupportforoTPD .......................................................5

How this Document Is Organized .................................................................................... 5Recommendations.....................................................................................................................................................................5DeeperLearningoTPDFramework...................................................................................................................................5Context:EmergingTrendsinOnlineLearning .............................................................................................................5StrategicLiteracyInitiative’sCaseStudy ........................................................................................................................5ProgramProfilesIntroduction.............................................................................................................................................6TechnologyProfilesIntroduction.......................................................................................................................................6AppendicesA&B.......................................................................................................................................................................6Recommendations ............................................................................................................. 71.BuildCapacity.........................................................................................................................................................................72.SupportRapidPrototypingOfToolsAndPlatforms .............................................................................................73.CreateAdditionalProofPointNetworks ....................................................................................................................84.Monitor,Evaluate,AndDisseminateEffectiveOnlineTeacherProfessionalDevelopmentPrograms .......................................................................................................................................................................................95.CreateStrategicAlliancesWiththeEducationTechnologyCommunity ................................................... 10

The Deeper Learning oTPD Framework........................................................................ 12OurFramework ....................................................................................................................................................................... 13

Context: Emerging Trends in Online Learning............................................................ 16PersonalLearningNetworks:SocialandInformalLearning............................................................................... 16GrowingPopularityandReach ......................................................................................................................................... 16PotentialForImpact .............................................................................................................................................................. 17OpenEconomicsOfPLNs...................................................................................................................................................... 18WhatANetworkedWorldMeansForSchoolsAndTeachers .............................................................................. 18

Openness .................................................................................................................................................................................... 19DimensionsofOpennessforLearningandTeacherPractice............................................................................... 20OpenCurricula:MassiveOpenOnlineCourses(MOOCs)........................................................................................ 21OpenEducators:TheRoleofFacilitatorsinOnlineEnvironments.................................................................... 22OpenPresentations................................................................................................................................................................. 23AnOpenEducatorManifesto.............................................................................................................................................. 23

TheFutureofLearningManagementSystems .......................................................................................................... 24WhatisaLearningManagementSystem? ................................................................................................................... 24ANewEntrant:TheCanvasLMSDevelopedbyInstructure................................................................................. 26

VideoAnalysis .......................................................................................................................................................................... 27TheAnthropologyofYouTube ........................................................................................................................................... 27VideoandTeacherReflection............................................................................................................................................. 28MediaThreadasanExampleVideoAnnotationTool .............................................................................................. 28VideoAnalysisforDeeperLearning ................................................................................................................................ 29



Simulations................................................................................................................................................................................ 30InquiryTeamTrainingSimulation.................................................................................................................................. 31TamingAssessmentSimulation......................................................................................................................................... 31TheBigPicture ......................................................................................................................................................................... 32

A Programmatic Case Study: Learnings From SLI’s Transition to Online Teacher Professional Development.............................................................................................. 34Noteworthy ............................................................................................................................................................................... 35Blog ............................................................................................................................................................................................... 35FacilitatorsIntensiveTraining.......................................................................................................................................... 35RentonCommunityCollege................................................................................................................................................ 37LessonsLearned...................................................................................................................................................................... 38TheRoadAhead....................................................................................................................................................................... 38EmergingPrinciplesInformingOurRecommendations........................................................................................ 39

Programs Profiles Introduction...................................................................................... 40ProfiledProgramsList.......................................................................................................................................................... 40Technology Profiles Introduction .................................................................................. 42TechnologiesProfiledList................................................................................................................................................... 44

Appendix A – Program Profiles...................................................................................... 45NewTeacherCenter’sE‐MentoringforStudentSuccess(eMSS) ...................................................................... 45Edutopia’sPBLCamp ............................................................................................................................................................ 48PowerfulLearningPractice ................................................................................................................................................ 50USCOnlineMastersinteaching(MAT@USC)............................................................................................................. 51TeachscapeReflect ................................................................................................................................................................. 54TeachscapeProfessionalLearningSuite ...................................................................................................................... 55ExpeditionaryLearningCommons ................................................................................................................................. 57PBSTeacherLine ..................................................................................................................................................................... 59IntelTeach ................................................................................................................................................................................. 62TeachingChannel.................................................................................................................................................................... 64

Appendix B – Technology Profiles ................................................................................ 66VoiceThread .............................................................................................................................................................................. 66GooglePlus ................................................................................................................................................................................ 67Twitter......................................................................................................................................................................................... 68VideoSharing:YouTube,Vimeo&TeacherTube ...................................................................................................... 69Podcasts ...................................................................................................................................................................................... 70Blogs ............................................................................................................................................................................................. 71RSSandGoogleReader......................................................................................................................................................... 73Ning............................................................................................................................................................................................... 74Facebook..................................................................................................................................................................................... 75Skype ............................................................................................................................................................................................ 76Delicious ..................................................................................................................................................................................... 77Diigo.............................................................................................................................................................................................. 78Tinychat ...................................................................................................................................................................................... 79PBworks...................................................................................................................................................................................... 79GoogleAppsEducationEdition ........................................................................................................................................ 80Edmodo ....................................................................................................................................................................................... 81BlackboardCollaborate........................................................................................................................................................ 82SlideShare .................................................................................................................................................................................. 83



References ........................................................................................................................ 84

INTRODUCTION

TheHewlettFoundation’s“DeeperLearning”focusisaimedatensuringthatallstudents,

particularlythosefromdisadvantagedbackgroundsorunderservedcommunities,haveaccessto

thekindofintegrated,collaborativelearningexperiencesthatwillallowthemtogainthe

knowledgeandskillstheyneedtosucceed—andcontinuetolearn—inpostsecondaryeducation

andintheircareers.AsasupplementtoWestEd'spreviousreport,ananalysisofcurriculaandface‐

to‐faceprofessionaldevelopmentprogramsthatsupportDeeperLearning,thisreportwilllook

specificallyatonlineteacherprofessionaldevelopment(oTPD).

OURPROCESS

Increatingthisreport,weengagedinthefollowingactivities:

COLLECTEDANDREVIEWEDDATA

Webeganbysurveyingthefield,reviewingseveraldozenonlineprofessionaldevelopment

programsandmanymoretechnologiesandplatforms.Fromthese,weinterviewedseveral

providerswiththegoalofidentifyingsomeoftheimportantwaysthatonlineprovidersare

addressingaspectsofDeeperLearninginoTPD.

CREATEDTHEDEEPERLEARNINGOTPDFRAMEWORK

BasedontheworkbyLindaDarling‐Hammondandothersonbestpracticesinteacher

professionaldevelopment(Darling‐Hammondetal.,2009)andWestEd’spreviousreport,we

developedapreliminarysetofcorequalityindicatorsforoTPD.Thesecorequalitiesarepresented

asaframeworkandwelookedforevidencefortheseindicatorsineachprogramandtechnologywe

reviewed.

IDENTIFIEDIMPORTANTTRENDSINTHECONTEXTOFONLINELEARNING

Duringoursurveyandreview,itbecameapparentthatsomeoftheessentialandpowerful

trendsinonlinelearningareemergingoutsideofthesphereofformalenvironments.Webelieve

thatthereareanumberoftrends,someofwhichare“disruptive,”thatrepresentsignificant

opportunitiestoadvancethegoalsofDeeperLearning.



PROFILEDPROMISINGPROGRAMSANDTECHNOLOGIES

BasedonthisbroadreviewandtheDeeperLearningoTPDFramework,weattemptedto

capturetheessenceofwhatmadevariousoTPDpracticesnoteworthyinprogramprofiles,toward

thegoalofdocumentingpromisingonlineeffortsaresupportingDeeperLearninggoals.

DEVELOPEDASETOFRECOMMENDATIONSREGARDINGFUTURESUPPORTFOROTPD

Gatheringallthisinformationandanalysis,weofferasetofrecommendationsthatwill

supportoTPDrelatedtoHewlett’sDeeperLearningInitiative.

HOW THIS DOCUMENT IS ORGANIZED

RECOMMENDATIONS

Wepresentfiverecommendations,whichwebelievecansupportHewlett'seffortsto

extendthereachandimpactoftheDeeperLearningInitiative.

DEEPERLEARNINGOTPDFRAMEWORK

WeincludeaworkingsetofqualityindicatorsforoTPD,basedonfindingsfromourreviews

ofvariousprograms.Thisinitiallisting,likeallframeworks,isunderdevelopmentandwillbe

informedbynewworkandrevisedasthefielddevelopsnewandbettertools.

CONTEXT:EMERGINGTRENDSINONLINELEARNING

Inthissection,wediscussemergingtrendsandopportunitiesthatareshapingthecontext

ofprofessionallearningforteachers.Thesetrendsapplytoformalonlinelearningprogramsas

wellasthekindsofinnovativeinformalandhighlysocialwaysthatsometeachersarepursuing

knowledgeonline.Broadly,theseonlinetrendsinclude:PersonalLearningNetworks,Openness,

FutureofLearningManagementSystems,VideoAnalysis,andSimulations.

STRATEGICLITERACYINITIATIVE’SCASESTUDY

ThestoryoftheStrategicLiteracyInitiative(SLI),aprominentproviderofface‐to‐face

professionaldevelopment,anditsrecentforayintoonlinelearning,providesarepresentativecase

studyofthechallengesthatorganizationsencounterwhentransitioningfromface‐to‐facetoonline

professionaldevelopmentenvironments.Wesummarizesomeimportantlessonslearnedand

implicationsfromthiscasestudythatcanbegeneralizedtothelargerfieldandoffer

recommendationsforHewlett'seffortsinthisarea.



PROGRAMPROFILESINTRODUCTION

ThissectionintroducesthelistofoTPDprogramsthatweprofiled.Theprofileshighlight

featuresthatcansupportDeeperLearninggoals.

TECHNOLOGYPROFILESINTRODUCTION

Thissectionintroducesthearrayofemergingtechnologiesthatweidentifiedthatcanhelp

providersaddresstheDeeperLearningFrameworkforoTPDandemergingtrendsinonline

learning.

APPENDICESA&B

Theappendicescontainprofilesoftheprogramsandtechnologiesreviewedforthispaper.



RECOMMENDATIONS Basedonourpreliminaryreviewofprogramsandtechnologies,weareconfidentthat

onlinelearningenvironmentsrepresentastrategicopportunitytoscaleDeeperLearningthrough

effectiveteacherprofessionaldevelopment.Weofferthefollowingrecommendationstoextendthe

reachandimpactoftheDeeperLearningInitiative.

1. BuildCapacity

2. SupportRapidPrototypingofToolsandPlatforms

3. CreateAdditionalProofPointsNetworks

4. Monitor,Evaluate,andDisseminateEffectiveOnlineTeacherProfessional

DevelopmentPrograms

5. FosterStrategicAllianceswiththeEducationTechnologyCommunity

Below,wedescribetheseinmoredetail.

1.BUILDCAPACITY

Fundaselectgroupofprovenfacetofaceprofessionaldevelopmentprogramsthatare

alignedwithDeeperLearningprinciplestodevelopandscaleonlinemodels.

Inourreviewprocess,weinterviewedseveralprogramstaffinvolvedinthedevelopmentof

onlineprofessionaldevelopmentefforts.Ineachcase,thefundingforsucheffortsisscarceandthe

costofhighqualitydevelopmentapproachesisprohibitive.Specifically,theseprogramsneed

supportto:

• Accesstechnicalexpertiseandsupport;

• Completeacomprehensiveneedsassessmentandbusinessplanfordevelopingandscaling

onlinelearning;

• Select,fund,use,andmaintainappropriateopensourceandcommercialtechnologies.

2.SUPPORTRAPIDPROTOTYPINGOFTOOLSANDPLATFORMS

Fundaneffort,supportedbyanadvisoryboard,tocreateandfieldtestnewonlinelearning

structuresandenvironments.

Intherapidlyevolvingfieldofemergingtechnologies,programstransitioningtoonline

teacherprofessionaldevelopmentwillbynecessityinnovate,creatingandcustomizingonline

environmentsthatmeettheirneeds.Anumberoftheprogramsprofiledhere,couldbenefitfrom

additionalknowledgeandresourcestoexpandtheironlineefforts.Forexample,theNewTeacher



CenterandPowerfulLearningPracticeprogramscouldaddvideoanalysisandsimulationstheir

coachingmodels.TheSAMInquiryProcessSimulationscouldbeaddedtotheeitherprogramas

well.ThemobileaspectsofMAT@USCarerelevanttootherprograms.Manyprogramsare

interested,butfromourvantagepoint,theyarehard‐pressedtoenvisiononlineenvironmentsthat

combinesomeofthefollowingpromisingandinnovativestructures:

• Lessonstudymethodology

• User‐generatedvideoofclassroompractice

• Videoanalysistools

• e‐Mentoring

• Socialsoftware

• Simulationplatforms

• AccesstoPersonallearningnetworktools(e.g.blogs,Twitter,wikis,etc.)alreadyinwide

useontheWeb.

Aspecificexampleoflinkingtheabovepromisingstructureswouldcombinesimulationsthatallow

teacherstopracticeskillsinavirtualenvironmentwithanonline“lessonstudy”approachwhere

teacherssystematicallyidentifyachallengeforwhichtheyallplan,teach,analyzevideo,modifythe

lesson,re‐teach,andreflect.

Fromourexaminationofvariousprograms,anadditionalareawhereHewlettmightfocus

researchorsupportistheinclusionofframeworksforeffectiveinstructionalpracticeinvideo

analysisorsimulationplatforms.Someexamplesofinstructionalpracticeframeworksthatmight

applyare:

• CommonCoreStateStandards

• CharlotteDanielson'sFrameworkforTeaching

• DougLemov'sTeachLikeaChampion:49TechniquesthatPutStudentsonthePathtoCollege

• SLI'sVideoCaseProfileProtocols

• SummativeandformativeDeeperLearningassessments

3.CREATEADDITIONALPROOFPOINTNETWORKS

CreateaProofPointsnetwork(similartoonealreadyinexistence)forDeeperLearning

programsusingonlinemodelsinordertosupportknowledgedevelopment,documentation

anddisseminationofsuccessfuleffortsorlessonslearned.

Animportantinsightgainedfromourreviewisthatmanyprogramshavedeveloped

expertiseandsuccessfulmodelsthatcapturesomeimportantqualitiesofprofessional



development,butnonethatwefoundhavemasteredallareas.Forexample:TheStrategicLiteracy

NetworkandNewTeacherCentercollaboratedoverseveralmeetingsasSLIfirstconsideredhowto

ventureintoonlineprofessionaldevelopment.However,neitherprogramhadthefundingforthe

initialmeetingsorforanyongoingcollaborativelearning.Eachprogramhassolveddifferent

problemsindifferentwaysandhasalottoofferoneanother.AswereviewedExpeditionary

Learning'soTPD,werealizedthatthethreeprograms,andlikelyothers,wouldbenefitfrom

learningabouteachother’sapproaches.Aninitiativetobringstrongearlyimplementerstogether

toshareapproachesandthendocumentanddisseminatenewknowledgewouldimpactthe

discourseanddirectionofotherprogramsinapositiontosupportDeeperLearning.

WesuggestworkingwithprogramsthatshowedstrongalignmentwithDeeperLearning

principles(basedonthepreviousWestEdstudy)toseewhichonesareinclinedtosupportonline

learning.Itwouldalsobeworthwhiletoconsiderincludingschooldistricts(likeVailSchoolDistrict

inTucson,Arizona)thatareofferingoTPDwithDeeperLearningcorequalitiesinaProofPoints

network.Alternatively,aseparatenetworkcouldbecreatedfordistrictsthathavedemonstrateda

commitmenttodeliveringthiskindofoTPD.

4.MONITOR,EVALUATE,ANDDISSEMINATEEFFECTIVEONLINETEACHERPROFESSIONALDEVELOPMENTPROGRAMS

Fundthestudyofinnovativeonlineteacherprofessionaldevelopmentprogramsingreater

depthandevaluatetheimpactofoTPDonteacherpracticeandstudentachievementasthey

relatetoDeeperLearninggoals.

Thecollectionofprofilesinthisreportisanimportantstepinsurveyingtheever‐evolving

fieldofonlineprofessionaldevelopment.Incompletingourreview,wewereimpressedwiththe

effortsunderwayandawarethatthescopeofthisprojectdidnotallowforatrulycomprehensive

profiling,analysisandsynthesisofdata.Wehavecapturedsomepromisingcorequalities,

indicators,anddescribedprogramsthathavepromisingonlinepracticesexemplifyingthese.Few

programscollectsignificantdataaboutuserbehavioronlinethatmightindicateengagement.While

mostprogramsgeneratesomekindofself‐reportsaboutthelearningexperienceand/orlearner

satisfaction,thereisscantdataabouttheirefficacyandimpact.Giventheemphasisonresearch‐

basedpracticesinthefieldofeducation,andthegrowingprioritizationofdatause,onlinelearning

programswillneedtobeabletomeasureimpactandefficacyastheyscaleup.

Research would be useful in the following two areas:



Methodsfortransferringthefollowingkindsofprovenstructuresandsupportsintoanonline

environmentinwaysthatmaintaintheirefficacyandsimultaneouslytakeadvantageofthe

emergingtechnologies.

• Personalizedcoaching

• Online“lessonstudy”

• VideoAnalysisusingDeeperLearning‐alignedprotocolsandframeworks

• Assessmentande‐Portfolios

MethodsfortappingemergingtechnologiesthatoffermeaningfulopportunitiestosupportoTPD

• Personallearningnetworksinformalandinformalsettings

• Collaborationandsociallearning

• MassiveOpenOnlineCourses(MOOC)

• Platformopenness‐totherestoftheWebandotherpeople’scontent

• Ubiquitouslearningwithmobiledevices

• Useofsimulationsforpracticinginstructionalandassessmentstrategies

5.CREATESTRATEGICALLIANCESWITHTHEEDUCATIONTECHNOLOGYCOMMUNITY

Schoolsarenotgoingaway,butlearningisshiftingtotheWeb.Face‐to‐facelearningwill

remainvaluable,butsowilllearningontheWeb.Themeldingofthetwowillprofoundlyre‐shape

ourschoolsaswellasthewayteachersaretrained.Theeducationtechnologycommunity,

particularlyteachersinhighereducationwhoarehavebeenworkingtore‐inventtheirteaching,

hasstronglyembracedanumberofDeeperLearningprinciples,e.g.self‐directedlearning,teacher‐

as‐coach,inquirymethods,collaborationandperformanceassessments.Manyleadersinthe

educationtechnologycommunityarecallingforfundamentalschooltransformation(notjust

reform).Theseleadershaveagrowingfollowingaswell.InJuly,over13,000peopleattendedthe

InternationalSocietyforTechnologyinEducationConferenceinPhiladelphia.Inhisnewbook

entitledPersonalLearningNetworks,UsingthePowerofConnectionstoTransformEducation,

EdTechbloggerWillRichardsonreflects:

Mostschoolswerebuiltontheideathatknowledgeandteachersarescarce.Whenyouhavelimitedaccesstoinformationandyouwanttodeliverwhatyoudohavetoeverycitizeninaerawithlittlecommunicationtechnology,youbuildwhatschoolsaretoday:age‐grouped,discipline‐separatedclassroomsrunbyanexpertadultwhocanmanagethesuccessfulcompletionofthecurriculumbyahundredorsostudentsatatime....Butwhathappenswhenknowledgeandteachersarenotscarce?Whathappenswhenit'seasytoconnectourpassiontolearntotheresourcestolearnit?Whathappenswhen,inthenextdecadeorso,



almosteveryonegainsaccesstotheseprofoundlydifferentlearningspacesfilledwithteachersandcontentthroughthedevicestheycarryintheirpocket?...Thingschange.

Peoplewhounderstandthepotentialoftechnology‐enabledlearningareatremendousresourceto

educators.Hewlettcandeepenconnectionsby:

• IntroducingDeeperLearningprofessionaldevelopmentproviderstotheideasofkey

educationtechnologythoughtleaders,suchas,DavidWiley,AlecCouros,DaveCormier,

GeorgesSiemens,StephenDownes,WillRichardson,MichaelWesch,WesleyFryer,and

DavidWarlick,tonameafew.

• Encouragingnewandexistinggranteestonetworkwitheducationtechnologyleaders

• SponsoringaMOOC(MassiveOpenOnlineCourse)orvirtualconferencetoconvene

educationtechnologyandeducationreformleaderstodiscusstheroleofonline

technologiesinteacherprofessionaldevelopment,specificallythefollowingshiftsidentified

byDavidWiley(2009):

analog‐>digital

tethered‐>mobile

isolated‐>connected

generic‐>personal

consumption‐>creation

closedsystems‐>opensystems.



THE DEEPER LEARNING OTPD FRAMEWORK “DeeperLearning”isanumbrellatermfortheexperiencesthatleadstudentstounderstand

andretaintheknowledgetheyneedtosucceedinbothschoolandcareers.Atitsheartisasetof

skillsstudentsmustmasterinordertodevelopakeenunderstandingofacademiccontent,apply

theirknowledgetoproblemsintheclassroomandonthejob,andbecomelifelonglearners.Deeper

Learningskillsfallwithinthreecategories.Althougheachisassociatedwithadifferentaspectof

education,allareessentialtopreparestudentstoachieveathighlevels.

Category Skills1.MastercoreacademiccontentA.ContentKnowledge2.Acquire,applyandexpandknowledge3.ThinkcriticallyandsolvecomplexproblemsB.CognitiveStrategies4.Communicateeffectively5.WorkcollaborativelyC.LearningBehaviors6.Learnhowtolearn

TakingintoaccountthisdefinitionofDeeperLearning,andwhatarewidelyconsideredto

bebestpracticesinteacherprofessionaldevelopment(i.e.job‐embedded,collaborative,and

ongoing),wecreatedtheframeworkbelowtoreviewonlinelearningprograms.Inorderfor

professionaldevelopmenttobealignedwithDeeperLearninggoals,teachersmustbuildcapacityas

teachers,aswellaslearners.InordertoprovidestudentswithexperiencestogainDeeperLearning

skills,teachersbenefitbyexperiencingprofessionallearningthatembodiesthoseveryskills,asa

waytolearn,andasawaytoorganizelearning.

Thesameistrueforonlineprofessionaldevelopment.Teachersneedtoexperience

authenticlearningonline(i.e.choice,collaboration,contentexpertise,problem‐solving,

communication,andapplicationofinstructionalskills)ANDhaveameaningfulexperiencewith

technologyasacriticaltoolintheprocess.Teachersneedtoparticipateintheverykindsof

learningthattheyplantofacilitateforkids.TheOnlineIndicatorsintheframeworkonthe

followingpagesaretheexperiencesthatonewouldexpecttoseepresentinoTPDthatisin

alignmentwithDeeperLearninggoals.EachprogramprofileinAppendixAdescribeswaysinwhich

thefollowingcoreprofessionaldevelopmentqualitiesmanifestinthatprogram.Eachtechnology

profile(AppendixB)doesthesame.



OURFRAMEWORK

CoreQualitiesforDeeperLearning

OnlineIndicators

RELEVANCE

• LEARNERCENTERED—Theneedsofthelearnerdrivethecurriculum,thatis,topics,inquiriesand/oractivitiesaredesignedorevolveinresponsetolearnerquestions,needsandinput,sometimeshavinga“justintime”quality.Forexample:posingacollaborativeproblemsolvingactivityonanissueraisedbyparticipants;planninginstructiononatopicteachersselect.

• JOBEMBEDDED—ParticipantsactivelyengagewithlearningexperiencesthataredirectlyapplicabletoclassroompracticeandwillpositivelyimpactDeeperLearninggoals.Forexample:relevantinstructionalstrategiesaredescribed,practicedandtriedintheclassroom.

• SCAFFOLDEDANDDIFFERENTIATED—Learningexperiencesaredevelopmentally

appropriateanddifferentiated,respondingtotheuniquecapacitiesandneedsofindividuallearners.Forexample,accesstoamoreexperiencedotherprovidestherightsupportattherighttimeforindividuallearners;technicalsupportssuchaspulldownmenusandhyperlinksofferlearnersopportunitiesforindividualstoaccesssupport,resourcesorinformationondemand.

• MODELSBESTPRACTICES—Thelearningexperiencesdevelopexperiential

understandingsofpracticesthatsupportDeeperLearninggoals.Forexample,teachersreflectonhow:learningexperiencessupportmasteryofknowledge;activitiesengagelearnersinthinkingcriticallyandcommunicatingeffectively;supportand/orteachcollaboration,learningbehaviors;developmetacognition.

REFLECTION

• CYCLESOFINQUIRYINTOPRACTICE—Professionallearningexperiencessupportinquiryintoteachingandlearningbefore,duringandafterimplementationofinstructionalpracticesthatwilllikelysupportDeeperLearninggoals.Forexample:teachersdesignlessons,implementthem,analyzestudentlearningandredesignlessons;teachersengageincasestudiesorinvestigationsthatengagetheminproblemsolving,designandimplementationofnewpractices.

• LONGTERMLEARNING—Teachersareengagedinongoing,long‐termlearning

experiences.Forexample:learningexperiencesextendoverweeks,monthsorevenayearormore,allowingforcyclesofplanning,implementation,analysisandfeedbackandredesignbasedonlearning.

• TOOLSFORREFLECTIVEPRACTICE—Reflectivelearningexperiencesare

generative,thatis,byparticipatinginthem,teachersdeveloptoolstosupporton‐going,lifelonginquiryintotheirownpracticethatcouldcontinueoncetheonlinelearningexperienceculminates.Forexampleteacherslearntoand/ordeveloptoolstosupport:planning;analysisofstudentwork;rubricsforprofessionalpracticeandgrowth.

(Continuednextpage)



COLLABORATION

• INTERACTIVETECHNOLOGIES—Technologiessupportinteractionaroundcontent,atleastsomeofwhichisusergenerated.Forexample,teachersmay:sharelessonplansand/orstudentwork;participateindiscussionand/orworkgroups;shareresources.

• SOCIALLYMEDIATEDLEARNING—collaborationskills(suchaseffective

communicationaroundproblemsolving)aresupported,leadingtointeractionsbetweenusersthatleadtoacquisitionmasteryofknowledgeandinstructionalpracticesthatsupportDeeperLearninggoals.Forexample,teacherspracticeandmaylearntoapply:protocolstoguidediscussion;routinesandtosupportcollaborationandproblemsolving.

• CRITICALCONVERSATIONS—asafe,professionallearningenvironmentdemands

andsupportstransparentsharinganddiscussionofcrucialproblemsofpractice.Forexample:teacherspostlessons,studentwork,videoorquestionsandreceivemeaningfulfeedbackthatleadtochangesinpractice;learningactivitieshelpteachersdevelopdispositionsandskilltoofferandreceivefeedback;teachersreflectonfeedbackandsetgoalsforprofessionallearningandpractice.

• EXPERTOTHER—usershaveopportunitiestocontributetheirexpertiseaswellas

benefitfromtheknowledgeandexperienceofotherswithmoreexpertise.Forexample:teachersgeneratenewlessons,resources,content;mentorsand/orfacilitatorsprovideguidance,contentorresources.

CONTENTKNOWLEDGE

• CONTENTAREAKNOWLEDGE—Learningexperiencessupporttheacquisition,applicationandmasteryofknowledgeofthecontentandpracticesoftheteachers’academicdiscipline.Forexample:learningexperiencesdeepenknowledgeofspecifictopics;teachersaccessresourcesand/orexpertsthatsupportlearningofcontent.

• PEDAGOGICALCONTENTKNOWLEDGE—learningexperiencessupportmasterful

teachingthatsupportsDeeperLearninggoalsinanacademicdiscipline.Forexample,teachersdeveloporusetoolsto:addresscommonstudentmisconceptions;supportthinkingandtalkingaboutlearninginthecontentarea;supportdisciplinebasedproblemsolving,communicationand/orpractices.

• TECHNICAL,PEDAGOGICALANDCONTENTKNOWLEDGE—Teachersgain

awarenessofhowthemediumandtoolsoftheironlinelearningexperiencescanhelpthemrealizeDeeperLearninggoalswithstudentstheirclassroom.Forexample,teachersgainpersonalexperiencewithavarietyofWeb2.0toolstocollaborate,reflect,etcandareaskedtoconsiderhowthesetechnologiesarerelevanttostudentlearning.

(Continuednextpage)



EFFECTIVENESSDATA

• TEACHERCHANGE—theprogramcollectsandusesdataonchangesinteacherpracticethatinforminstructionandthelearner.Forexample:teacherssubmitselfassessmentand/orreflectionontheimpactofthelearningexperience;teachershaveaccesstoPDgoalsand/orbenchmarksforselfassessment;teacherssubmitevidenceofchangefromsamplesoflessonsand/orstudentwork.

• TEACHERENGAGEMENT—theprogramcollectsdataonthelevelofteacher

engagement.Forexample:frequency/lengthofuserinteractionwiththesite;assignmenttracking;participationinactivities,discussiongroups.

• TEACHERSATISFACTION—theprogramcollectsdataonthelevelofteacher

satisfactionwiththeonlinelearningexperiences.Forexample:theprogramadministerssurveys;teacherssubmitevaluations.



CONTEXT: EMERGING TRENDS IN ONLINE LEARNING

PERSONALLEARNINGNETWORKS:SOCIALANDINFORMALLEARNING

Whenconceivingthisreport,webeganwiththeassumptionthatoTPDwouldprimarily

consistofformallearningexperiences,ofthekindweatWestEdareveryfamiliar.Formallearning

isdesignedandmanagedbyaprogramwithfixedstructures,centralizedcontent,and

predeterminedlearningtasksrangingfrominnovativetotraditional.SLI,Teachscape,PBS

TeacherLineareexamplesofprogramsthatofferformallearningwithnetworksofdedicatedusers.

Toincreasetheirimpactandreach,perhapseventoremaineffective,webelievethatthese

providerswillneedtoofferopportunitiesforinformallearningaswell.Theprimarybenefitsof

informallearningareimmediacyandrelevancy.Informalmethodsoflearningofferlearnersthe

abilitytoaccessinformationandtakeadvantageofitrightawayinapplyittotheirjob.

Below,wereviewasphereoflearningthatisapowerful,emergingparadigmofeducation—

personallearningnetworks.Web2.0toolsprovideuserswithopportunitiestoorganizevast

networksofpeoplewithsimilarinterests,accessvolumesofinformationnearlyinstantaneously

andcreatelearningenvironmentsandstructuresinwhichpeopleseparatedbygeographyandtime

cannonethelesscollaborate,create,learnandproducenewinformationandtools.Learnersare

creatingorganizednetworksofinformalandself‐directedlearning.Howthisspherewillevolveand

itseventualroleandimpactcertainlybearscloseattention;webelieveitwill“disrupt”existing

providers.Weexpect,attheveryleast,thattheseearlyimplementerswillinfluencewhen,where,

andhoweducatorslearninthe21stcentury.

GROWINGPOPULARITYANDREACH

ThenewsisrepletewithstatisticsaboutonlineuseandthegrowingreachoftheInternet.

AsarecentNielsonreportexplains,socialnetworkingismorepopularthanever."…Twothirdsof

usnowusewhatitcalls‘MemberCommunities,’whichincludesbothsocialnetworksandblogs.

MemberCommunitiesnowmakeupthefourthmostpopularcategoryonline–aheadofpersonal

email,"saysNielsenWire(2009).Theothercategoriesaresearch,portals,andPCsoftware.The

followingisaviewprovidedbyAlecCouros,professorattheUniversityofRegina,onthe

networkedworldofa21stcenturyteacher:



(diagramsource:AlecCouros,http://www.flickr.com/photos/courosa/2922421696/Created

October7,2008.LicensedunderaCreativeCommonsAttribution2.0License)

POTENTIALFORIMPACT

Thehighlydemocratic,almostanarchisticforumthatistheInternetholdsthesamepromise

andweaknessthathasbeenanongoingpoliticalconcernsincethetimeofCaesar:popularityisno

guaranteeofquality.Peoplewillvoteforbreadandcircuses.ThepotentialpowerinWeb2.0tools

andthesocialconnectivityofferedbytheInternetcertainlyofferopportunitiesforveryhighquality

interaction,nearlyinstantaneousandunfetteredaccesstoinformationandlearning.

WhileWeb2.0tools,connectivityandaccessinevitablyleadtotheproductionofcontent

thatmayoverwhelminitsquantityandunderwhelminitsquality,centralizingauthorialpower

doesnotguaranteevalue.Libraries,universities,collegesandschoolboardscontrolaccessto

learningexperiencesandinformation,sometimescreatinghighqualityexperiences;othertimesthe

contentisquestionableandevenobjectionable.Intheonlineworldandthelivedworld,themaxim

is"garbagein,garbageout."AsScottMcleod(2011)writes:

AlthoughthereisalotofnoiseoutthereontheWeb,it'shardtoarguethatthereislittlelearningvalueinsocialmedia.Therearenumerouswaysinwhichteachersand



administratorscouldbeusingblogs,Twitter,Facebook,onlinevideos,podcasts,onlineslideshows,andothersocialmediatoolstoadvancetheirownpractice.Whetherit'ssubscribingtootherinnovativeeducators'feeds,interactingandsharingresourceswithglobalcolleagues,orconsumingandusinghigh‐qualitypeer‐createdresources,therearemyriadteachingideas,lessonplans,Webresources,conversationspaces,technologytools,reflectionsonpractice,andotherpedagogicalfruitsthatareripeforthepickingbyonline‐savvyeducators.Peer‐to‐peeronlinelearningnetworkscanhelpeducatorssortthewheatfromthechaffandcuratewhat'srelevantandpowerful.

OPENECONOMICSOFPLNS

Whywouldpeopleconstructknowledgeforfree?Wikipediaisnowmorepopularthanthe

NYTimes(Wiley,2010a).AspartoftheWikipediaplatform,peoplearehavingdiscussionsabout

thequalityofinformation,puttingintoplaythe21stcenturyandDeeperLearningskillsthatform

thefoundationoflearninginthisenvironment.Socialbookmarkingoperatesonthesame

principles,whereuseractivitybuildstheapplication.Everytimeusersbookmarkalink,they

contributetotheinformationandstructureinandoftheenvironment.Socialandpeer‐produced

contentisbeginningtoyieldnoteworthyandimportantknowledgeandknowledge‐building

structures(Wiley,2010a).This,webelieve,isthedirectionthatservingstudentsistakingandwill

continuetotakeinthe21stcentury.

Despitethepotentialfordistributingthetaskofcontentcreation,commons‐basedpeer

productioncancreatetensionswithininstitutions.Many,ifnotmost,formaleducationsystems

havenotbeguntocatchupwithnewprocesses.AsKansasStateprofessor,MichaelWesch

describesit,weareapproachinginaworldcharacterizedby“ubiquitouscomputing,ubiquitous

information,ubiquitousnetworks,atunlimitedspeed,abouteverything,everywhere,from

anywhere,onallkindsofdevicesthatmakeitridiculouslyeasytoconnectorganize,share,collect,

collaborateandpublish”(TEDxTalks,2010b).

Criticalopennesstoinformationandknowledgeexchangeneedtobeaddressed.Who

shouldcontroltheeducationalenvironmentandaccesstoinformationonline(andinschools)isnot

aneducationalquestion,butapoliticalone.AsJeffersonexpressed,"Iknowofnosaferepositoryfor

theultimatepowersofsocietybutthepeoplethemselves;andifwethinkthemnotenlightened

enoughtoexercisetheircontrolwithawholesomediscretion,theremedyisnottotakeitfrom

them,buttoincreasetheirdiscretionbyeducation."Socialmediaandpersonallearningnetworks

offeranopportunityforlearnerstoenlightenthemselvesandeachother,using21stcenturyand

DeeperLearningskillstobuild,createandbecomeagentsoftheirlearning.

WHATANETWORKEDWORLDMEANSFORSCHOOLSANDTEACHERS



Agrowingmovementofteachershasbeguntosay,"IknowwhatIneedandwanttoknow

andI'morganizingmylearningtomeettheseself‐definedgoals."Thesesameteachers,asthey

participateinformallearning,areaskingforchoicesandoptionsonhowbesttolearnnewskills

andgainnewknowledge(Nussbaum‐Beach,2011).Theparticipatorycultureofsocialnetworking

andtheoverallabundanceofinformationavailablehavecertainlycreatedaDo‐It‐Yourselfethos

thatisapositivetrendtoleverage.Asweshiftfromteachingtolearning,wemustimaginethatthe

samegoalsofhighlyadaptive,innovative,collaborative,andcreativestudentsshouldapplyto

teachers.AsHewlettconsidershowtosupportteachersbecominglife‐longlearnersandembracing

DeeperLearninggoals,weadvocatethatitisessentialtotakeintoaccounthowtointegrate,

supportandbuildbroaderaccesstonetworkingtechnologieswithinschoolcontexts.Will

RichardsonandRobMancabelli(2011)write:

Schoolswillneedtoplugintothisvibrantworldwidenetworkoflearningtostayrelevantandtoprepareourchildrenforavastlydifferentlearninglandscape.Thatmeansthatschoolswillneedtoembraceaformoflearningthatisfundamentallydifferentfromtheonetheyhaveknown.Thisisnotacaseforeducation‘reform’inthesensethatweneedtomakethecurrentsystembetterasmeasuredbytraditionalmethods,suchasstandardizedtests.No,topreparestudentstoflourishinthenewlearningworld,schoolswillneedtotransformthemselvesinimportantwaystobecomeplaceswheredeeplearning,inquiry,collaborationandperformancearetheemphasis,notjusttestscores.Webelievepersonallearningnetworksareattheheartofthisshift.

Educationortrainingisnolongersomethingweshouldviewasprovidedtous.Weneedtocreateit

forourselves.Teachersnowhavethetoolstotakechargeoftheirownlearning;withinpocketsof

networkedteachersthereisrenewedenthusiasmovertheideaofbeingactivelearners.

OPENNESS

Opennessisagrowingidealintoday'stechnology‐drivenculture.Previousacademicand

intellectualparadigmswereshapedbytheseparationoftimeandspaceandthechallengeof

creatinganddistributingnewknowledge.Withtoolsofknowledgeproductionbeingscarce(inan

economicsense—libraries,laboratoriesandpressesinvolvingsubstantialfinancialinvestments)

intellectualworkrequiredbenefactorsandwastherealmofthewealthy.Ideasandknowledge

werecarefullyguardedintellectualpropertywithsignificantexchangeratesthathelpedtopayfor

itsgenerationanddistribution.Today,toolsandcommunitiestoresearch,constructanddistribute

knowledgeareaccessibletothemassesthroughtheInternet.Knowledgeisgeneratedatan

astonishingpace,co‐constructedwithinbroadparticipatorycommunitiesofpracticeand

exchangedwithafreedomandopennessthatdisruptspreviousnotionsofintellectualproperty.



ExamplesofcommunitiesthathavethesecharacteristicsofopennessareWikipedia,MIT's

OpenCourseWareandthePublicLibraryofScience.

Atthecoreofopennessistheactofsharing.Aprimaryroleofnewmediaandnetworked

technologyistoincreaseourcapacitytobeopen,tobegenerous.AccordingtoDavidWiley,

AssociateProfessorofInstructionalPsychology&TechnologyatBYUandChiefOpennessOfficerof

FlatWorldKnowledge,theidealfortechnologyineducationisto"increaseourcapacitytobe

generous."Whensharingknowledge,evenprovidingfeedback,participantsarenotjustcreating

contentforthelearningofothers,theyare“givingoftheirtime”(Wiley,R.2009).

SinceMIT'sOpenCourseWarelaunchedtheOpenEducationalResourcesmovementten

yearsago,educatorshavebeendiscussingandexploringwaystocreateaglobalcommonsofrich

content,wheresharing,lifelonglearning,customization,anddemocratizedaccessarevaluedhighly.

Whilemanyuniversitieshavepostedtheirsyllabi,handouts,andquizzesonline,thiscontent

remainsverymuch“Web1.0.”Thecontentisthere,butoftenlackingisagoodwaytostructure,

contextualize,aggregateandincorporatethecontentintoasociallearningenvironment.Openness,

however,isnotlimitedtosharingmaterialsorcontent.Newformsofopenness,enabledby

technology,havearrivedandtheyhavethepotentialtofundamentallyshapeteachingandlearning

practicesacrosstheeducationsphere.

DIMENSIONSOFOPENNESSFORLEARNINGANDTEACHERPRACTICE

DaveCormierandGeorgeSiemensmaintainthatopennessappliesdirectlytoteachers,

curriculaandstudents.CormierandSiemensdefinethreedimensionsofopenness,whichare

particularlyrelevanttooTPD:

OpenEducators.Theopeningupoftheteachingprocessisanimportantdimensionof

opennessineducationmorebroadly.Increasingly,educatorsareabletoshareand

participateinthetrialsandsuccessesoftheirfelloweducatorsastheytweetandblogabout

theirwork.Thisprocesscanbeassimpleaspostingideasfortheclassroomorasprofound

aspostingdailyreflectionsonthesuccessesandfailuresofdifferentapproaches.

OpenCurricula.Theideaofopennesscanbeappliedtothecurriculumofagivencourseas

well.Ascontentbecomesreadilyavailableandassearchingforitbecomeseasier,allowing

learnerstoparticipateinthecreationoftheirowncurriculumbecomesincreasingly

realistic.Themoveawayfromstandardclassstructuresandtowardalifelonglearning

modelalsoencouragesthis,sinceitallowslearnerswithdifferentinterestsandneedsto



createtheirownflavorofacoursewithinthecourse.Thecommunity‐as‐curriculummodel

invertsthepositionofcurriculum:ratherthanbeingaprerequisiteforacourse,curriculum

becomesanoutputofacourse.Thisisparticularlyusefulinadultprofessionallearning

environments,wherelearnerscometoacoursewithdiverseskillsandneeds.The

community‐as‐curriculummodelallowsthecurriculumtodivergeonalearner‐by‐learner

basis.

OpenLearners.Learnersthemselveshavebecomeopentoavarietyofnontraditional

learningmodels.Theyarenowable,sometimesthroughtheopenaccessnotedaboveand

sometimesthroughaccesstoothermaterialsandguidance,toengageintheirownlearning

outsideofaclassroomstructure.Althoughthishasalwaysbeenpossible,ofcourse,learners

nowhaveconsiderablymoreaccesstocontentandmoreopportunitiestoengageonline

(throughsynchronoustoolssuchasElluminateandSkype).(Cormier&Siemens2010)

OPENCURRICULA:MASSIVEOPENONLINECOURSES(MOOCS)

MOOCstandsforMassiveOpenOnlineCourse.AreportbyMcAuleyetal.(2010)offersthe

followingdescription:

AMOOCintegratestheconnectivityofsocialnetworking,thefacilitationofanacknowledgedexpertinafieldofstudy,andacollectionoffreelyaccessibleonlineresources.Perhapsmostimportantly,however,aMOOCbuildsontheactiveengagementofseveralhundredtoseveralthousand‘students’whoself‐organizetheirparticipationaccordingtolearninggoals,priorknowledgeandskills,andcommoninterests.

MOOCsarepartcourse,partcommunityandpartevent.AMOOCexpandslearningto

anyoneinterestedinthetopicusingparticipatorylearningandWeb2.0tools.Thetermwascreated

inresponsetoGeorgeSiemensandStephenDownes's2008"ConnectivismandConnective

Knowledge"course.Aninitialgroupoftwenty‐fiveparticipantsregisteredandpaidtotakethe

courseforcredit.Thecoursewasthenopenedupforadditionallearnerstoparticipate:course

lectures,discussionforums,andweeklyonlinesessionsweremadeavailabletonon‐registered

participants.Thissecondgroupoflearners—thosewhowantedtoparticipatebutwerenot

interestedincoursecredit—numberedover2,300.Theadditionoftheselearnerssignificantly

enhancedthecourseexperience,sinceadditionalconversationsandreadingsextendedthe

contributionsoftheinstructors(Cormier&Siemens,2010).

Oneofthekeyreasonsforcreatinganopencourseistobringawidevarietyofperspectives

tobearonagiventopic.InthecaseofSiemensandDownes'scourse,theinstructorswere

interestedinobtainingbroaderinsightintotheirideas.Enoughstructureisprovidedbythecourse



thatifalearnerisinterestedinthetopic,heorshecanbuildsufficientlanguageandexpertiseto

participateperipherallyordirectly.Theconversationsoccurinvariousforums:blogs,Twitter,

coursediscussionboards,commentingtools,virtualworlds,andinsomecases,face‐to‐face.

Participantscancreatestudygroupstodiscussandcollaboratearoundareasofinterest.Insum,a

MOOCisanonlinelearningecosysteminwhichknowledgeemergesfromparticipantinteraction.

SomeexamplesofMOOCscanbefoundat:

• PLENK2010:PersonalLearningEnvironments,NetworksandKnowledge

http://connect.downes.ca/

• eduMOOC2011:OnlineLearningToday…andTomorrow

https://sites.google.com/site/edumooc/home

WedidnotencounteranyMOOCsfocusedK‐12education,butwethinkthattheyrepresent

anewenvironmentforhighly‐participatoryprofessionaldevelopmentandavaluableopportunity

forteacherstobuildtechnologyskills,professionalnetworks,andtheirdigitalidentity.

OPENEDUCATORS:THEROLEOFFACILITATORSINONLINEENVIRONMENTS

Onlinelearningrequiresthatteachersassumenewroleswithrespecttoaccesstocontent

andinteractivetechnologies,whichareincreasinglyunderthecontrolofthelearner.Educators

continuetoplayanimportantroleinfacilitatinginteraction,sharinginformationandresources,

challengingassertions,andcontributingtolearners'growthofknowledge.CormierandSiemens

(2010)offerthefollowingmapofimportantonlinefacilitatorrolesandmethodsandtechnologies

thatsupportthem.

RolesofFacilitatorsinOnlineEnvironments

FacilitatorRole ActivityofFacilitator TacticsandTools

Amplifying Drawingattentiontoimportantideas/concepts

Twitter,blogs

Curating Arrangingreadingsandresourcestoscaffoldconcepts

Learningdesign,tutorials,adjustmentofweeklyactivitiestoreflectcourseflow

Wayfinding Assistinglearnerstorelyonsocialsense‐makingthroughnetworks

Commentsonlearners'blogposts,helpwithsocialnetworkformation,"liveslides"method

Aggregating Displayingpatternsindiscussionsandcontent

GoogleAlerts,RSSreader,visualtools(e.g.,ManyEyes)

Filtering Assistinglearnersinthinkingcriticallyaboutinformation/conversationsavailableinnetworks

RSSreader,discussionofinformationtrust,conceptualerrors

Modeling Displayingsuccessfulinformationandinteractionpatterns

Alluseoftoolsandactivitiestoreflecteducators'modelingofappropriatepractices



StayingPresent Maintainingcontinualinstructorpresenceduringthecourse,particularlyduringnaturalactivitylulls

Daily(orregularnewsletter),activityinforums,videoposts,podcasts,weeklylivesessionsinsynchronoustools(e.g.,Elluminate)

(Cormier&Siemens2010)

OPENPRESENTATIONS

Opennessprinciplescanshapeonlinepresentations(Webinars),apopularwayformany

programstodeliveroTPD.Inarecentpresentationtoagroupoflibrariansonthefutureof

libraries,DaveCormierusedtheElluminateWebcastingplatformtodeliverwhatheterms"live

slides."Insteadofpresentingfactsorideas,eachslideofferedarelevantquestion(e.g."Whatisa

library?""Whatisalibrarian?").Participantswereaskedtoentertheirresponsesandthoughts

directlyintotheslide.Astheanswerswereentered,andasthegroupcouldseethemappearing,

Cormiernarratedtheknowledgethatemergedfromthelearnerswithhiscommentaryand

analysis.Cormier'sapproachensureshighaudienceengagementand,withgoodfacilitation,that

thelearningisvaluable.Theentirepresentationcanbearchivedandsharedforotherstoview.

AccordingtoCormier(2009),the"liveslides"method"presentsafarmorerealisticvision

forknowledge.Whenaskedaquestionlike‘Whatisalibrary?”asinglepersonhastocomedownto

asingledefinitionthatcan’tpossiblyencompassthefullculturalimpactofaword.Ifyoulookatthe

firstquestionslideofthepresentationyou’llseeaverybroadrangingdefinitioncreatedbya

collaborativeofpeople…thedefinitionisrhizomatic,createdintime,andtherecordpresentedhere

isasnapshotofit…anarchiveofalivemomentofknowledge.”

ANOPENEDUCATORMANIFESTO

Thenotionofopennessasatransparentwayofpracticeforeducatorsisarelated

byproductofthenumerousopentechnologiesavailableforlearning.Arecentblogentryat

http://www.connectedprincipals.comdemonstrateshowpowerfullyopennessismanifestinginthe

practiceofaprincipalatDalianMapleLeafForeignNationalsSchool,locatedinDalian,China.

MyOpenEducatorManifesto

‘We’educatefuturecitizensoftheworld

Teachingismyprofessionalpractice

ISharebydefault

IamOpen,Transparent,Collaborative,andSocial

Mystudentsowntheirown:(Learning)



• learningprocess

• learningenvironment

• learningproducts

• learningassessment

Mystudentsbelongtolearningnetworks

Everystudentdeservescustomizedlearning

• Studentvoice

• Studentchoice

Everyeducatordeservescustomizedlearning

Ihavehighexpectations

ICare,Share,andDare

Iamarolemodel

IamthechangeIwanttoseeinEducation!

(Truss,2011)

THEFUTUREOFLEARNINGMANAGEMENTSYSTEMS

WHATISALEARNINGMANAGEMENTSYSTEM?

ALearningManagementSystems(LMS)isasoftwareapplicationfortheadministration,

documentation,tracking,andreportingofonlineeventsore‐learningprograms.AccordingtoRyan

Ellis(2009),editorofLearningCircuits,arobustLMSshouldbeabletodothefollowing:

• centralizeandautomateadministration

• useself‐serviceandself‐guidedservices

• assembleanddeliverlearningcontentrapidly

• consolidatetraininginitiativesonascalableWeb‐basedplatform

• supportportabilityandstandards

• personalizecontentandenableknowledgereuse.

Inhighereducationcircles,itiswidelybelievedthatweareataninflectionpointinwhatit

canmeantoteachandlearnonline.Theprimarychallengeoflearningplatformsinhigher

educationishowtoaddresstheissuesofinformallearning,socialnetworking,assessmentanda

mobilelearningenvironment.Asiscurrentlythecase,thetechnologiesdevelopedorusedin

responsetothechallengesinthehighereducationspacewilllikelyinfluencethetechnologiesthat



areusedinotheradultlearningprograms.Therearemanydifferenttechnologiesthatcandeliver

effectiveoTPD.Someoftheprogramsweprofileinthisreport(e.g.PowerfulLearningPracticeand

PBLCamp)donotuseaLearningManagementSystem.Rather,theyuseacollectionofWeb2.0

toolstodeliverandfacilitateRelevance,Collaboration,ReflectionandContentKnowledge.Yet,a

numberofotheroTPDprograms(e.g.eMSS,PBSTeacherLine,andSLI)haveadaptedLMS'sthat

weredevelopedoriginallyforuniversityuse.Moodle,Sakai,Blackboardareallestablishedsystems

thathavebeenusedwidelybyuniversitiesforyears,butthearerelativelyinflexible,closedsystems

intoday'sincreasingly"open"world.Systemstomanagecontentandtracklearningarenecessary

formanyformalprograms,sogivingthoughttothefutureofLearningManagementSystemsis

importanttoourgoalofunderstandingwhichtechnologiesaregoingtobeeffectivetoolsforoTPD.

Belowaresomethoughtssharedbyleadingtechnologists,educators,andvendorsina

recentpaneldiscussiononhowtomaketheLMSintegralto21stcenturylearning.Theseideasare

worthconsideringforthepurposesofimagininghowournation'steacherswillLEARNandTEACH

inthenearfuture.(CampusTechnology,2011)

JoshBaron,Senioracademictechnologyofficer,MaristCollege(NY)

"Today'slearning,whetheronthegroundoronline,tendstotakeplaceinfairlyclosed

learningenvironmentsthatareisolatedfromtherealworld.IftheLMSbeginstoembrace

themovementtowardsopennessineducation,itwillbegintobreakdownthisartificial

barrier,allowingknowledgeandlearningexperiencestoflowmoreeasilyacrossit.Asecure

butpermeableLMSofthisnaturewouldfacilitateregularinteractionsbetweenstudents

andexpertsfromindustryaswellaspeersfromotherculturesandsocieties.Atthesame

time,itwillpromotetheuseofOpenEducationalResources(OER)aswellasthe

disseminationofstudent‐generatedcontentforusebythoseoutsidetheinstitution.Andthe

integrationoftheLMSwithelectronicportfolios,particularlythosethatsupportstructured

assessment,willprovideinstructorswithpowerfultoolstoassessstudentlearninginmore

authenticwaysthantraditionalmultiple‐choicetests.Wemaybeenteringanew

assessmenterainwhichstudentswillgraduatenotwithasingle‐pagetranscriptbuta

media‐richportfoliothatprovidesdirectevidenceoftheirachievements."

BrianWhitmer,Co‐founder,Instructure‐developerofCanvas

ThetraditionalLMSisawalledgarden.It'sdatain,nothingout.TherearepowerfultoolsallovertheInternet,andeducationcompaniesneedtolearnhowtoworkwiththesetoolsinsteadoftryingtorewriteandreplacethem.ThismeansthatLMS’saregoingtohaveto



becomemoreopenandflexible,becausethewalled‐gardenapproachwon'tworkanymore…Mobiletechnologyisgoingtogivebirthtonewformsofcommunicationsandcollaborationthatwillimpactonlinelearning.Sincetypingonamobiledeviceishardforlongmessages(writingatermpaperonaniPhonesoundslikeanexerciseinfutilitytome),Ithinkwe'llstarttoseevideomessagingbecomemorecommon.

MarkFrydenberg,Seniorlecturerandinstructionalsoftwarespecialist,BentleyUniversity(MA)

Inthefuture,LMS’swilladapttoastudent'slearningstyle,actuallymanaginglearningmorethanlearningmaterials.Theywillknowinwhatareasastudentneedshelp,provideadditionalrelevantevaluationexercises,andsuggesttheyseetheirinstructorsinpersonforhelp.Perhapsstudentswillbeabletospeaktheirresponses,andtheLMSwillbeabletoevaluatewhattheysay.

MattLeavy,CEO,PearsoneCollege

Analyticshavethepowertodrivetheevolutionofpedagogyandthestudentexperience.Therearetwoprincipalaxesalongwhichanalyticswillpropellearning.Thefirstaxisistowardpersonalization.Thereal‐timeevaluationoflearningandactivitydataallowsoursystemstoadapttoprovidealearningexperiencethatisindividuallyappropriatetoagivenstudent.Thecurrentstateofpersonalizationtendstobebasedontrackingthedevelopmentofonlineworkandidentifyinginterventionsthathaveworkedinthepastforstudentswithcommondatapatterns.Asweadvanceintowhole‐programandlearner‐lifecyclesystems,sophisticatedlearnerprofilesarebeingdevelopedfromwhichmorepreciseandefficientlearningpathswillemerge.Thesecondaxisistowardcontentandpedagogyimprovement.Notalllearningexperiencesarecreatedequalandwecanevaluatethedifferencethroughanalytics.Bytrackingcarefullydevelopedlearningobjectsinrepositoriesandusinganalyticstomeasuretheimpactofexposinglearnerstothoseexperiences,wewillbeabletodemonstratequalityataverygranularlevel.

ANEWENTRANT:THECANVASLMSDEVELOPEDBYINSTRUCTURE

Canvas(http://www.instructure.com)isanewonlineapplicationthatinstructorscanuse

tomanagelessonplans,schedulecourses,andimprovestudent‐teachercommunication.Canvas's

interfacedesignisbeingwidelypraisedforitsverycleanfeatures.Canvasisalsohighlyadaptable

(notacommonLMStrait),soteachersortrainerscanusethesysteminwhicheverwaystheyseefit.

CanvascantakeasnapshotofanythingontheWebandpullitintothefeedback(grading)interface.

Ablogpostfromateacher’sownWordPressinstallationoravideopostedtoYouTubecanbeeasily

submittedandreviewed.WithaWebcamandbuilt‐inmic,facilitatorsorcoachescanrecordvideo

commentaryrightfromthefeedbackinterface,cultivatinganincreasedsenseofpresencethatisso

importantinsuccessfulcoaching.Infact,Canvasmakesvideoconferencingandvideorecordinga

corepartofitsplatform,givingitaprivilegedplaceonthemainmenu(Feldstein,2011).



InthewordsofLMSexpertMichaelFeldstein,“IfIhadtosummarizeInstructure’sstrategy

inonesentence,itwouldbe‘TheyusethelessonslearnedbyconsumerWebcompaniestoclearthe

clutteroutofLMSsoftwaredesignandbusinessmodel.’…Theyarelookingatcoreusecasesand

tryingtomakethemassimpleaspossible,throwingoutsomeoutdatedLMSdesignassumptionsin

theprocess(Feldstein,2010).”

OneofthechallengeswiththeLMS(asimpliedinthequotesabove)isthattherehasbeen

norevisitingofbasicdesignandarchitecturalassumptionsinthepasttenyears—andperhaps

sincetheproductcategorycameintoexistence.Canvas,ontheotherhand,wasdesignedfromthe

groundupwithtoday'slearningconcepts.Facilitatorsandteachersareabletousemultiplemodes

forcommunication—email,Facebook,Twitter,textmessaging,Skype,etc.Canvashasarichsetof

personalizedcommunicationpreferences,whichmakepossiblethekindofqualitycontactand

collaborationthatissocriticaltoonlineteacherprofessionaldevelopment.Inaddition,Canvas

calendarsintegratewithGoogleCalendar,iCalandOutlook.

VIDEOANALYSIS

THEANTHROPOLOGYOFYOUTUBE

ThepopularityofvideosharingontheInternetdemonstratesourculture’sstrongdesireto

viewandshareimages,aswellastoconnectwithothersaroundthoseimages.Upuntil2005,itwas

difficulttouploadvideototheWeb.YouTubechangedeverything.Now,peopleallagesreadily

captureimagesusingcellphones,tabletsordigitalcamerasandsharethesephotosandvideosof

themselvesthroughoutthe"mediascape;”i.e.,YouTube,Facebookandothermediasharingsites.As

peoplebecomemoreaccustomedtoseeingimagesofthemselves,inhibitionsaboutbeingviewedby

strangersarefallingaway—youth,inparticular,oftenoperateina"postfirst,thinklater"mode.

Thistrendhasthepossibilityofdisruptinganimplicitnorminthecultureofeducationagainst

sharingandcritiquingpractice.

Inhistalk,AnAnthropologicalIntroductiontoYouTube,totheLibraryofCongress,Michael

Wesch(2008)reviewsthehistoryofYouTube,itsnewformsofempowerment,community,and

possibility,andofferstheobservationthat"[a]tthecenterofthismediascapeisus.Idon'tthinkof

mediaascontentandIdon'teventhinkofmediaasjusttoolsofcommunication.Ithinkofmediaas

mediatinghumanrelationships.Whenmediachanges,humanrelationshipschangeandthat's

wheretheanthropologycomesin."DigitalmediaisforcingustorethinkwhattheWebisallabout.

It'snotreallyaboutlinkinginformationanymore;it’saboutlinkingpeopleinwaysthatwe'venever

beenlinkedbefore(Wesch,2008).



VIDEOANDTEACHERREFLECTION

Forthemostpart,teachinghappensbehindthecloseddoorsoftheclassroom,inisolation

fromone'speers.Insideofschools,sharingpracticehasincreasinglybeenconnectedtohighstakes

evaluationsratherthantoon‐goingprofessionallearning.Forobviousreasons,teacherscan

bereluctanttoshareimagesoftheirwork.Asyoungerteachers,withnewdigitalhabitsandcell

phonesdoublingasvideocameras,entertheteachingcorps,newculturalnormswilldevelop

aroundsharinginstructionalpractice,bringinganewexpectationofopennessandthrowingopen

thedoorsofclassroompractice.MAT@USC&TeachscapeReflectareexamplesofprogramsthatare

exploringtheusereflectionaroundonlinevideotoimproveinstruction.

Videohaslongbeenusedtocapturemicroteachingevents,illustrateclassroomcasesand

practices,andtoreviewteachingpractices(Rich&Hannifin,2009).Forthepastdecade,logistical

andfinancialobstacleshavedictatedthatonlinevideoanalysiswasperformedprimarilyonclipsof

otherpeople'steachingpractice.Videocasescontinuetobeanimportantstrategytosupport

teacherprofessionaldevelopment.Infact,TeachscapeReflecttechnologywasdevelopedoutofthe

MeasuresofEffectiveTeaching(MET)project,inpartnershipwiththeBill&MelindaGates

Foundation.TheMETprojecthascapturedandevaluatedmorethan20,000lessonsinover3,000

classroomsnationwideforuseincreatingteachingexemplars.TeachingChannel,profiledinthis

paper,alsorepresentsavideoshowcaseofeffectiveteachingtechniquesandlessonideas.

MichaelPrestonoftheColumbiaCenterforNewMediaTeachingandLearning(CCNMTC)

writesthat“thein‐depthstudyofvideos—particularlyifthevideoscapturesituationsthatreveal

somethingaboutchildren’sthinking—createsacontextinwhichteacherscanactasresearchersby

gatheringevidence,developinghypotheses,andcoordinatingthisinformationasaguideforfurther

inquiryandteaching.Overtime,closeandrepeatedviewingandanalysisofvideohelpsshiftfocus

awayfromtheteacherandtothechild,andallowsforaricherconceptionoftherelationship

betweenchildren’sperformanceandunderstanding[ormisconceptions],tohelpbetterinform

teaching”(Preston,2010).

MEDIATHREADASANEXAMPLEVIDEOANNOTATIONTOOL

Recentdevelopmentsinonlinevideoannotationtoolscanhelptoextendandaugment

teacherself‐reflection.In2006,CCNMTCstartedaprojecttitledVideoInteractionsforTeachingand

Learning(VITAL).Thegoaloftheprojectwastodevelopanddistributearesourcetoenhance

teacherpreparationinearlychildhoodmathematicseducation.TheVITALtoolhassinceevolved

intoatoolcalledMediaThreadthatofferstheabilityforteacherstobringtheirownvideosintothe

onlineenvironment.TheMediaThreadplatformallowsteacherstocreatemini‐clipsoutofavideo



(whetherofthemselvesoranotherteacher)andembedtheseclipsintoatextanalysis.Theclipsact

likemediacitationsallowingateachertoproduceareflectiononatopicusingpreciseexamplesor

occurrencesfromavideosinsertedintothenarrative.

MediaThreadlinksthevideoanalysistogroupinteraction,bringingmediaintoacommunal

spaceandencouragingpeopletoworktogetherandconnectwitheachotheraroundexamplesof

practice.Teacherscanworkingroupsandlinkupinwaysthatwouldbedifficulttodoinageneral

library.Socialfeaturesalsoallowstudentswhoareworkingwithacommonpieceofmediatobe

alertedoftheconnection.ClassdiscussionsareavailableinMediaThreadand,whenonepoststoa

discussion,onehasaccesstoallsavedclipsandotherpeople’sclipstoinsertintothepost.

VIDEOANALYSISFORDEEPERLEARNING

Videoannotationtoolsnowofferthepotentialtosupportboththereflectionandanalysisof

one'sownteaching,aswellastheabilitytoassociatecapturedvideowithrelatedstudentand

teachingevidenceandchangesindevelopmentovertime(Rich&Hannifin,2009).Watchingand

reflectingonone’sownpractice,almostuniversally,enablesteacherstoseeandbelievethingsthat

theyotherwisecannotordonotseeandbelieveabouttheirpractice.Thesamecanapplyfor

teachers'perceptionsoftheirstudents(Rich,2011).Thekindofonlinevideoanalysisthatwouldbe

supportiveofDeeperLearninggoalswouldbeusedinaregular,collaborative,andfacilitated

fashion.

Forexample,everythreeweeks,teachersmightconveneonline,ingroupsofthreetofourin

avideochatspace,todiscusstheirsubmissions.Inadvance,eachteacherwouldhavecreatedshort

clipsandpreparedananalysisofeachclipbasedonapredeterminedareaoffocus.Theannotation

toolwouldallowtheanalysistobeaffixedtoeachinstructional“scene.”Duringagroupvideochat,

teacherswouldtaketurns,spending30minutestopresenttheirclips,providetheiranalysisandto

getgroupfeedback.

Therearemanybenefitstodoingvideorefectioningroups.Forexample,colleaguestendto

seeone'spositivesmorereadily.Whenpresentingingroups,thereisalsomoreaccountabilityand

follow‐throughduetotheexpectationthatprogresswillbeshownatthenextconvening.Progress

tendstooccurwhenawarenessishigh.Furthermore,theexpectationofpresentingavideocan

raisetheawarenessleveltoapointwhereteachersareoftentryingtoperformfortheirpeersin

positivewaysthatbenefitkids.

Inaddition,reflectionovertimecanbeverypowerful,especiallyifguidedbyanonline

facilitatorwhocanprobeteacherreflections.Afacilitatorcanfocusthereflectionononestrategyat



atime,useaninquiryapproach,andsensewhenitistimetomoveon.Facilitatorscanalsohelp

withteacherreadinesstoreceivefeedbackorlearning.

Insum,withtherightplatform,acollegialcommunity,goodfacilitation,andawell‐focused

inquiryor“lessonstudy”approach,videoanalysisisapowerfulwaytoaddressallfiveofthecore

qualitiesforoTPDalignedwithDeeperLearning:Relevance,Reflection,Collaboration,Content

KnowledgeandDataEffectiveness.Digitalmediaallowsteacherstoparticipateintheirlearningand

connectwithpeersintransformativeways.Asvideocommunicationbecomesmoreaccessibleand

sophisticated,capturingandanalyzingimagesofone'sownteachingpracticewillbecomea“new

normal”foroTPD.

SIMULATIONS

Thesubstantialfinancialresourcesavailableforresearchanddevelopmentinmilitaryand

corporatesectorsaregivingrisetoinnovativetrainingmodels.DevicesliketheiPadand

smartphone,coupledwithothertechnologyadvances,havetransformedhowweconsumemedia.

Thesechangeswilllikelyseeourprimaryformofmobilecommunicationshiftfromatextualmode

towardsmoreseamlessinteractiveexperiences,includingvideo,animations,andimmersive

environments.Thisshiftincommunicationisnaturallyaffectinglearningprograms.TheUS

DepartmentofDefense,IBM,Cisco,LockheedMartin,leadingfinancialandpharmaceutical

corporationsareexperimentingwithimmersivelearningenvironments.Intheseenvironments,

learningissituatedinonlinevirtualworlds.Game‐likesimulationshavebeenusedextensivelyto

train,assessandenhancecriticalfunctionalandsoftskillssuchasleadership,decision‐makingand

problemsolving.

Inourreview,weencounteredtwointeresting,low‐budgetonlinesimulationsforteacher

learningdevelopedbyTheSchoolofPublicAffairsatBaruchCollege,oneofthecollegesoftheCity

UniversityofNewYork.WorkingwiththeNewYorkCityDepartmentofEducationandsupport

fromtheCarnegieFoundation,theyhavedevelopedtheScaffoldedApprenticeshipModel(SAM).

SAMisanapproachtoschoolreformthatintegratesimprovementinstudentachievementwith

instructionalandleadershipcapacitybuildingandsuccessionplanning.Asanapprenticeship

model,SAMembedslearninginthedailyroutinesofaschool.Theprogram’ssuccessdoesnot

dependuponthesizeoftheschool,thewayitisorganized,studentdemographics,teacher

credentialsoranyparticularmethodofteachingorlearning.AsteachersworkwithintheSAM

model,theyencounterandpracticeusingasetofideas,whichareembeddedinthework.Theseare

explicitatfirstandthenfadeasteachersapplytheminavarietyofcircumstancesandforvarying

purposes,eventuallydevelopingthehabitsofmindthatSAMisintendedtoinstill.Thefollowing



twosimulationsareusedwithinSAMinconjunctionwithface‐to‐facecoachingandcanbeaccessed

forfreeathttp://acceleratelearning.net/.

INQUIRYTEAMTRAININGSIMULATION

TheInquiryTeamTrainingsimulationwasdevelopedtosupporttheNewYorkCity

DepartmentofEducationincomingtoscalewiththeChildrenFirstinquiryteaminitiative.The

simulationisdesignedtobeusedbyfacilitatorstofamiliarizeteamsofteachersandadministrators

withthecoreelementsoftheinquiryteamprocessandsurfacesomeoftheissuesthatarelikelyto

ariseasteachersimplementtheinitiativeintheirschools.Thegoalofthesimulationistoaccelerate

thelearningoftwostudentssothattheyprogressasfaraspossiblefromtheirbaseline

performancelevels.Toaccomplishthistask,participantsassembleaninquiryteam,the

compositionofwhichwillaffecttheirabilitytoimplementchangestrategiesduringthecourseof

thesimulation,andselecttwostudentsstrugglingtolearnreadingskills.

Duringthesimulatedschoolyear,theteamhassevenopportunitiestoimplement

instructionalchangestohelptheselectedstudentsachieve(orexceed)theidentifiedgoals.

Participantsselectonechangestrategyforeachofthesevenopportunities.Oncethestrategyhas

beenimplementedparticipantsreceivefeedbackonhowmuchprogresseachhasmadetowardthe

identifiedgoals.Thetwodifferentstudentneedsandonechangestrategydesignisintendedto

raiseparticipantawarenessoftheneedfordifferentiatedinstructionalresponses.Althoughthe

simulationhasa“gamelike”quality,itsprimarypurposeistostimulaterichconversationsabout

thelinkbetweeninformationandeffectiveinstructionaldecision‐makingtoaccelerateprogressfor

strugglinglearners.Currently,theseconversationshappenface‐to‐face,butcouldbehostedonline

aswell.Inadditiontoitsuseasatrainingtool,schoolshaveusedthissimulationaspartofthe

interviewprocesswhenhiringnewstaffmembers.

TAMINGASSESSMENTSIMULATION

TheTamingAssessmentsimulationwasdevelopedtosupporttheNewYorkCity

DepartmentofEducation’sefforttohelpteachersgetthemostoutoftheassessmenttoolsavailable

tothem.Itisbaseduponcurrentresearchontheuseofassessmentstoidentifywhatstudentsare

strugglingwithwhentheyarestrugglingtolearnandtheNewYorkStateandCityassessment

systems.StudentperformancepatternsonmiddleschoolmathematicsassessmentsacrossNew

YorkCitypublicschoolsareusedtoinformthesystem.TamingAssessmentisastrategygamein

whichtheuserattemptstoidentifyahiddenmisconceptionorgapinstudentknowledgeinterfering

withmasterybyusingassessmentinformationandnarrowingthepossibilitiesofwhatneedstobe



taughtinordertoacceleratelearning.Thesimulationconnectstheuserwithamiddleschoolmath

teacherandagroupofstudentshe/sheisworriedabout.Whiletheuserisuncoveringand

addressingthestudent’shiddenmisconception,theteacheriscontinuingtoteachtheprescribed

curriculum.Thelongerittakestheusertoidentifyandaddressthestudent’smisconception,the

furtherthestudentfallsbehind.

Theobjectofthegameistoidentifyandaddressthestudent’shiddenmisconceptionas

quicklyaspossible.Toaccomplishthisgoal,theuserworkswiththreetypesofassessments,

summative,formative,diagnostic,andvariouslevelsofanalysis(e.g.aggregate,disaggregate,item

error).Thelearneractsbasedupontwochoices,toASSESSortoTEACH,usingtheinformation

alreadyuncovered.Aftereachdecisionismade,theuserreceivestwotypesoffeedback–timeand

progress.Thesimulationisdesignedtoaddresstheperceivedresistancetoexpendingtimeon

administeringassessmentsandanalyzingtheresults,sothattosuccessfullycompletethe

simulationbeforetheclockrunsout,teachersmustuseassessmentresultstostrategicallytarget

theirinstruction.Individualsorgroupsofteacherswithorwithoutthesupportofafacilitatormay

usethesimulation.

THEBIGPICTURE

AccordingtoLizGewirtzman,SAMProjectDirector,"WithinanyHOWareaWHATandaWHEN.

Teachingisatitscoreadecisionmakingenterprise"(2011).Whilevirtualsimulationsofreallife

situationsarenotcommoninteacherprofessionaldevelopmentprograms,theSAMexamples

revealtheirpotential.Withgreaterresources,asimulationenvironmentcouldbedevelopedto

addressDeeperLearningissuesteacherfaceonaday‐to‐daybasis,takingteachersthroughvarious

decisionmakingscenarioswhileexposingthemtopromisingpracticesandoptimaldecision

makingtrees.Guidedthroughtheirpathsbyvirtualmentorswhodiscreetlybutintuitivelytake

themthroughdifferentoptions,teacherscouldrole‐playcriticalandoften‐encounteredclassroom

situationsinProjectBasedLearningorotherDeeperLearninginstructionalstrategies.Decision

makingsimulationscouldalsoallowteachersandtheircoachestocapturedecision‐pathsfor

purposesofanalysis,reflectionandfurtherinquiry.

Imaginethefollowingnewsimulation/gamescenario:providedwithacurriculumanda

learningobjectiveandfacedwithaclassroomfullofstudentswithvaryingneeds,theteacheris

promptedtoidentifytheteachablemomentsanddecidewhichteachingstrategies(acollectionof

possiblestrategieswouldbeavailabletotry)toemploy—sometechniquesworkbetterforsome

thingsandwithsomestudentsthanothers.Thegoalwouldbetomaximizethelearningofthe



greatestnumberofstudentswithintheconstraintsofthe“game,”oneofwhichis,onceateachable

momentisgone,it’sgone.



A PROGRAMMATIC CASE STUDY: LEARNINGS FROM SLI’S TRANSITION TO ONLINE TEACHER PROFESSIONAL DEVELOPMENT

Since2000,theStrategicLiteracyInitiativeatWestEdhasprovidedface‐to‐face

professionaldevelopmentforsecondaryteachersinReadingApprenticeship,aninstructional

frameworktoacceleratestudentliteracyinthecontentareas,includinggrades6‐12and

communitycollege.SLI’sface‐to‐faceprofessionaldevelopmentishighlydesignedandaddresses

thesamecriticalqualitiesofoTPDlistedearlier.

Tenyearsofresearch,includinglarge‐scalerandomizedcontroltreatmentstudies,have

shownthattheReadingApprenticeshipinstructionalmodelandprofessionaldevelopmenthavea

positive,statisticallysignificantimpactonstudents’academicliteracy.TheReadingApprenticeship

frameworkfocusesonstudents'abilitiestomasteracademiccontent,acquire,applyandexpand

knowledge,thinkcriticallyandsolvecomplexproblems,communicateeffectively,collaborate,and

discusstheirlearning,readingandthinkingprocesses.

Asatightlystructuredface‐to‐facemodel,SLIfacedchallenges(sharedbyNewTeacher

CenterandExpeditionaryLearningSchools)whentransitioningtoanonlineprofessional

developmentapproach:howtoreplicatetheinquiry‐based,highlycollaborative,learner‐driven

activitiesthattheyhadbeensuccessfulwithinface‐to‐facesettingsinanonlineenvironment?What

wouldbetherolesofthefacilitator,coach,mentorandorganizationinthisnewparadigm?

Inthismini‐casestudy,weofferexamplesofoneorganization’sattemptstoenterintothe

onlinemarket.OfparticularnotearethewaysinwhichSLIhasintegratedmembersofits

communityofteacher‐practitionersandprofessionaldevelopmentconsultantsintheir

collaborativeeffort,ofteninresponsetopressurefromusersoftheonlineproducts.SLIconsidered

onlinelearningformanyofthesamereasonsotherprogramshave:theywanttoscaleup,budget

constraintsandlogisticsofasmall,leanprogrammakeextensivetraveluntenable.Inaddition,

moreandmoregrantorsexpectanonlinepresence.Indeed,thenewi3grantfromtheUS

DepartmentofEducationstipulatedthecreationofnewonlinelearningforums.Priortothatgrant,

SLIconsideredimprovingandextendingitsonlinepresence,largelyformarketingpurposes.

Initially,thisconsistedofestablishingnewWebpages.Then,theprogramventuredintocreatinga

blogandlateritcreatedtwoseparateonlinecourses,oneforPDconsultantsworkingforSLIand

anotherincollaborationwithRentonCollegeforitsfacultyandstaff.



NOTEWORTHY

SLIhasanongoingprofessionalinquiryquestionaboutoTPD:howcanonlinestructures

andprogramssupporttherobust,inquirybased,collaborativelearningenvironmentsthatweknow

workinface‐to‐facesettingsandstillofferimportantinputandaccesstotheknowledgebasethat

hasbeengeneratedthroughthecollaborativeeffortsofthiscommunity?Thisquestion—closely

relatedtoquestionsofauthorityandtherolesofteachersandlearnersinconstructivistlearning

environments—guidestheevolutionofSLI’sonlineofferings.Aswedescribebelow,SLIhasthree

majoronlineinteractivelearningenvironments,allofwhichareshapedandinfluencedbyusers.

AlthoughSLIstillmaintainsmuchauthorialcontrolovertheprocessesandproducts,the

communityofusershasdirectandimmediateinfluenceinthesespaces.

BLOG

TheblogwasSLI’sfirststepintoaninteractiveandcollaborativeonlinespace.Initially,blog

postswerewrittenandeditedbySLIstaff,andthen,perWestEdpolicy,vettedbystaffinthe

communicationsdepartment.Verysoon,SLIdiscoveredthatthefinancialandtimeinvestmentin

thisprocesswasunsustainable.Aswell,alargeproportionofSLI’scommunityofpracticing

teachersandPDconsultantswantedandexpecteddeeperonlinelearning,socialnetworksand

collaboration.Eventually,thiscommunityofSLIdigitalpioneersbegantoshapeandinfluenceSLI’s

onlinepresence.WhenSLIstaffbegantoignoretheblog,membersoftheSLIcommunityinsisted

onkeepingitaliveandvolunteeredtogeneratepostseachweekfortheirownpurposesand

learning.SLIstaffnowplayaminimalrole,managingtheproductionscheduleandeditorialprocess.

Thecommunityitselfdrivesthecontent.

Thiswasanimportantdiscovery:theblog,initiallyconceivedofasawaytoincreaseSLI’s

onlinepresenceandpotentiallyreachnewaudiencesandclients,turnedoutinsteadtobean

importantcollaborativelearningenvironmentforeducatorstoshare,commentandreflectonone

another'spractice.Thiswas,evenintheconceptualstages,asecondarygoalfortheblog,butturned

outtobethedrivingpurposeandfunction.Largelybecausetheorganizationhasfromitsinception

beenateacher‐researchercollaborativeinwhichteachersandresearcherslearntogether,

constructnewknowledgeandtools,fieldtesttheseandanalyzeandreflectonoutcomes,SLIwas

well‐positionedtowelcomeandleveragethisuser‐directedcollaboration.

FACILITATORSINTENSIVETRAINING

Asrequiredbyitsi3grant,SLIrecentlybegandesigningandpilotinganonlinelearning

experienceforacoreofPDconsultantsinvolvedinscalingupReadingApprenticeshipinBiology,



HistoryandEnglishLanguageArts.Thiswastheonlyonlineeffortthathadanyfunding.Assuch,

SLIwasabletocontracttheservicesofWestEdInteractivetosupporttheneedsassessment,design

process,andeducateSLIstaffinthemanagementofthelearningenvironment.Thisprofessional

supportwasonecriticalelementinthesuccessofthisfirstformaleffort.

Ofparticularnoteisthatminimalfundingforthiseffortfromthei3grantwasenoughtoget

SLIstarted.SLIalsohassomeinternalcapacityandresources.Onestaffmemberispursuinga

MastersinEducationthroughanonlineprogram,andsheusedtheSLIworktocompleteseveral

classprojects.Thisprovidedaccesstoaknowledgebaseandoutsidesourcesofinformationand

mentoring—animportantsupplementtothesupportfromWestEdInteractive.Inaddition,strong

professionalconnectionsbetweenSLIandthedirectoroftheNewTeacherCenterallowedthese

twogroupstoengageincollaborationthroughseveralmeetings,inspiteofthefactthattherewas

nofundingoneithersideforthiswork.

Core Qualities of oTPD Consistent with Deeper Learning RelevanceTheonlinePDexperiencesweredesignedtomirroractivitiesthatconsultantswouldbeleadingin

face‐to‐faceprofessionaldevelopmentastheysimultaneouslybuiltcontentknowledge.

ReflectionConsultantsengagedinreflectionontheirownexperiencesandcollaborativeinquiryintoproblems

ofpractice.Followingthefacilitationofinstitutes,consultantteamswereinvitedtopostreflections

ontheirexperiences,newinsightsandsuggestionsforfutureinstitutesandteams.

CollaborationPriortotheface‐to‐faceFacilitatorIntensiveTraining,consultantsweredividedintosmallgroups

andprovidedwithopportunitiestoreflecttogetheronprofessionalreadingandtheproblemsof

practicetheseraised.Followingtheface‐to‐facetraining,newlearningspacesweredesignedto

supportcollaborationwithinteamsoffacilitatorsandinteractionbetweenteams—attherequest

oftheconsultants.Theprimarytoolforthelearningenvironmentisawiki(PBworks),alimited

platformthatSLIhasstretchedbeyonditsintendeduse.Inordertoexpandthisprogram,SLIwill

needtoworkwithmorerobustcollaborativetechnologies.

ContentKnowledgeTheactivitieswerespecificallydesignedtoengagepriorknowledge,surfacemisconceptionsand

buildknowledgeoftheReadingApprenticeshipmodel—thecontentoftheprofessional



development.Consultantswereabletoaccessanddownloadmaterialsfortrainingaswellaspost

questions,commentsandreflectionsandgethelpfromeachotherandSLIstaff.

EffectivenessDataSLIstafftrackuserdataregardinginteractionwithcontentonthesiteandbetweenusers.There

hasbeenunevenparticipation,butobservationsofconsultantsintheirowntrainingandinthefield

arestronglysuggestiveoflearning.Forexample,teamsaredownloadingandusingaddendato

agendasandsuggestionsfromotherteams.

RENTONCOMMUNITYCOLLEGE

TheReadingApprenticeshiponlinecourseisofferedforRentonCommunityCollege(RCC)faculty

asacollaborativeeffortofSLIandRentonCommunityCollegeSLIconsultants.WhileSLIwas

exploringonlinelearningstructuresandopportunitiesaspartofanewDOEi3grantexpectation,

RCCstaffmemberswereenthusiasticallyrequestingpermissiontocreateanonlinecoursefortheir

community.SLIstaffinitiallyrespondedwithreluctance.Thiswasanunfundedeffortthat

potentiallycouldtakeagreatdealoftimeandexpenseforunknownoutcomesandnofinancial

benefit.GiventheearlyandnearlyconcurrentexperiencewithFIT,SLIadministrationmadea

strategicdecisiontobootstrapfundsanddonateasignificantamountofstafftime(primarily

directors)tothisneweffort.WithouttheexperienceoftheblogandFIT,itishighlyunlikelythis

wouldhavehappened.

Core Qualities of oTPD Consistent with Deeper Learning RelevanceAllofthelearningactivitiesweredesignedtoengageteachersinlearning,planning,

implementationandreflectiononpractice.IneachweekoftheRCCcourse,teacherswereaskedto

tryaspecifiedstrategyintheirclassrooms.

ReflectionTeachersengagedincyclesoflearning,planning,implementationandreflectiononpractice.

ContentKnowledgeItisclearfromworksubmittedthatteachersengagedinthecourselearnedagreatdealaboutthe

ReadingApprenticeshipmodelandintegratednewapproachesintotheirteaching.AswithSLI’s

face‐to‐faceprofessionaldevelopment,itisexpectedthatthesechangesinpracticewillleadto

positiveimpactonDeeperLearninggoalsforstudentsatRentonCommunityCollege.



EffectivenessDataMoodle,theLMSusedbytheRCCCourse,tracksdataonuserinteraction,primarilybynumberand

lengthofposts.Posts,comments,andcoursepapersaresubmittedforassessmentandgrading.

Theseincludeteachers'reflectionsonimplementation.Inaddition,amemberofSLI’sresearchstaff

andothersanalyzedstudentworkandcomparedthesetotherubricusedtogradepapersaswellas

lookforevidenceoflearningusingSLI’sprofessionaldevelopmentgoalsforparticipants.Therewas

substantial,qualitativeevidenceofstudentlearningthroughthesemeasures.

LESSONSLEARNED

DuringtheSLIandRCCfacultydebriefingsessions,severalpeoplediscussedtheimportance

ofcollaborationintheSLIPDmodel.Ofparticularinteresttoresearchstaffwasthelimitednature

ofcollaborative,student‐to‐studentdiscussionintheonlineenvironment,comparedtowhatSLI

hascometoexpectintheface‐to‐faceenvironment.Drawingonresearchfromthefieldofonline

learning,somesuggestionsweremaderegardingtherolesofpromptsandtheinstructor.For

example“Postyourthoughtinresponsetotheassignment”didnotleadtocollaborationwhereas

“Postyourownresponsetotheassignmentandbeginadiscussionaboutatleastonepostfrom

yourpeerswithanextensionquestion”mighthaveledtogreaterinteractionandcollaborative

discussion.Interactivityandcollaborationarecertainlyimpactedbydesignattheinstructional

level,howeverinanonlinelearningenvironment,attentionmustalsobepaidtothelimitsand

affordancesoftechnologicaltools.

MoodleandPBworksaretheplatformsthatSLIbeganwithtoprototypetheseventures

becausetheywereaccessibleandtheydidnotrequiresignificantcapitalinvestmenteitherinstaff

learningorengineeringtostart.However,bothplatformshavesubstantiallimitations.Theyare

separateandrelativelyclosedsystemsthatarenoteasilytiedtotheday‐to‐daycommunication

methodsofSLIlearners.Withoutsignificantengineering,theyusefairlysimplediscussionboards

andcommentingfeatures.Whiletechnologicaltoolsexistwhichcouldsupportthefield‐tested,

complexcollaborativeprotocols(suchasThinkAloudandvideocaseanalysis)thatarecoretoSLI’s

professionaldevelopmentexperience(seeforexample,theprofileofVoiceThreadinAppendixB

andthesectiononVideoAnalysis),itisunlikelythatSLIorRentonCommunityCollegewillbeable

todevelopthisbootstrapthiseffortfurtherwithoutnewfunding.

THEROADAHEAD

AsSLIlooksintothefuture,onlinelearningmustnecessarilyplayacentralroleinthemajorscale

upeffortunderway.Notonlyisthescaleupleadingtoarapidlygrowingcommunityofteacher



practitionerswhoaredemandingmoreconvenientaccesstoSLI’sdocuments,productsand

learningnetworksonline,italsoiscreatingpressuretobuildastablecommunityoffacilitators,

coachesandmentorswhocansupportthispopulation.Overtime,SLI’ssixfull‐timePDstaffwillnot

beabletoadequatelysupport3,000teachersandteacherleadersinfivestatesserving400,000

students.SLIwillneedtodevelopwaystoleverageitsnascentonlineworktoprovidemorehigh

qualityleadership,andquickly.MuchcouldbegainedfromcreatingPLNs,buildingonthe

structuresthatsupportmentoringandcoachingdesignedatNTC,andevenintroducingvideo

analysistoolsintomix.Inaddition,opennessandtwo‐wayaccesstootherlearningcommunities

andtheirproducts(suchasthepublicfacingsiteofExpeditionaryLearning)wouldservetoenrich

SLIanddistributeknowledgebuiltwithinitscommunities.

EMERGINGPRINCIPLESINFORMINGOURRECOMMENDATIONS

Understandingthechallengesoftransitioningfacilitated,collaborativelearningexperiences

intoanonlineenvironmentiscriticalforthescalingofDeeperLearninggoals.If,asDarling‐

Hammondandothershavesuggested,collaborationiscriticalfordeep,lastingandsystemic

professionallearning,thenonlineprofessionaldevelopmentwillneedtogobeyondsimply

providingaforumforteacherstotalk.Teachersneedtopracticeactiveteaching,assessment,

observation,andreflectioninsocialsettingswherefeedbackisreadilyavailable.

Threeimportantconceptsemergedfromthiscasestudythatinformourprevious

recommendations:First,financialsupportisessentialifnon‐profitswithprovenface‐to‐face

modelsaretobuildonlinelearningenvironmentsequalinqualitytotheirexistingface‐to‐face

models.Secondly,additionalfundingforcollaborationbetweenhigh‐qualityearlyimplementers

likeSLI,RentonCollege,NTC,EL,[email protected],rapidand

collaborativeprototypingofplatformsintegratingnewandemergingtechnologiescouldaccelerate

theprocessofsuccessfulface‐to‐faceprogramsdeliveringtheirservicesatscale.



PROGRAMS PROFILES INTRODUCTION Thispaperprofilesarangeofonlineteacherprofessionaldevelopment(oTPD)programs

thathavepromisingindividualqualities.Takenasagroup,theseprogramspresentopportunities

forteacherstoleadtheirownlearningprocess,toengagemeaningfullywithcontent,shareand

applyknowledge,reflectindividuallyandcollectivelyontheirpractice,anddemonstratetheir

learninginwaysthatsupportthegoalsofHewlett'sDeeperLearningInitiative.Particularstrengths

ofeachprofiledprogramarehighlightedandorganizedusingtheframeworkofcoreprofessional

developmentqualitiespresentedpreviously.Thecorequalityindicatorsthatwelookedforwere:

Relevance,Reflection,Collaboration,ContentKnowledgeandEffectivenessData.

Theprogramswehavechosenarenotselectedasexemplarsofcompleteandsufficient

practice.Rather,eachhassomethingtoofferHewlettandthefieldintheformofcreativestrategies

todelivereffectiveteacherprofessionaldevelopmentinanonlineenvironment.Surelythereare

otherprograms,nationallyandabroad,thatmightbeequallyormoreaccomplished.Theseprofiled

programshavenotsolvedallofthethornychallengesthataccompanyonlinework,i.e.providing

greatcontent,effectivecoaching,robustinquiryprocesses,sociallearning,informallearning,and

assessment.Moreover,thedataoneffectivenessismostlyqualitativeatbest,oftenmerely

anecdotalandrarelycollectedovertime.Nevertheless,theseprogramshavehelpedtoinformour

recommendationsandrepresentavaluablestaringpointforHewletttobegintounderstandhow

oTPDmightplayanimportantroleinscalingDeeperLearning.

Whilewelookedatdozensofonlineprograms,weinclude10profilesinourpaper.Afewof

theseprogramshavebeenreferencedthroughoutthebodyofthepaperandtheyareofparticular

interestbecause,notonlydotheydisplaynoteworthypresenceofthecorequalityindicators,but

theyalsoaddress,insomeform,oneormoreoftheidentifiedemergingtrends.Weofferthe

followinglistofprogramsandsomekeyhighlightsasaguidetotheexplorationofthe10full

profilesinAppendixA.

PROFILEDPROGRAMSLIST

ProgramHighlights

NewTeacherCenter’seMSS IntensiveCoachingSubjectMatterExpertsSelf‐selectedTeacherInquiry

EdutopiaPBLBootCamp ProjectBasedLearningLearnerDriven



Web2.0TechnologiesHighlyCollaborative

PowerfulLearningPractice LearnerDrivenWeb2.0TechnologiesActionResearchHighlyCollaborative

MAT@USC SynchronousVideoChatRegularVideoAnalysisMobileAppsHighlyCollaborative

TeachscapeReflect VideoCapture,Storage&AnalysisEffectiveTeachingFramework

TeachscapeProfessionalLearningSuite

ExpertInterviewVideosVideosofPracticeClassroomResourcesDiscussions

ExpeditionaryLearningCommons

CollaborativeProjectDesignToolMentorFeedback

PBSTeacherLine MastersLevelCoursesClassroom‐EmbeddedCourseworkTools&SupportforCoaches

IntelTeach 21stCenturySkillsReflectiveCourseDesignStudent‐CenteredApproaches

TeachingChannel High‐QualityVideoVideoAnnotationToolCommonCoreStandardsAligned

StrategicLiteracyInitiative(profiledinthebodyofthispaper)

ReadingApprenticeshipApplicationofPracticeFollowedbyReflection



TECHNOLOGY PROFILES INTRODUCTION IfteachersaretofosterDeeperLearningskillsintoday’sstudents,theywillneedtobeable

toleveragetechnology,integratingitinthelearningexperience.TheNationalEducation

TechnologyPlan2010,inaveinrelatedtoDeeperLearningskills,refersto“aconnectedteaching

model,”consonantwithteachingandlearningenvisionedintheDeeperLearningInitiative,where

“classroomeducatorsarefullyconnectedtolearningdataandtoolsforusingthedata;to

content,resources,andsystemsthatempowerthemtocreate,manage,andassessengaging

andrelevantlearningexperiences;anddirectlytotheirstudentsinsupportoflearningboth

inandoutofschool”(U.S.DepartmentofEducation,2010).

Ourresearchandcompilationinthispapercorroborateswhatthenationalplanargues:“the

technologythatenablesconnectedteachingisavailablenow,butnotalltheconditionsnecessaryto

leverageitare”(2010).Oneoftheseconditionsisclearlycontentpedagogicalknowledgerelatedto

theuseoftechnologytosupportlearning.

IsourcurrentteachingforcereadytofullyembracethismodelanddeveloptheDeeper

Learningthatstudentssodesperatelyneed?Thenationalplanrecognizesthat,“manyofour

existingeducatorsdonothavethesameunderstandingofandeasewithusingtechnologythatis

partofthedailylivesofprofessionalsinothersectors.Thesamecanbesaidofmanyofthe

educationleadersandpolicymakersinschools,districts,andstatesandofthehighereducation

institutionsthatprepareneweducatorsforthefield”(2010).

ThisidentifiedneedforteacherdevelopmentaroundtechnologyisechoedinTheNMC

HorizonReport:2011K12Edition,wheretheauthorsexplain,

“digitalmedialiteracycontinuesitsriseinimportanceasakeyskillineverydisciplineand

profession.Thechallenge[ineducation]isduetothefactthatdespitethewidespread

agreementonitsimportance,trainingindigitalliteracyskillsandtechniquesisrarein

teachereducationandschooldistrictprofessionaldevelopmentprograms”(Johnson,2011).

AnewvisionofeducationmustnotonlyinvolveteachersinauthenticDeeperLearning

experiences—thosethatincludecollaboration,reflection,problem‐solving,buildingcontent

knowledge,andusingdata—butalsomustcallformeaningfulexperienceswithtechnologicaltools

asintegralsupportsintheirlearningprocesses.As“digitalnatives,”today’syouth—and

increasinglythenewestgenerationsofteachers—livetheirlivesonline.As“digitalimmigrants,”

manyeducatorswillbethesecondlanguagelearnersinthisnewculturethatisincreasinglyshaped



bytheuseoftechnology.Schoolsmustsupportthisshift,buildingcommunitiesthatuseandvalue

newtechnologicaltoolsforlife‐longlearning(OECD,2008).

OnenoteworthydistrictinTucson,Arizona,VailSchoolDistrict,isleveragingtechnologyto

aidinbothcollaborationandprofessionaldevelopmentofitsteachingforce.Challengedbyreduced

budgetsandsubstandardtestscores,thedistrictsetouttoreinventitsapproachwithcurriculum

andinstruction.Thedistrictrealizedthatsomethingabouttheircurrentsystemwashinderingtheir

studentsfromexcellingonthestateassessments.Eitherthetextbookswerenotalignedtothe

assessmentscloselyenough,orteacherswerenotabletocoverallofthecurriculumintimetotake

thetest.

Insteadoflettingtextbooksdrivewhatwashappeninginclassrooms,thedistrictdecidedto

startwiththestandardsandenlistteachersateverylevelandeverysubjectareatolocateresources

forteachersandstudentstouseformasteryofthestandards.FindingresourcesontheInternet

waseasy,butorganizingthemintoalogicalandapproachablemethodprovedtobemoredifficult.

Vaildecidedtousewikitechnologytoliststandardsateachgradelevelandsubject,andthen

cataloguedresourcesthatcouldbeusedtoteachthosestandards.Thewikifeatures“pacing

calendars”thatguidesalogicalsequenceforteachingthestandards.BecauseitisWeb‐based,

“Teachersusethewikitoreviewthecurriculumandcalendars,locateandshareresourcematerials,

andcommunicateandcollaboratewithpeersacrossthedistrictwhousethesamecurriculumbut

whowouldnototherwisebeavailabletoshareresourcesandprovideothersupport”(Carney,

2011).

TheindividualtechnologiesreferencedinAppendixBcansupportDeeperLearninggoals

whenintegratedeffectivelyintoprofessionaldevelopmentprograms.Inourreview,weobserved

manyofthesetoolsbeingusedindependentlyandinformallytosupportlearning,providing

creativevisionsofhowexistingprovidersmightusethemmoreproductively.Wehaveprofiled

thesetechnologiesasaresourcetoHewlettanditsgranteestobetterunderstandhowthesetools

cansupportbothadultandstudentlearning.Themajorityofthesetoolscanbeusedatlittleorno

cost.ManyprogramsprofiledinthispaperrelyontoolsfromthislisttosupporttheDeeper

LearningqualityindicatorsforoTPD.

Whileallofthefollowingtechnologieshavepromisewhenusedinformaland/orinformal

learningenvironments,onetechnologyhasparticularlyhighpotentialtosupportaneffectiveonline

coachingandfeedbackprocesses.VoiceThreadisaveryexcitingtool,andthisfallitwillbe

launchingamobileversion.WeheardonereportfromauniversityprofessoratBYUaboutteaching

assistantswhowereusingVoiceThreadtocorrespondwithstudentsanddoofficehours,etc.



StudentsreportedfeelingmoreconnectedandsupportedbytheirTA’swhowereusing

VoiceThreadthanthosetheyweremeetinginsmallface‐to‐facegroups.Foranyprogram

attemptingtooffercoachingordirectpeer‐to‐peerfeedback,VoiceThreadisworthaseriouslook.

TECHNOLOGIESPROFILEDLIST

VoiceThread

Google+

Twitter

VideoSharing:YouTube,Vimeo,TeacherTube

Podcasts

Blogs

RSSandGoogleReader

Ning

Facebook

Skype

Delicious

Diigo

Tinychat

Wikis

GoogleAppsforEducation

Edmodo

BlackboardCollaborate

Slideshare



APPENDIX A – PROGRAM PROFILES

NEWTEACHERCENTER’SE‐MENTORINGFORSTUDENTSUCCESS(EMSS)

BACKGROUNDTheNewTeacherCenterinSantaCruz,California,hasbeenprovidingface‐to‐facetrainingforteachercoachesandsite‐basedmentoringandcoachingfornewteacherssince1998.NTClaunchedeMSS,e‐MentoringforStudentSuccess,tobroadentheirreachandimpact:“beginningmath,science,andspecialeducationteachersarematchedwithamentorbasedonsimilarteachingassignmentsandgradelevelratherthanonproximityorconvenience.WithInternetaccess,alleMSSactivitiesanddiscussionscanbedone“anytimeandanywhere."Fromthe2011FinalReport:e‐MentoringforStudentSuccess(eMSS)completeditsninthyearasahighlyinteractiveonlinescienceandmatheducationcommunityandsawtheadditionofthefirstfullyearofeMSS‐SpecialEducation.TheeMSSprogramoriginatedfromapartnershipoftheNationalScienceTeachersAssociation(NSTA),theNewTeacherCenter(NTC),andtheScienceMathResourceCenteratMontanaStateUniversity(MSU)withfundingfromtheNationalScienceFoundationtodevelopanationalnetworkforonlinementoringforbeginningscienceandmathteachers.In2007,fundingwasreceivedfromGoldmanSachstodevelopeMSS‐Math.WiththefinancialsupportofthestateDepartmentsofEducationofNevada,Louisiana,andfundsfromtheUSDepartmentOfEducation,OSEPtodeveloptheinfrastructure,eMSSembarkedonsupportingspecialeducationteachersinthespringof2010.NOTEWORTHYNTCsface‐to‐faceprofessionaldevelopmentisatightlystructured,highlydesignedmodel.TheyfacedchallengessharedbyStrategicLiteracyInitiativeandExpeditionaryLearningSchoolswhentransitioningtoanonlineprofessionaldevelopmentmodel:howtosupportaninquiry‐based,highlycollaborative,learner‐drivenlearningmodelthattheyhadbeensuccessfulwithinface‐to‐facesettingsinanonlineenvironment?Whatwouldbetherolesofthefacilitator,coach,mentorandorganizationinthisnewparadigm?Inthisprofile,weofferexamplesofwaysthatNTChasbeguntodevelopstructuresandsupportsforcollaborativeinquiryintopracticebasedontheircoachingandmentoringmodel.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevanceTheeMSSprogram,drawingonNTCsprovenmodelofstructuredcoaching,engagesteachersinavarietyoflearningexperiencesthatextendoverthecourseofayear,describedbelow.Thesecoreactivitiesarehighlyrelevant,job‐embeddedinquiriesintopractice.

• Inquiries,whichformthecoreoftheeMSSprogram,areeightweek,onlineconversationsbasedonclassroompractices.Menteesself‐selectinquiriesbasedoninterestorneedandeachInquiryisflexibleandadaptableforamentee'sownuniqueteachingsituation.Agroupofmenteesandmentors,guidedbyafacilitator,worktogetheronanInquiryoveraperiodofeightweeks.



• Dilemmasareshort,open‐endedscenariosthatposeaquestionaboutaspecificteachingissue.FacilitatorsdesignthescenarioinresponsetoMenteequestionsraisedindiscussionforums.MenteesandmentorsparticipateinonlinefacilitateddiscussionsofferingpossiblesolutionstoaDilemma.ThenatureandstructureofaDilemmainvitesawiderangeofideas,offersopportunitiestoexchangecontrastingviewpointsandmotivatesteacherstorespond.

• ContentFocus.eMSSdifferentiatesitselffromotheronlineprogramsbyprovidingaccesstocontentspecialists—practicingscientistsfromuniversitiesintheareasofphysics,lifescience,chemistry,earthscienceaswellasmathematicseducators.Thebeginningteachershaveauniqueopportunitytoengagewithuniversityscientistsandmathematiciansonadailybasis.

ReflectionTheeMSSprogramengagesteachersindeepreflectionandcriticalanalysisofpractice.NTC’stoolsforreflectiononpracticearewell‐testedintheface‐to‐facesetting,andtheextenttowhichtheseareintegratedintheironlinemodelisofvaluetoothers.

• InquiriesfollowaPlan,Practice,andReflectcycle.TherearethreesessionsofInquiriesofferedduringtheyear:fall,winter,andspring.Eachsessionoffersachoiceoftopicssomenteescanselectanarearelevanttotheirteaching.InquiriesfollowaPlan,Practice,andReflectcycle.Thiscycleallowsmenteestodigdeepintoatopicinamannerthatcanbeappliedtootheraspectsoftheirteaching.DuringInquiries,menteespostplansforinstructionandreflectionsonimplementationandreceivefeedbackfrommentorsandpotentiallyothermenteesintheinquirygroup.

• Skypeandvideoanalysisofclassroompractice.Mentorsmeetonlinewithmenteesandofferpersonalcoaching,usingNTCsprovenprotocolsforcriticallyexaminingclassroompractice.

• Basedonthesecoachingconversations,menteesengageinDilemmasandContentFocusedforumstoexploreandbuildknowledgeaboutareasofpracticethey(andtheirmentors)identifyasareasforprofessionalgrowth.

CollaborationSeveralaspectsoftheeMSSsupportcollaboration.Muchofthiscollaborationisbetweenmentorsandmentees,andsonecessarilylimited,however,thedepthofcriticalconversation,accesstoexpertiseandthewaysinwhichmentorsandfacilitatorssupportmeaningfulsocialinteractionisnoteworthyandworthexaminingfurtherasamodelofthetransformedroleoftheteacherinaonlineenvironment.

• HighQualityeMSSTrainedMentorsSupportMentees.Whileasmallstaffmanagestheprogram,itisthementorsandfacilitatorswhoseday‐to‐dayinteractionswiththebeginningteacherscomprisetheheartoftheeMSSprogram.ThementorsselectedforeMSShaveanimpressivearrayofcredentialsandmustsuccessfullycompleteathree‐week,onlinesummerintensiveprofessionaldevelopmentwiththegoalsofbuildingtrustingrelationships,strengtheningonlineskills,andunderstandingtheroleofamentorandtheonlinelearningenvironment.Mentorssupportcriticalconversation,surfaceandofferexpertiseandguidesociallyconstructedcollaborativeconversationthatisuncommonifnotunique.

• Criticalconversationsandsociallymediatedlearning.Facilitatorsandmentorsprovidesignificantscaffolding,posingquestionsandothersupportivemodelsofeffectivecommunicationfocusedoninquiryandcriticalconversationaboutpractice.Thisisnoteworthyinaprofessionthathastraditionallynotsupportedthiskindofprofessionalconversation.Asprofessionaldevelopmentprovidersdeveloponlinemodels,findingnew



rolesforthe"teacher"inthissettingiscrucial.NTChasfoundroleswherethevoiceoftheteacherispresentasasourcebutnotarbiterofexpertise.

• Videoanalysisandpersonalizedcoaching.eMSSisusingoccasionalvideoanalysistofacilitatementoringfeedback.Thisisworthfurtherstudy.

ContentKnowledgeOfparticularnoteintheNTCmodelisthesupportfordevelopmentofcontentknowledgethroughthecommunity,contentfocusedforums,combinedwithcontentpedagogicalknowledgedevelopmentintheInquiries,Dilemmasandpersonalizedcoaching.Few,ifany,programs,havesuchatightlyintegratedandcloselysupportedmodel.

• Contentspecialists.eMSSdifferentiatesitselffromotheronlineprogramsbyprovidingaccesstocontentspecialists—practicingscientistsfromuniversitiesintheareasofphysics,lifescience,chemistry,earthscienceaswellasmathematicseducators.Thebeginningteachershaveauniqueopportunitytoengagewithuniversityscientistsandmathematiciansonadailybasis.

EffectivenessDataNTC,withfundingfromNSTAandNSF,hascontractedwithHorizon,anoutsideevaluator,tocollectandanalyzedataaboutteacherengagementanduseoftheonlineenvironmentandimpact.TheseareincludedintheFinalReportsinappendixB.NTCusesthisdatatoinformnextstepsforimprovingtheonlinelearningmodel.ResourcesandReferenceseMSSWhitePaper:AnOnline,Content‐FocusedMentoringProgramforSecondaryMathandScienceTeachers.Preparedby:LynnKepp,AlysonMike,NewTeacherCenteratUniversityofCaliforniaSantaCruz,January20092010‐2011eMSS‐SCIENCEFINALREPORT.725FrontStreet,Suite400,SantaCruz,CA95060



EDUTOPIA’SPBLCAMP BACKGROUNDInthesummerof2010,EdutopiahostedaProject‐BasedLearning(PBL)Campasanonlineprofessionaldevelopmentexperienceforeducatorsaroundthecountry.Thedrivingquestionforthecampwas:“HowcanweturntheGulfdisasterintomeaningfullearningopportunitiesforourstudents?”Thisexperiencewasonlyofferedonce.Anonlinecommunity‐‐includingteachers,pre‐serviceeducators,administrators,andtechnologyintegrationspecialists‐‐cametogethertoplanstudentprojectsinresponsetotheGulfofMexicooilspill.PBLCampwasfacilitatedbySuzieBoss,anEdutopiacontributorandco‐authorofReinventingProjectBasedLearning.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevance

• Thelearningprocesswasself‐directed,jobembedded.• Teachersputthemselvesintogroupsbasedontheprojectstheywereinterestedinworking

on.• Awikipagewascreatedasamatchingservicetoallowteacherstoproposeprojectideas

andtofindprojectsthatmightinterestthem.• Thegoalofthecampwastolearnmoreaboutprojectbasedlearningbydesigningaproject

withotherteachersthatcouldbetaughtintheupcomingyear.Collaboration

• ThePBLCampusedthePBworkswikitooltobuildacommunitywithuserprofilesandorganizealltheresourcesforthree‐weekexperience.

• Theparticipantsusedacommonplanningtemplateandthecommentingfeaturestodesigntheproject.

• Eachprojectplancouldbeeditedbyanyoneworkingontheproject.• Acommentfeaturewasenabledonthesamepageoftheplantoallowforteammembers

andothersinthecommunitytoprovidefeedback.ReflectionReflectionandfeedbackwasbuiltintothedesignandplanningprocess.Becauseitwasabriefsummerexperience,therewasn’ttimetoallowforfeedbackfromstudentorteachershavingtriedtheactualproject.ContentKnowledgeSuzieBossusedPBLstrategiesthroughoutthecampsothatparticipantswouldhavetheexperienceofparticipatinginacollaborativeproject(whilealsoplanningaprojectfortheirstudents).Forexample,thecampincorporatedthesePBLfeatures:

• Drivingquestion:HowcanweturntheGulfdisasterintomeaningfullearningopportunities

forourstudents?• Entryevent:Akick‐offwebinarwasdesignedtosparkinquiry,justasentryeventsareused

tolaunchprojectsintheclassroom.



• Experts:Variousexperts(i.e.,wildlifescientistsandresidentsofGulfregionaffectedbythespill)sharedinsightsduringPBLCampinresponsetoquestionsparticipantswereasking.

• Teams:PBLCampersself‐organizedintosmallteams,typicallyaroundgradelevels,contentareas,orsharedinterestsandcollaboratedonprojectplanning.

• Technology:Avarietyoftechnologytoolswereintroducedandusedforauthenticpurposes.Examples:Elluminateforwebinars,Twitterforsynchronouschats,Edutopiagroupsforasynchronousdiscussions,wikiforcollaborativeprojectplanningandresourcesharing,Deliciousforresourcesharing,blogsforreflection,andPBworksforprojectplanningandorganization

• Culminatingevent:PBLCampconcludedwithseveralteamsofparticipantssharingtheirprojectplanswithanauthenticaudience(viaElluminate)andreflectingontheexperience.

Thefollowingtechnologytoolswereintroducedandusedforauthenticpurposes:

• Elluminateforwebinars• Twitterforsynchronouschats• Edutopiagroupsforasynchronousdiscussions• PBworksforcollaborativeprojectplanningandresourcesharing• Deliciousforbookmarksharing• Blogsforreflection

EffectivenessDataAsafreeprofessionaldevelopmentprogram,theinitialinterestinparticipatingwasextremelyhigh.Edutopiadidnotformallytrackthenumberofparticipants;however,registrationwascappedat1,000andthisnumberwasreachedwithinaweekofannouncingthecamp.Somefolksdroppedout,somefolksdippedinandout,buttheonesthatstuckwithitandformedproductiveteamsgotveryfarandplannedcompellingunitsthatwereusedinclassroomsthispastyear.OneteacherbecamesopassionateabouttheworkthathedecidedtodevotehisentireteachingpracticetothePBLapproach.Anotherteachercreatedabloggingspacecalled“VoicesoftheGulf.”ManyoftheprojectplansareavailableforviewingonthePBLBootCampwiki(www.pblcamp.pbworks.com)WhatisEdutopia?Edutopia.orgisaninteractivewebsitedesignedtodisseminateinnovativeeducationalpracticesforgradesK‐12intheformofin‐deptharticles,videoclips,interviewsandlinkstoothersites.Edutopiahopestoconnectandinspirepositivechangeinallareasofeducationbyoffering“practical,hands‐onadvice,real‐worldexamples,livelycontributionsfrompractitioners,andinvaluabletipsandtools.”Thesite’smanyvideoscanhelpeducatorsandparents,aswellasbusinessandcommunityleadersvisualizethekindsofinnovationsthatmightbepossibleintheircommunities.Edutopia’scoreconceptsincludeIntegratedStudies,ProjectLearning,Social&EmotionalLearning,TechnologyIntegration,andTeacherDevelopment.CostPBLCampwasofferedatnochargetoparticipants.



ResourcesandReferenceshttp://www.edutopia.org/project‐based‐learning‐summer‐camp

POWERFULLEARNINGPRACTICEBACKGROUNDPowerfulLearningPractice(PLP)issmall,privatecompanyrunbyWillRichardsonandSherylNussbaum‐Beach.PLP’sprimaryofferingisayear‐longprogramofexperiencesthatasksteacherstoconductcollaborativeactionresearchthatmoldsteachersintoconnectedlearners.AccordingtoNussbaum‐Beach,“becomingalearnerfirstandteachersecond,iswhatitmeanstobea21stcenturyeducator?PLP’scoreprogramisayear‐longblendofface‐to‐faceandjob‐embeddedonlinelearning.Itisofferedinthreeone‐yearsegments.Learningcommunitiesofapproximately100arebuiltbycombining5‐memberteamsfrom20differentschoolswithinageographicareatoprovidearichanddiverselearningexperience.Eachyearoflearningincludestwodaysofface‐to‐facesessions.Thefirstface‐to‐faceeventisafulldayofrelationship‐buildingandintroductiontonormsandgoals.Theyearendswithaculminatingeventwhereteamssharetheirinquiryworkwiththerestofthecommunity.Duringtheyear,fivetwo‐houronlinesessionsareprovided,aswellasongoinginstruction,peer‐to‐peercollaborationandsupportinanonlinelearningcommunitysupportedbythePLPleaders.Communitiescancontinueforuptothreeyears.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevanceAtthecoreofthecommunityworkiscollaborativeactionresearch.Eachfive‐memberteamdevelopsanactionresearchplanand,withthesupportofacoach,pursuesaquestionofinterestandpossiblesolutions.Forexample,“Howdoyoutieintostudentpassionandstillmeetstatemandates?”ReflectionTestimonial‘..theexperienceshookmeoutofacomfortablepositionofbeing“TheTeacher”andencouragedandcajoledmebackintobeing“TheStudent.”PLPgavemeaforumwithinwhichtostretchmyself.Itgavemepeopletotalktoalongtheway,toshareconfusionsandfrustrationsaswellassuccessesandjoys.Itallowedmetomoveslowly,stepbystep,outofonecomfortzoneintoanother,onewherethecolleaguesIshareandlearnfromcircletheglobe.AsIlivethat,Icanshareitwithmystudentsandempowerthemfortheworldthatwillbetheirfuture.’‐HadleyFerguson,SpringsideSchoolCollaboration

• Teamsworkaspersonallearningnetworks,connecting,havingfun,harvestinglinks,designingtheirownlearningandexcitedtobelearnersagain.



• TeachersuseNing,wikis,Twitter,Delicioustoshareideasandconducttheiractionresearchwiththeircoachesandoneanother.

• Everysixweeks,awebinarconvenestheentirecommunitytofocusonlearninganewtoolforstrengtheningthecollaboration.

• Attheendoftheyear,aculminatingeventoccursinwhichtheistheActionResearchresultsarepresentedinperson.

• Coachesbringinexperiencedvoices,teachersorexpertsintheareaofresearch,toworkwiththeteams.

• Inbetweenthewebinarsthereisonlineinteraction,sometimesonadailybasis.ContentKnowledge

• Teachersareabletoexperienceauthenticlearning(i.e.collaboration,contentexpertise,problem‐solving,communication,instructionalskills,andhaveameaningfulexperiencewithtechnologyasacriticaltoolintheprocess.

• Teachersparticipateintheverykindsofnetworkedlearningthattheymustfacilitateforkids.Whilemorenationalorganizationsarecallingfortheteachingofthese21stcenturyskills,fewmodelsexistforpreparingclassroomteacherstodelivertheseliteracies.

• Experiencedvoices(practitioneroracademic)arebroughtinbycoachestoworkwiththeteams.

PotentiallimitationsInyearone,theactionresearchislessfocusedonclassroompracticeandmoreongroupsystemsinaschoolordistrict.Inyeartwotheactionresearchtendstofocusmoreonclassroompractice.Videoanalysistoolswouldbeawelcomeadditionhere.CostThecostforaoneyearprogramwhichincludestwofull‐dayworkshops,fivewebinarsandavarietyofonlinetoolsforcontinualcollaboration,is$1,500ayearperperson.ResourcesandReferenceshttp://plpnetwork.com/

USCONLINEMASTERSINTEACHING(MAT@USC) BACKGROUNDTheMAT@USCisayear‐longmastersinteachingprogramdeliveredentirelyonlinetostudentsacrosstheUSandaroundtheworld.TheMAT@USCisspecificallydesignedtopreparecurrentandaspiringteacherswiththeknowledge,skillsandexperienceneededfortoday’sclassrooms.Itiscombinesinteractiveonlinelearningwithintensive,school‐basedfieldworkexperiences.SinceUSCfirstlaunchedMAT@USCfouryearsago,over1,500studentshaveenrolledintheprogram.Studentscomefrom45statesand25countries,includingTurkey,JapanandSouthKorea.TheMAT@USCnowisthecountry'sfastestgrowingteacherpreparationprogramsandhasplacedstudentsatmorethan700schooldistrictsand1,400individualschoolsaroundthecountryforpracticum.ItistheonlyonlineMATprogramfromaneliteresearchuniversity.TheMAT@USCprogramenrolled144studentsduringitsfirstyear,2009.In2010,itenrolled1,000students,anditexpectsanenrollmentofaround2,000studentsin2011.MAT@USCisonpacetobecomethecountry'slargestnot‐for‐profitteacherprepprogramby2013.



MAT@USCisuniquefromotheronlineprogramsbecauseitstrivestoofferatrueclassroomexperiencewheremeaningfulrelationships(personalandprofessional)arefostered.Asonestudentreports,"...allstudentsarefacingeachotherandtheprofessorthroughoutthewholeclass.Theymightbeindifferentcities,states,orcountries,buttheyinteractinanon‐the‐spotmanner,sometimesinteractingwiththewholeclass,sometimesinbreak‐outgroups,andothertimesinstudygroups.ThatsaidIamdelightedwhenIamabletointeractwithmyclassmatesoutsideofclass."Whenstudentsentertheonline“classroom,"theyseeaBradyBunchstylematrixoflive‐streamvideoheadshotsof10‐12studentsandtheprofessor.Duringclass,whichisscheduledseveraltimesthroughouttheweek,studentscantakenotes,viewslides,discussquestionsonaTwitter‐likechatpod,breakintogroups,orvirtually“raisetheirhand”toansweraquestion.Studentscompletethestudentteachingcomponentoftheprogramatoneoftheirlocalschools.StudentperformanceisevaluatedbyasupervisingteacheratthatschoolandtheUSCinstructor,whowatchesvideosthatthestudentstakeofthemselvesteaching.About80%ofthefirstclass,accordingtoUSC,iscurrentlyemployedasteachers.TheprogramhasasignificantFacebookpresenceaswell.Over11,330people"like"theMasterofArtsinTeachingatUSCpage,wherestudentsandtheirfriendscansendbadges,takepolls,viewvideos,andshareteachingstories.Mobile:USChasrecentlyteamedupwithNewYorkbasedTouchAppMediaand2tor,Inc.tointroduceoneofthefirstmobileappsforhighereducation/teachertraining.“YoucandoeverythingontheiPadappthatyoucoulddoonyourlaptop,”saysSundt,associatedeanofacademicprogramsatUSC’sRossierSchoolofEducation.2torprovidesaplatformforonlinegraduatedegreeprogramsthatusesreal‐timetechnologytomimicaphysicalclassroomascloselyaspossible.Thepremiseof2toristhatexcellentlearningcanoccuronlineiftheuniversitycontrolsthefaculty,thecurriculum,andtheselectiveadmissions,while2torprovidesanexceptionallearningenvironment.Startinglastspring,Georgetown'sSchoolofNursingandHealthStudiesofferedamaster'sprogramforfamilynursepractitioners.JulieDeLoia,theschool'sinterimdean,claimsthat"Fiveyearsagoweneverwouldhavedonethisbecausethetechnologywastoostatic,itwastoolinear,soitwasaone‐wayconversation.Inthelastfewyearsthetechnologyissuchthatwecanhavedynamicengagement."The2torplatformisasmuchapersonalteachingenvironmentandsocialnetworkasitisacoursemanagementsystem.PotentialLimitations:MAT@USCisstillaclosedplatform.Thenextstepwouldbetoopenitup.MeloraSundt,associatedeanofacademicprograms,wantstobuildanalumniwikinetworkthatcouldco‐writelessonplansandsharebestpracticesfromaroundtheworld.



2torisacommercialsoftwarethatmaynotbeaffordabletomanynon‐profits.SomedownsidestoMAT@USC’smobileapparecontentcreation(it’shardtotypepapersonaniPhone)andfilesharing(documentscreatedontheiPadcan’tbetransferredeasilytodifferentapps).Butasnewtechnologiescomealongtostreamlinetheonlinelearningenvironment,thisshouldimprove.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevance

• Studentsattendliveonlineclasssessionsonaweeklybasiswheretheycanactivelyengagewiththeirprofessorandclassmatesinreal‐time,face‐to‐facediscussions.

• Thereisliveonlinechatassistance.Reflection

• StudentsreceivefeedbackclassroomteachingexperiencesbyuploadingvideosofworkanddiscussingthemwiththeirprofessorsandGuidingTeacher.

• Studentsuploaddailyvideosoftheirclassroomexperience.Collaboration

• Studentscanchatwithclassmates,postandcommentontheirwalls,joincommunities,andformstudygroups.

ContentKnowledge

• Courseworkismadeupoforiginaldocumentary‐stylevideos,readingmaterials,andclassassignments.

• Theschoolisexperimentingwithrecordedorsimulatedlessonsfortopicstheycan'tfilmaseffectivelyoncamera.

ResourcesandReferences:http://mat.usc.edu/FacebookPagehttp://www.facebook.com/MATatUSC2tor,thecompanythatcreatesthetechnicalsideoftheMAT@USCplatformhttp://2tor.com/Mashable,"TheCasefortheVIrtualClassroom,"bySarahKesslerhttp://mashable.com/2011/01/03/virtual‐classroom/DailyTrojan,"USCNowRebrandsOnlineEd"byRachelBrackerhttp://dailytrojan.com/2011/06/07/uscnow‐rebrands‐online‐ed/TheAtlantic,College?There'sanAppforThat:HowUSCBuilta21stCenturyClassroom,byDerekThompson,May27,2011http://www.theatlantic.com/business/archive/2011/05/college‐theres‐an‐app‐for‐that‐how‐usc‐built‐a‐21st‐century‐classroom/239554/



TEACHSCAPEREFLECT BACKGROUNDTeachscapeReflect(TR)isaprofessionaldevelopmenttoolthatcombinesa360‐degree,panoramicvideocapture,onlinetoolsforcollaborationandframeworkstomeasureeffectiveteaching.WhileateachercanuseTRforself‐reviewandself‐reflection,instructionalleaderscanuseTRtosupportbothindividualcoachingandprofessionallearningcommunities.TRenableseducatorstocaptureacompleteviewoftheclassroom,andthenuseweb‐basedsoftwaretoreview,comment,andsharethevideowithcolleagues.Setupandrecordingiseasy.PanoramicvideosareautomaticallyuploadedandsavedtoTeachscape’ssecurewebsitewheretheycanbeviewedon‐demand,commentedupon,andsharedfromanyinternet‐connectedcomputer.AllteachersandadministratorsinaschoolhaveaccesstoTRhardware,videocapture,andonlinetoolstoview,share,catalog,commentupon,orpublishvideos.InpartnershipwiththeBill&Melindagatesfoundation,theTRtechnologywasdevelopedoutoftheMeasuresofEffectiveTeaching(MET)project,inpartnershipwiththeBill&MelindaGatesFoundation.Ithasbeenusedtocaptureandscoremorethan20,000lessonsinover3,000classroomsnationwide.TRenablesthemeasurementofteachingpracticeagainstCharlotteDanielson'sinstructionalframeworkordistrict‐createdframeworks,makingthetoolequallyvaluableforlearningandevaluation.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNING RelevanceThroughvideo‐basedself‐reflection,teacherscantakecontroloftheirownprofessionallearning.Teacherscanworkonspecificareasofpracticeinwhichtheywanttoimprove.TRenablesthecaptureofentirelessonsaswellastheuploadoflessonartifactssuchaslessonplansandstudentwork.Teacherscanchoosetowhichlessonsorartifactstoshare,inordertoprovidepeerswithexamplesofsuccessfulteachingortoseekcommentsforgrowthandcollaboration.Panningaroundtheclassroomorzoominginandoutonstudents,theteacher,ortheboard,allowstheanalysistofocusonparticularactivitiesorbehaviors.Teacherscanalsoassessstudentengagementandevaluatehowstudents’learningneedswereaddressed.TRprovidesthetoolstodevelopacommonlanguageofeffectiveteachingandtoshareconcretevisualexamples.Thepanoramicvideocaptureprovidesteachersandadministratorswitha“visualdictionary”foridentifying,discussing,andpromotingeffectivepractices.ReflectionTeacherscanview,reflecton,andanalyzetheirownclassroominstructionanditsimpactonstudentlearningfromhome,fromschool.fromanywhere.Teacherscangainperformananalysisoftheirteachingstrategies,getfeedbackfromtheircoaches(notprovidedbyTeachscape)andmakeadjustmentsthatimprovetheirpractice.CollaborationAsharedvideolibrarythatallowsteacherstolearnfromoneanother.Teacherscanrevieweachother’slessonsonline,orjointlyview360‐degreeclassroomfootagetodiscussspecificstrengthsorimprovementareas.Searchtoolsalloweasyretrievalifrecordedlessonswithinyourvideolibrary.Instructionalleadersandcoachescanreviewvideofootageoflessonsalongsideteachersandidentifyspecificgrowthopportunities.InstructionalleaderscanalsouseTeachscapeReflecttocultivateanddeepenaschool‐



widecultureofcontinuousimprovement.ContentKnowledgeContentexpertsfromacrossthedistrictcanjointheviewingsessions.EffectivenessDataAnentireschooldistrictcanbenefitfromsharedvideolibrariesthatprovidelocallydevelopedexamplesofexcellentteachinginspecificcontentareas,andcommentsprovidedbytheentireprofessionallearningcommunity.TeachscapeReflectcomespre‐loadedwiththewidelyusedandhighlyrespectedFrameworkforTeachingcreatedbyCharlotteDanielson,providingaresearch‐basedfoundationforasystematicandscalableteacherevaluationsystem.Evaluatorscanusethepanoramicvideostoevaluateandscoreclassroomvideos.ResourcesandReferenceshttp://www.teachscape.com/reflect

TEACHSCAPEPROFESSIONALLEARNINGSUITE

BACKGROUNDTeachscapeProfessionalLearningSuite(PLS)deliversonlinelearningmodulesandprofessionallearningcommunities.PLSprovidesaover10,000resources,including:videos,activities,discussions,casestudies,aswellascoursedevelopmentandcoachingtools.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevance

• Provideseasy‐to‐usefunctionsforcustomizingandarchivingpersonallycreatedcollectionsofprofessionaldevelopmentmaterials.Userscandraganddropitemsfromthemultimediadatabaseintofolderstheyhavecreatedintheirownlibraries.Theseitemscanthenbeannotated,ordered,editedandsaved.

• Afine‐grained,multi‐criteriasearchandretrievalfunctionallowsuserstoquicklylocatethesystemresourcesmostrelevanttotheirparticularneedsorinterests.Thumbnaildescriptionsandcontentmapsareprovidedforeachitemreturnedbyasearch,makingiteasyforuserstoquicklybrowsethroughandselectmaterialsforuse.

• Interviewswithresearcherswhoareexpertwiththestrategies.• Teacherscanviewexamplesofteachersteachingthestrategiestobelearnedandread

commentaryfromthefilmedteachers.• Teacherscansubmittheirownprofessionallearningresources,uploadvideosofteaching,

andsharelessonplansandstudentwork.Reflection

• Reflectionisencouragedinthediscussionarea.• Resourcescanbeannotatedforfuturereference.



Collaboration

• Discussionsallowteacherswithinschoolsandacrossadistrictsharecontentfromtheonlinemodules.Throughouteachmodule,teachersareencouragedtoengageindiscussionaboutthecontentandpeer‐to‐peerbrainstorming.

• Teachersareabletosetuptheirownschool‐based,on‐linelearninggroupsthroughwhichmemberscanshareresources,participateindiscussions,andengageincollaborativeworkonanon‐goingbasis.

• Teacherscanpushtheirownvideocases,resources,orstudentworktoateamofcolleaguesaswellasassessstudentworkproductsandshareactionresearch.

• Teachershaveaccesstoapublicdiscussionareawheretheycanmonitorandparticipateinthreaded‐discussiongroupsthatareopentothelargerprofessionalcommunity.Participationinthiscommunityallowsuserstotapintoexpertisethatmightbebeyondwhatisavailableintheirlocalcontext.

ContentKnowledgeVideoresourcesinclude:

• Best‐practicevideosthatshowresearch‐basedpracticesinactionintheclassroom• Commentariesbynotedresearchersthataredesignedtoprovidearesearch‐based

perspectiveonthepracticesillustrated• Teacherreflectionstopromotebetterunderstandingofthefeaturedteacher'sinstructional

decisions• Studentcommentaryonthefeaturedclassroomprocessesandstudents'experienceofthe

instructionTextresourcesaredesignedtodeepencontentunderstandingandmayinclude:

• Backgroundmaterialfocusedonbuildingacademicbackgroundknowledgeandthefeaturedpedagogy

• Researchsummariesthatsupportthefeaturedpracticeandhelpteachersunderstandwhyandhowthepracticeworks

• Classroomresources,includinglessonplans,samplestudentworkproductsfromthefeaturedlesson,assessments(includingrubrics)forassessingthestudentwork,andsuggestionsforaddressingthediverselearningneedsofstudents

Graphicalmodelsenableteacherstomanipulateandengagewiththecontentinorderto:• Deepencontentknowledgeforteaching• Promotegreaterunderstandingofcomplextopics• Illustratekeyideas

ResourcesandReferenceshttp://www.teachscape.com/txl/



EXPEDITIONARYLEARNINGCOMMONS

BACKGROUNDTheExpeditionaryLearningWebsitehasapublicfacingsideandamembers'onlyarea.Thepublicfacingside,designedtoextendtheprogram'svisibilityandimpact,offersinformationforthepublicabouttheefficacy,theoreticalbaseandhistoryofOutwardBound'sExpeditionaryLearningSchools.Whileitobviouslyreachespotentialnewmarkets,isalsoeducative,offeringresourcesincluding:samplesofstudentprojects;ablogsharingvignettesofbestpractice,research,andnewsaboutExpeditionaryLearning;andaprofessionalreadinglibrary.TheExpeditionaryLearningCommons,thepasswordprotectedareaaccessedfromtheELhomepage,isanareaforteacherswithintheExpeditionaryLearningSchoolsNetworktoaccessresourcesandcollaboratewithothersintheExpeditionaryLearningnetworkofschools.ExpeditionaryLearning(EL)isacharteredentityofOutwardBound.Throughprofessionaldevelopment,onsitecoachingandsupportandwholeschooldesign,OutwardBound,incooperationwiththeHarvardSchoolofEducation,seekstobringessentialelementsofKurtHahn'sexperientialeducationmodel‐‐activepedagogy,leadership,service,craftsmanship,self‐reliance,reflection,amongothers‐‐intopublicschools.TheELCommons,thenameoftheirweb‐basedonlineprofessionallearningsite,isaneweffort,designedtosupporttheExpeditionarySchoolsprofessionallearningcommunityandincreaseinteractionbetweenschoolsandteachersacrossthenetwork.ExpeditionaryLearninghasbeeninvolvedinHewlett'sDeeperLearningInitiative,whichsupportssomeofthedevelopmentofthisweb‐basedlearningcommunity.Manyoftheresourcesaccessiblethroughthepublicfacingpartofthewebsitehavebeendevelopedandvettedwithinthemembers'onlyELCommons.TheCommonshasthreeareasvisibletoteachersandschoolleaders:Planner,DocumentLibraryandStudentProjectArchive.Theseprovidestrongsupportsforface‐to‐facecoachingatindividualschools.Afourtharea,StaffLibrary,isvisibleonlytoELadministrativestaffandcontainsmaterialsandresourcestosupportprofessionaldevelopmentandtheadministrationoftheELSchoolsNetwork.EachELschoolhasaschooldesigner,asitebasedleaderwhoprovidesindepth,longtermcoaching,face‐to‐facePDandleadershipdevelopment.TheschooldesignershavebeentrainedtohelpteachersandschoolsiteadministratorsaccessandusetheCommons.PLANNERTeacherscollaborateonprojectsrangingincomplexityfromExpeditions(fulllengthunitsofinstruction)toProjects(severalthematiclessons)andLessons(shorter,self‐containedunitsofinstruction).ThePlannerhasatemplatewithpromptsandresourcestohelpteachersintegrateELprinciplesandcorepractices.Forexample,asateacherorteambeginsplanninganewlesson,projectorexpedition,theybeginattheSTAtab(standards,targetsandassessments).Thistabcontainsatemplatewithpromptstoselectstandards(academic,21stCandCCSS)bystateandgradelevel,andlinkstoreadingsaboutELplanningstructuresandcriteriaforquality.Commentandsharingfunctionstoallowgroupsofteacherstocollaborateandschooldesignerscanprovidementoringandsupportduringthedesignprocess.Projectscanbepostedforsharing,andpostedprojectscanbeviewed,cloned(downloadedandedited).ELadministrationcurrentlyreviewsallpostedprojects"unshares"thosethatdonotyetmeetthecriteriaforqualityandcontactstheauthorandteamwithsuggestionsforrevision.Aspreviouslymentioned,projectsdevelopedinthisareathathavebeenevaluatedandmeetthequalitycriteriaareoftenpublishedthepublicfacingsideofthesite.



ELadministrationiscurrentlydevelopingadditionalcollaborativefunctionsforthisarea,whichtheyintendtohaveinplacebySeptember.Thereissubstantialevidenceofteacherworkandinteractioninthisarea.Itisaveryinterestingandpromisingmodelofsupportforacollaborativelearningcommunity.Memberscancommentonlessonsthathavebeenshared.DOCUMENTLIBRARYHere,teachersandschoolleaderscanaccessfoundationalreadingsoncorepracticesandtheELmodel.Currently,thisfunctionsstrictlyasanonlinelibrary,withtheintentionthatthereadingswillbeaccessedandusedforface‐to‐faceprofessionallearningatschoolsites.Itisarich,voluminouslibraryprovidingaccesstoextensiveresources.STUDENTPROJECTARCHIVENetworkmemberscanaccessprojectscompletedbyELstudentsandvettedforqualitybyELadministrativestaff.Thesitecanbebrowsedorsearchedbygradelevel,academicdiscipline,projectformatordateposted.Eachprojectcontainssamplesofstudentwork,anoverview,suggestionsforhowtheprojectmightbeusefulandconnectionstoacademicand21stCenturystandards.ELadministrationisintheprocessofmappingCommonCoreStateStandardsontoexistingprojects,aprocessthatwillbeintegratedintothedesignofnewprojects.Memberscanmarkprojectsasfavorites,savingthemtotheirownfavoritespage,andrateprojects.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevance

• ThePlannerandProjectArchivearedesignedtosupportteachersindesigningandimplementingEL’smodel.

• TeachersrefinetheirsearchesintheDocumentLibrary,projectarchivetomatchtheirneeds(bygradelevel,discipline,standard,topic,etc.)

• Theplannersupportsproblemsolvingandintegrationofnewpedagogies.Reflection

• Theplannerprovidesopportunitiesforin‐processfeedbackondesignprocess.• Theprojectarchivehasaratingfunction,providingsomepublicfeedbackoncompleted

projects.Theprocessofcreatingaprojectforthearchivepresentsopportunitiestoretrospectivelyanalyzestudentworkandreflectoninstruction.

Collaboration

• ThetemplatesinthePlannersupportinteractionwithcontentandthecommentfunctionsprovidesupportforonlinecollaboration.ELadministrationisdevelopingadditionaltoolstoincreasethiscollaborationandsupport.

• Membersuploadandsharevolumesofcontent,muchofitveryhighquality.ContentKnowledge

• AstructureoftheELmodelisSTAs(Standards,TargetsandAssessments).TheStudentProjectArchive,PlannerandDocumentsLibraryallsupportteacherattentiontostandardsandstandardsbasedassessment.

• Richsamplesoffinishedstudentworkarecapturedinthearchive.EffectivenessData



• Currently,ELadministrationistrackingthetotalnumberofmembersandindividualmember'sworkwithinthePlanner.

PBSTEACHERLINE

BACKGROUNDPBSTeacherLineisaproviderofonlineprofessionaldevelopmentforeducators.Itoffersinexcessof130graduatelevelfacilitated,onlinecoursesforteachersthataddress:Reading/LanguageArts,Mathematics,InstructionalTechnology,InstructionalStrategies,andScience.PBSTeacherLineisfundedbyagrantfromtheU.S.DepartmentofEducationtohelpeducatorsacquiretheskillstheyneedtobecome—andstay—thehighlyqualifiedteachers.PBSTeacherLinecoursesarehostedinMoodle,anopen‐sourcelearningmanagementsystem.PBSTeacherLinealsooffersPBSTeacherLinePeerConnection,aprofessionaldevelopmenttoolforinstructionalcoachesthatfacilitatesonlinecommunication,collaboration,andcontent.Itprovidesaflexiblesetoftoolstohelpcoachessearchforappropriateprofessionaldevelopmentresources,savetheseresourcesusingauniquecustomlabelingsystem,andsharethemwiththeeducatorstheyarecoaching.NOTEWORTHYPBSTeacherLinehasbeenrecognizedforexcellencebyorganizationssuchastheUnitedStatesDistanceLearningAssociation,NationalEducationalAssociation,andtheSoftwareandInformationIndustryAssociation."Curriculumofferings(K‐12)aredevelopedinconsultationwithrecognizedexpertsinthefieldwithcollaborationfromprofessionalorganizations.Amongothers,theseinclude:theInternationalSocietyforTechnologyinEducation(ISTE),theNationalCouncilofTeachersofMathematics(NCTM)andtheNationalCouncilofTeachersofEnglish(NCTE)(Donlevy,2005)."COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevancePBSTeacherLine'scoursecatalogcanbesearchedbyeitherSubjectorGradeLevel.Manycoursesaredesignedfora"ClassroomLink‐Accesstostudentsrecommended."ClassroomLinkcoursesasklearnerstoimplementlessonswiththeirclassorwithasmallgroupofstudents;however,optionsforlearnerswithoutaccesstostudentsareavailable.PBSTeacherLinePeerConnectionalsosupportscoachingviaCoachingModules,collectionsof“justintime”resources—videos,onlineinteractives,articles,videos,andmore—thatinstructionalcoachesandmentorscansharewithteachers.Themodulesprovideguidelinesandsuggestionstohelpcoachesandmentorsusetheseresourceswithteacherstoaddressspecificprofessionaldevelopmentneeds.Professionaldevelopment(PD)modulesarecollectionsofresourcesspeciallydesignedtohelpcoachesandmentorsbuildtheirskills.Themodulesareself‐pacedandprovidecoachesandmentorswithsuggestionsforstudy,reflection,andplanning.



ReflectionPBSTeacherLineengagesbothinstructorsandparticipantsindeepreflectionandcriticalanalysisofpractice.

• "Reflectionlogspromptedinstructorstoarticulateareasforimprovementintheirownperformance,whichconvergedacrosscourseterms:landscapeposts,presenceonthediscussionboard,andprovidingconstructive,valuableandspecificfeedbacktolearners(Storandt,2010)."

• IneachPBSTeacherLinecourse,teachersarerequiredtoadaptthecontenttouseintheirclassroom,tocreatetheirownlibraryofteachingresources,andtomodifytheirteachingpracticebyincorporatingthenewstrategiestheyarelearning.

Becausethecoursesaresixweekslong,teachershaveadequatetimetopracticewiththeconceptsandtheyareencouragedtodothisbythecoursefacilitators.Also,discussionsgiveteachersanopportunitytosharetheirexperiencesintheclassroomwithcolleagueswhoarefacingsimilarchallenges.InthecourseRDLA155:TeachingPhonemicAwarenessandPhonics(GradesPreK‐3)participantsstudythestagesofliteracydevelopmentandpracticeassessingtheperformanceofdevelopingreaders.Inonesession,theyviewthevideo,“AssessingPhonologicalandPhonemicAwareness”thatshowsakindergartenteacherworkingwithfourstudents.Participantsdiscusstheleveloflinguisticdevelopmentindicatedbythesestudents.InanothersessioninRDLA155,teacherswatchanothervideo,“TeachingPhonologicalAwareness,”thatshowsfirst‐gradestudentslearningletter‐soundcorrespondence.ThentheyareaskedtocompleteaSelf‐Assessmentontheactivityandwriteintheironlinejournalabouthowthatactivitymight(ormightnot)beeffectivewiththeirstudents.Theyareaskedtodiscussthefactorsthatinfluencechoiceabouthowmuchandwhatkindofphonicsinstructionastudentneeds.ThesearetypicalexamplesofhowthePBSTeacherLinecoursesstimulatereflectionthroughjournaling,writtenpapers,anddiscussions.Coursesalsoincludeevaluationactivitiesgivenatthebeginningandagainattheendofthecoursethatpromptparticipantstorecordtheirchangingexpectations,goalsandlearning.Throughthesevariousreflectionactivities,thecoursesdrawastrongconnectionbetweencoursecontentandtheteachers’practiceandimplementationintheirclassrooms.(PBS/TeacherLine,2005)

Collaboration"Usingdiscussionboards,video,audioandinteractiveenhancements,TeacherLinecoursesinvolveteachersinup‐to‐datedialoguesusingrobustcontentpresentedandformattedbyexperts.Moderateddiscussionsguideinformationsharingandallowforcollaborativeandcooperativelearningexperiencesonline(Donleavy,2005)."APeerConnectionnetworkisacommunityofeducators—coaches,mentors,teachers,andothers—whocometogethertoshareideasandresourcesandlearnfromeachother.Individualsautomaticallybecomeamemberofaschool/districtsnetwork.Groupsareformedwithinnetworks.Anymembercanjoinapublicnetworkorgroupbylocatingapublicnetworkorgroupandclickingonthe“jointoparticipate”link.ContentKnowledge



WhenbrowsingthePBSTeacherlLnecoursecatalog,coursetitles,descriptions,andsyllabiclearlypointtoafocusonthedevelopmentofcontentknowledgeinparticipants.Independentresearchistooyieldingstrongevidenceofthesame.Followingareamongthemanystrongindicatorsthatteacher'scontentknowledgeincreasedwiththecompletionofaPBSTeacherLinecourse.AccordingtoastudyconductedbyLearningPointAssociates,

• "Eighty‐fourpercentofparticipantsincreasedtheirratingsoftheirknowledgeofbothcontentandinstructionalstrategiesfrompre‐surveytopost‐survey(Margolin,Gibbs,&Tucker,2010)."

• "NearlythreequartersofthosesurveyedaftertakingacoursereportedincorporatingcontentknowledgefromaPBSTeacherLinecourseintotheirteachingpractice(Margolin,Gibbs,&Tucker,2010)."

EffectivenessDataInstructorsratethequalityofPBSTeacherLine’sprofessionaldevelopmentandsupportveryhighly;superiortomostofthepreparationtheyhavereceivedfromotheronlinecourseproviders.Further,instructorshaveveryfewunmetspecificlearningneedsrelatedtoonlineinstruction.Aninstructor’sperformanceduringacoursetermwasassessedinthreeways:byinstructorsthroughreflectionlogs,byPBSTeacherLinewhousedanevaluativerubric,andbylearners(i.e.k‐12teachers)whocompletedpost‐coursesurveys.Allfeedbackonaninstructor’sperformancefromeachsourcewasaggregatedintoonedocumentandreturnedtoinstructorsthrough3Dcoursereviews.Keyfindingsfromthe3Dcoursereviewprocessinclude:

• Asawhole,PBSTeacherLine’sinstructorsexcelat:courseclimateandcommunitybuilding,instruction,interactionanddiscussionfacilitation,courseorganization,andimplementationofassessments.

• ParticipationinPBSTeacherLine’s3Dcoursereviewprocesspromotescriticalself‐reflection,withinstructorsgainingthecapacitytocriticallyassesstheirperformanceovertime.

• Learnerevaluations,examinedinaggregateacrossinstructorsandterms,alsorevealhighqualityonlineinstruction.TheiraggregateratingsofinstructorperformancealignwithPBSTeacherLine’sratings,andbotharehigherthaninstructors’self‐assessments.Learners’satisfactionwithcourseexperiencesandtheirdescriptionsofinstructorexcellencereinforcethesefindings.

• Mostk‐12teacherlearnerswillimmediatelyapplywhattheylearnedfromthecoursesofferedbyPBSTeacherLineasaresultoftheirinstructor’shighqualityperformance.

(Storandt,2010)Cost $125‐$350percoursenotincludinginstitutionalcredits ResourcesandReferencesDonlevy,Jim.(2005).InnovativeTeacherProfessionalDevelopment:PBSTeacherLine.InternationalJournalofInstructionalMedia,32(3),205‐207.RetrievedJuly28,2011,fromProQuestEducationJournals.(DocumentID:1041520121).Storandt,Barbara.(2010).Professionaldevelopmentforandevaluationofonlinecourseinstructors:Research‐basedbestpractices.ALTASolutionsGroup,LLC.Retrievedfromhttp://sloanconsortium.org/effective_practices/professional‐development‐and‐evaluation‐online‐



course‐instructors‐research‐basedPBS/TeacherLine(2005).TheAlignmentofPBSTeacherLinetotheReadingFirstProgram:AWhitePaper.Availablefromhttp://www.unctv.org/education/teacherline/resources/readingfirst.htmlMargolin,Jonathan,DebbieDavidson‐Gibbs,andNatalieTucker.(2010).“PBSTeacherLinePre‐SurveyandPost‐SurveyEvaluationReport,”conductedbyLearningPointAssociatesandfundedbytheU.S.DepartmentofEducation’sReady‐to‐Teachgrant.Availablefromhttp://www.pbs.org/teacherline/courses/common_documents/research/teacherline_program_evaluation‐learningpt.pdf.

INTELTEACH

BACKGROUNDTheIntelTeachprogram(IT)providesprofessionaldevelopmentthatsupports21st‐centuryskills.IntelTeachcoursespromotestudent‐centeredapproachesandhelpteachersengagestudentsindeeplyrelevantways,withappropriateuseoftechnologyforlearning,creativity,andcommunication.Originallydesignedbyclassroomteachersforin‐serviceprofessionaldevelopment,theprogramwasexpandedtosupportteacherpreparation.Pre‐serviceinstitutionsaroundtheworldnowincorporatetheprogram'scurriculuminrequiredcoursework,withresearchevidencedemonstratingpositiveimpact.TheIntelTeachEssentialsCourse,whichprovides40hoursofonlineinstructiondeliveredin10modulesoveronetotenweeks,isconsistentwithcallsforsustained,intensiveandclassroom‐focusedprofessionaldevelopment.Additionally,teachershavetheopportunitytoparticipateinfollow‐upprofessionaldevelopmentthroughtheIntelTeachThinkingwithTechnologyCourse.NOTEWORTHYIThasbeenrigorouslyevaluatedinanongoingbasis.Evaluatorsusesurveys,sitevisits,classroomobservations,andphoneinterviewswithprogramparticipantsandadministratorstodeterminewhetherandhowthisprogramisreachingitscoregoalofimprovingtheintegrationoftechnologyintoK‐12classrooms.COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevanceITprogramofferingsallowteacherstofindcoursesthatarechallenging,substantive,andhaveanimmediatepracticalimpactoninstruction.Anemphasisontheteacher’sownclassroomisatthecenteroftheIntelTeachexperience.Thisemphasismirrorsresearchrecommendationsthatcallforstrong,clearconnectionsbetweenteachersparticularclassroomexperiencesandtheconceptsaddressedinprofessionaldevelopmentsettings.IntelTeachElementsprovidesfree,just‐in‐timeprofessionaldevelopmentthatisavailableanytimeandonline.Itisaseriesofcoursesthatprovidesdeeperexplorationof21stcenturylearningconcepts.



ReflectionFortheEssentialsCourse,sevenofeightmodulesincludeactivitiesthatcallonteacherstoreflect.Examples:Activity1:ReflectingonMyStudentSample.Activity5:ReflectingonMyLearningandPlanningAheadReflectionisalsopresentedasacorefeatureofproject‐basedlearningandteachersproduceunitsthatincludefrequentopportunitiesforstudentreflection.CollaborationIntelEducationTeachersEngageisaglobalonlinecommunityofeducatorsthatsupportsresearch‐basedbestpracticesineffectiveuseoftechnology,Project‐BasedApproaches,andassessmentof21stcenturyskills.Thesiteoffers:

• Networkingopportunitieswithexperteducatorsworldwide;• Theabilitytocreateagrouptosupportyourlearningcommunitywithblogs,collaborative

workspace,andwikisallinonespace;and• Chancestoparticipateinfreewebinarsorhostoneforthecommunity.

ContentKnowledgeParticipatingteachersintheEssentialsCoursedevelopaproject‐basedunitofinstructionbaseduponmaterialtheyareteaching,alignedtostandardswithmultipleformsofstudentassessment.Thegoalisforeachteachertogainafoundationofskillstofullyintegratetechnologyintoexistingclassroomcurriculaandpromotestudent‐centeredlearning.EffectivenessDataEvaluationfindingsfromparticipantsinclude(Light,2007):

• "75%ofrespondentsreportedthattheyhadusedtheunitplantheycreatedduringtheworkshopatleastoncewiththeirstudents,ifnotmoreoften."

• "77%ofsurveyrespondentsreportedthattheyhadengagedstudentsinnewICT‐basedactivities(inadditiontotheirunitplans)sincethetraining,suggestingthattheEssentialsCoursehelpsteachersusetechnologywithstudentsbeyondjustthatoneunitplan."

• "81.9%ofrespondentsreportedthattheyhadusedICTmorefortheirownlessonplanningandpreparation,suggestingthatthecourseisintroducingteacherstonewprofessionalresources."

• "58.6%ofrespondentsreportedthattheyhadincreasedtheiruseofproject‐basedapproacheswiththeirstudents."

ResourcesandReferences:Light,Daniel,WendyMartin,VeraMichalchik,andWillowSussex.(2007).EvaluationSummary:Intel®TeachandIntel®Learn.Availablefromhttp://download.intel.com/education/EvidenceOfImpact/Evaluation_Summary.pdf.IntelTeachProgramUShttp://www.intel.com/about/corporateresponsibility/education/programs/intelteach_us/index.htmIntelTeachEvaluations,CaseStudies,andReportshttp://www.intel.com/about/corporateresponsibility/education/programs/evaluations/teach.htm



TEACHINGCHANNEL

BACKGROUNDThestatedgoalofTeachingChannel,anewlylaunchedvideoshowcase,toshineaspotlightoninspiredK‐12teachinginAmerica'spublicschools.ThereisastrongalignmentwithCommonCoreStateStandards.TeachingChannelisfreeanditoffers:

1. InspiringTechniques&Ideas:Avideolibraryofuseful,inspiringclassroomtechniquesandlessonideas.

2. CommunitySharing&Support:Agrowingcommunityofdedicatedteacherssharingbestpracticesandclassroomideas.

3. PersonalWorkspace&GreatTools:IndividualscancreatetheirownpersonalworkspacetostorefavoriteideasforlateruseandtryoutgreattoolslikeTeachingChannelNotes.

COREQUALITIESOFoTPDCONSISTENTWITHDEEPERLEARNINGRelevanceThecollectionissearchablebysubject,gradelevel,andortopic.ReflectionThereisalsoaninteractivenotesfeaturethatallowsviewerstotimestampanotethatisembeddedinthevideo.Notesareprivate,butcanbesharedwithothers.CollaborationDiscussionsareprovidedforchannelmemberstobringtheirexperience,knowledge,andvulnerabilitiestothetable,providingmorevaluableinformationandsupportthanvideosalonecouldeveroffer.ContentKnowledgeAtpresent,thereare40videosonthesitecoveringthesubjectareasofEnglishLanguageArts,MathandScience.Belowisanexampleofalessonthatisavailableonthesite:AlgebraTeam:OverviewofTeachingStylesgrades6‐8,math,factoringCommonCoreStandards:Math.MP.1,Math.A‐SSE.3.ahttp://www.teachingchannel.org/videos/algebra‐team‐overview‐of‐teaching‐stylesLessonObjective:Seeaco‐plannedlessonunfoldintwodifferentclasses(1of4)‐Length:10minQuestionstoConsider*Howhasthetwoteachers'collaborationimpactedtheiralgebraprogram?*Howdoesthewarm‐uppreparestudentsforthelesson?*Howdostudents"tigerup"andlearnthatstruggleisagoodthing?PotentialLimitationsManyschoolsandbusinessesuseafirewalltoblockaccesstoYouTube.



ResourcesandReferenceshttp://www.teachingchannel.org/



APPENDIX B – TECHNOLOGY PROFILES

VOICETHREAD

VoiceThreadisanonlineplatformforpostingandcommentingonmedia.Thesitehasbeenusedbymanyteacherstopostandsharelessonplans,content,studentworkandvideosofclassroompractice.AlloftheVoiceThreadK‐12ProductsuseEd.VoiceThread,oursecureandaccountableenvironmentfoundated.voicethread.com.AVoiceThreadisacollaborative,multimediaslideshowthatholdsimages,documents,andvideosandallowspeopletonavigateslidesandleavecommentsinfiveways‐usingvoice(withamicortelephone),text,audiofile,orvideo(viaawebcam).Userscandoodlewhilecommenting,usemultipleidentities,andpickwhichcommentsareshownthroughmoderation.VoiceThreadscanevenbeembeddedtoshowandreceivecommentsonotherwebsitesandexportedtoMP3playersorDVDstoplayasarchivalmovies.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoAtkinsonandBurden,"Reflectionandpeerreviewwerecentraldesignelementsinthemodulestructureandstudentswererequiredtopostbothpersonalandpublicreflectionsaroundtheirlearningandtheartifactswewereusingineachunit.Thereforewewereconsciousoftheneedtofindanonlinetoolthatwouldenableasynchronouscommentsandfeedbackfromstudentsandtutorsalikearoundpiecesofmediasuchasvideoclips,imagesandpresentations.InVoiceThreadwebelievewehavefoundatoolthatmeetsmost,ifnotall,ofourrequirements(Atkinson&Burden,2008)."InaSwedishcasestudythatfeaturedVoiceThreadasaWeb2.0technology,GunnarAugustssofoundthat,"theresultsshowthatuseofWeb2.0:a)supportsstudents'reflectionsconcerningtheirownandothers'thoughtsandemotions,b)supportsindividualstudentsandintegratesthemintoaworkgroup,andc)developsstudents'identificationandawarenessinrelationtoself,ataskandothers."PotentialLimitationsFreeaccountsarelimitedtothreeVoiceThreads.Microphone(ortelephoneaccess)andsoundcardneededforeffectivecommenting.CostPermonthlyfeesrangefromfree(Free)to$59.95(VoiceThreadPro).K‐12&HigherEducationhavemultiplesubscriptionpathsandoptions.ResourcesandReferencesAtkinson,Simon.Burden,Kevin.EvaluatingpedagogicalaffordancesofmediasharingWeb2.0technologies:Acasestudy.PublishedintheproceedingsofAscilite,2008(Melbourne,Australia).Retrieved3/30/11from:http://hull.academia.edu/KevinBurden/Papers/73672/Evaluating_pedagogical_affordances_of_media_sharing_Web_2.0_technologies_A_case_study



Augustsso,G.Web2.0,pedagogicalsupportforreflexiveandemotionalsocialinteractionamongSwedishstudents.TheInternetandHigherEducation.SpecialIssueonWeb2.0.Volume13,Issue4,December2010,Pages197‐205.Retrieved3/30/11from:http://dx.doi.org/10.1016/j.iheduc.2010.05.005http://www.voicethread.com/

GOOGLEPLUS

GooglePlus(alsoGoogle+orabbreviatedasG+)isasocialnetworkingservicelaunchedinJune2011inaninvite‐only"fieldtesting"phase.ThesinglemostconvenientthingaboutGoogle+isthatitautomaticallyintegrateswiththeotherGoogleapps—suchasGmail,PicasaandGoogleDocs—thatarealreadyawonderfulresourceforeducatorsandintroducesasetofnewsociallyfocusedservices:Circles,Hangouts,Sparks,andHuddles.Theproductwillalsobeavailableasadesktopapplicationandasamobileapplication,butonlyonAndroidandiOSoperatingsystems.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationAccordingtoJohnT.Spencer,TeacherandBloggeratEducationRethink,"GooglePlusletstheusersdefinerelevanceforthemselves.Insteadofbeingdifferentiated,it'strulypersonalized.Insteadofofferingchoice,itoffersfreedom.Icansortbymedium,byinterestorbysocialcommunities."LizDwyer,EducationEditoratGOODEducationsaid,"I'vewrittenbeforeaboutthehealthysharingofideasamongteachersonTwitter,andhoweducatorsareusingittoengageintrovertedstudentsinlearning.ButTwitteralsohasitsdisadvantages—namely,thatit'snotarchived.Educatorscanhaveagreatconversationaboutatopic,butonceadayortwohasgoneby,thosetweetsareburiedinauser'stweetstream.Incomparison,Google+willallowteachers(orstudents)tohavediscussionswitheachotherwithouta140‐characterlimit.Andifauserwantstoaccessthediscussionacouplemonthslater,they'llbeabletodoso."JeremyLittauofLeighUniversitysaid,"Asateachingtool,Plusintriguesme.I’malreadyplanningonholdingHangoutofficehoursthisfallforstudents,wheretheycangetonandaskquestionsaboutclassmaterial.Andbecauseit’smulti‐user,otherscanhangoutintheloungeandlisten.SometimesIgooverthesamestuffwithmultiplestudentsinmultiplemeetings;thiscouldstreamlinethatprocess."Hegoesontosay,"Theabilitytosharevideosyoucanallwatchatthesametimeishugeforme.IcaninitiateaHangoutwithastudentinmymultimediaclasses,watchoneofthevideostheymake,andthengooveritwiththem.Realtimefeedbacksimilartoapaperconference."PotentialLimitationsOnechallengewithadoptingGoogle+attheK‐12levelmaybewhethersomeschooldistrictscontinuetoblockaccesstoGoogle.CostFree



ResourcesandReferences"WhatGooglePlusCouldTeachUsAboutEducationReform"ByJohnT.Spencer,TeacherinPhoenix,AZwhoblogsatEducationRethink.http://teachpaperless.blogspot.com/2011/07/what‐google‐plus‐could‐teach‐us‐about.html"WhyGoogle+IsanEducationGameChanger"ByLizDwyer,EducationEditorhttp://www.good.is/post/why‐google‐is‐an‐education‐game‐changer/"WhyLehigh(andeveryother)UniversityneedstobeonGplus.Now."ByJeremyLittau,JournalismProfessorandBloggerhttp://www.jlittau.net/?p=1621

TWITTER

Twitterisasocialnetworkingandmicrobloggingservicethatallowsuserstobroadcastshorttextmessages140charactersinlength,called"tweets",toyourfriends,or"followers."Thebrevityofthetweetisadefiningcharacteristicoftheservice,allowinginformalcollaborationandquickinformationsharing.Twitteringisalsoamoreopenmethodofcommunication:youcanshareinformationwithpeoplethatyouwouldn'tnormallyexchangeemailorIMmessageswith,openingupyourcircleofcontactstoanever‐growingcommunityoflike‐mindedpeople.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationAccordingtoLizDwyer,EducationEditoratGOODEducation,"Twitterhassimplybecomeoneofthebestplacesforteacherstocollaborate,sharesolutionstocommonclassroomproblems,anddiscusseducationpolicy."WithTwitter,ateacherhasaccesstowidevarietyoffilteredinsights.Dwyernotes,"Typethehashtag#edchatinthesearchbox,andyou'llseeareal‐timestreamofdiscussionaboutanunlimitednumberofeducationaltopics.It'sprettyclearteachersarecollaboratingwitheachotherbysharingsolutionstotheirchallenges—linkstoarticles,resourcesandpracticalideas..."ManyteachersbuildvaluablepersonallearningnetworksthroughTwittersharingwhattheyarelearningandaskingforhelpwhenneeded.Andsomejustfollowhigh‐profileedubloggersorprominentexpertsintheirfieldwhosharetheirinsightsfromafarviaTwitter.AsoneOregonteacherstates,"Theyaresoconnected.It'sneattobeabletopiggybackonthat.Throughthem,myworldisexpandinggreatly."AnotheraspectofTwitter'scurrentusehasbeenhoweducatorshaveembracedthetechnologyforaccessingthebackchannelateducationaleventsorconferences.Colleagueswhoarenotpresentatliveeventscanreceiveinstantupdatesandlinksduringapresentation.Apresentationtoroomof400twitter‐enablededucators(sayatanISTEevent)isineffectbeingbroadcasted,insnippets,tothousandsofTwitterfollowers.PotentialLimitations



ManypeopleuseTwittertobroadcastpersonalinformationandaconstantstreamofupdates,whetherpersonalorprofessional,requiresgoodfilteringsystem.CostFreeResourcesandReferences"Twittering,NotFrittering:ProfessionalDevelopmentin140Characters"BySuzieBoss,EdutopiaBloggerhttp://www.edutopia.org/twitter‐professional‐development‐technology‐microbloggin"TwitterIsaTeacher'sBestTool"ByLizDwyer,EducationEditorhttp://www.good.is/post/why‐twitter‐is‐a‐teacher‐s‐best‐tool/VickiDavis,aGeorgiaTeacherhasover22,000Twitterfollowershttp://twitter.com/#!/coolcatteacherhttp://www.twitter.com

VIDEOSHARING:YOUTUBE,VIMEO&TEACHERTUBE

VideoSharing:AvideohostingservicethatallowsindividualstouploadvideoclipstoanInternetwebsite.Thevideohostwillthenstorethevideoonitsserver,andshowtheindividualdifferenttypesofcodetoallowotherstoviewthisvideo.Thewebsite,mainlyusedasthevideohostingwebsite,isusuallycalledthevideosharingwebsite.YouTube:individualshaveuploadedMostofthecontentonYouTube,althoughmediacorporationsincludingCBS,BBC,Vevo,Hulu,andotherorganizationsoffersomeoftheirmaterialviathesite,aspartoftheYouTubepartnershipprogram.Videosthatareconsideredtocontainpotentiallyoffensivecontentareavailableonlytoregisteredusers18yearsoldandolder.Vimeo:doesnotallowcommercialvideos,gamingvideos,pornography,oranythingnotcreatedbytheusertobehostedonthesite.TeacherTube:isdesignedtoallowthoseintheeducationalindustry,particularlyteachers,toshareeducationalresourcessuchasvideo,audio,documents,photos,groupsandblogs.Thesitecontainsamixtureofclassroomteachingresourcesandothersdesignedtoaidteachertraining.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoCyndiDanner‐Kuhn,EducationTechnologyIntegrationCoordinatorfortheKansasStateUniversityCollegeofEducation,TeacherTubeis,

"…alwaysconcernedaboutthesafetyandsecurity….Asaresult,theyarenowmoderating100%ofallaudioandvideocontentuploadedtothesite.Thatway,theycanhelpensurequality,copyrightfreepodcasts,musicinstruction,songdemos,audioteaching,andmore



areavailableforourcommunityofeducators.TeacherTubehastonsofresourceincludinganewsectionofTeacherresources.TheyhavepartneredwithTeacherVision.Subject,gradeandthemeorganizeTeacherVisioncontent.Themepagesfeaturecross‐curricularlessonsforeveryareaoffocus,makingitsimpleforteacherstocreateastudyunitthatisinclusiveandvaried(Danner‐Kuhn,2011)."

DerrikWaddell,InstructionalTechnologySupportSpecialistforCullmanCountySchoolsandBlogger,

"Afriendandfelloweducator,NikkiRobertson,isbeginningastringofprofessionaldevelopmentactivitiesforthestaffatAuburnHighSchool.WhenshepostedthescheduleonTwitter,Iwasinterestedinlearningmoreaboutsomeofherchosentopics,soIaskedifshewasplanningtodoanyrecordingorpostingafterward.ItopenedupaconversationthathasledtoanexcitingopportunityforeducatorsandedtechprofessionalsinAlabama.ThisweekwewilllaunchaYouTubechannelforAlabamaeducatorstopostandwatchtutorialsandhow‐tovideospertainingtoedtech(Waddell,2011)."

PotentialLimitationsSomenetworkadministratorshavebannedYouTubeandothervideosharingsitesoneducationnetworkscitingreasonssuchasinappropriateusageofresources,excessivebandwidthusage,andsecurityconcerns.CostStartoutfree,increasedbandwidthandfeatureswithfee‐basedaccounts.ResourcesandReferenceshttp://en.wikipedia.org/wiki/Video_hosting_servicehttp://en.wikipedia.org/wiki/Youtubehttp://en.wikipedia.org/wiki/Vimeohttp://en.wikipedia.org/wiki/Teachertube"TeacherTube:Asuperresourcefortheclassroom"ByCyndiDanner‐Kuhn,EducationTechnologyIntegrationCoordinatorfortheKansasStateUniversityCollegeofEducationhttp://www.technologybitsbytesnibbles.info/archives/4599"GuestPostByDerrickWaddell"http://educationrejuvenation.blogspot.com/2011/08/guest‐post‐by‐derrick‐waddell.htmlAlabamaEducationalTechnologyProfessionalDevelopmentYouTubeChannelhttp://www.youtube.com/AlabamaEdTechPD

PODCASTS

Apodcastisaseriesoffreedigitalmediafiles(eitheraudioorvideo)thatarereleasedinaseriesandcanbesubscribedtoordownloadedasdesired.



CorePDprinciplesrelevanttoDeeperLearning:Relevance,ContentKnowledgePodcastsprovideforademocracyofvoicebecausetheycanbecreatedbyanyoneanddistributedwidethroughdeepchannelslikeiTunesorviaaprivatewebsite.Afewexamplesofpopulareducationpodcaststhatstrivetosupportteacherlearningarelistedbelow.Limitations:Podcastsareanexcellentwaytodisseminateprovocativeinterviewsorconversations.Becausetheytaketimetoproduce,andarearelativelypassivelearningexperience,theyarenotlikelytoseemajoradoptioninPDprograms.Cost:FreeReferencesandResources:TheEducationPodcastNetworkhttp://epnweb.org/MovingattheSpeedofCreativityhttp://itunes.apple.com/podcast/moving‐at‐speed‐creativity/id78007370ESLTeacherTalkhttp://www.eslteachertalk.com/

BLOGS

Ablog(ablendofthetermweblog)isatypeofwebsiteorpartofawebsite.Blogsareusuallymaintainedbyanindividualwithregularentriesofcommentary,descriptionsofevents,orothermaterialsuchasgraphicsorvideo.Entriesarecommonlydisplayedinreverse‐chronologicalorder.Blogcanalsobeusedasaverb,meaningtomaintainoraddcontenttoablog.Mostblogsareinteractive,allowingvisitorstoleavecommentsandevenmessageeachotherviawidgetsontheblogsanditisthisinteractivitythatdistinguishesthemfromotherstaticwebsites.Manyblogsprovidecommentaryornewsonaparticularsubject;othersfunctionasmorepersonalonlinediaries.Atypicalblogcombinestext,images,andlinkstootherblogs,Webpages,andothermediarelatedtoitstopic.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoKarlFisch,DirectorofTechnologyatArapahoeHighSchoolinCentennial,CO,hisblogwas"…conceivedasablogtosupportourstaffdevelopmenteffort….Inthebeginning,theblogwassimplyaplaceto"continuetheconversations"wehadinstaffdevelopmenteverytwotothreeweeks,toextendthediscussionsbeyondthetimewehadfacetoface.Astheyearprogressed,I



startedtopostmoretotheblogaboutrelevanteducationalissues,newtechnologies,andwhateverelseIthoughtmightberelatedandthought‐provokingforourteachers,evenifitdidn'tdirectlyrelatetowhatwehadjusttalkedaboutinstaffdevelopment."BiancaHewes,Englishteacher,authorandbloggeroffersthisvisionforteacherprofessionaldevelopment,

"Eachteacherwillbeaskedtocreateadrivingquestionthatrelatesdirectlytohis/herspecific[keylearningarea]KLAandtechnology.Forexample,‘Howcanbringingtechnologyintotheclassroomhelpmystudentstobebetterwriters?’(ENGLISH)or‘HowcanhavingaccesstotheInternetintheclassroomhelpmystudentsbecomebetterresearchers?’(HISTORY)or‘Howcanhavingaccesstoalaptophelpmystudentstounderstandtheroleoflanguagesinthe21stcentury?’(LOTE)[Language(s)OtherThanEnglish]Theteacherswillbegivenapproximately5weekstoinquireintothisproblem,completeatleast5blogpostsontheirfindings(includingposingquestionsrelatingtothedrivingquestiononsocialnetworkingsiteslikeEdmodo,Yammer,Twitter,Facebook),implementsomeofthenewstrategiesdevelopedinhis/herclassroomandthenpresentonthesefindingstothewholeteacher‐bodyataspecifiedstaffmeeting.(Yes,theproductishypocritical–itisteacher‐centered,butlet’sfaceitthisisgettingtheball‐rolling,theyaremodelinginquiry‐learningtootherteachers,whohopefullywillbeinspiredtotakeuptheirownprojects!)."

PotentialLimitationsIthasmassivebenefits(followingandcontributing),yetbloggingalsorequiresahugetimecommitment.CostFreeandhostedversions.ResourcesandReferenceshttp://en.wikipedia.org/wiki/Blog"AboutThisBlog"ByKarlFisch,DirectorofTechnologyatArapahoeHighSchoolinCentennial,COhttp://thefischbowl.blogspot.com/2006/06/about‐this‐blog.html"TeacherProfessionalDevelopment–aninquiryapproach"ByBiancaHewes,TeacherandBloggerhttp://biancahewes.wordpress.com/2011/03/06/teacher‐professional‐development‐an‐inquiry‐approach/Blogger:isablog‐publishingservicethatallowsprivateormulti‐userblogswithtime‐stampedentries.ItwascreatedbyPyraLabs,whichwasboughtbyGooglein2003.http://www.blogger.com/WordPress:isanopensourceblogtoolandpublishingplatformpoweredbyPHPandMySQL.http://www.wordpress.orgWordPress.com:ahostedversionoftheopensourcepackagewhereyoucanstartabloginsecondswithoutanytechnicalknowledge.http://www.wordpress.com



OpenessManifestohttp://www.connectedprincipals.com/archives/3225TeacherBlogshttp://coolcatteacher.blogspot.com/http://www.thethinkingstick.com/http://budtheteacher.com/blog/DanMeyerblogsat:http://blog.mrmeyer.comSearchforhis"Whatcanyoudowiththis?"posts,andbesuretoreadthecomments.FrankNoscheseblogsatAction/Reaction:http://fnoschese.wordpress.comHislatesthottopicisusingAngryBirdsinphysicsclass.https://fnoschese.wordpress.com/2011/06/16/angry‐birds‐in‐the‐physics‐classroom/

RSSANDGOOGLEREADER

RSSstandsfor"ReallySimpleSyndication"andisastandardforprovidingupdatestoweb‐basedcontent.WebcontentprovidersuseRSStopublish"feeds"towhichreaderscansubscribetoblogs,podcasts,andnews.RSSallowsyoutostaycurrentwithalotofinformationeasily.ApopulartooltomanageRSSfeedsisGoogleReader,whichcanaggregateallofyourfeeds(e.g.)inasingleplace.GoogleReadercanalsocollectthetweetswithaspecifichastag,aswellastrackallofthegreatsitesthatpeoplearesavingtoDiigo.EvenFlickrphotosandYouTubevideosearchescanbesubscribedtoinGoogleReader.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandReflectiveInquiryProcessDescribingthebenefitsofRSS,JoAlcock,anacademicresearchlibrarianbasedintheWestMidlands(UK)states,"I'vebeenanaviduserofRSSfeedsforanumberofyearsnow,mainlyusingthemtosubscribetolibraryblogs.WhenIfirststartedbloggingin2007(andfollowingotherblogsbeforethat),mostofthelibrarybloggersIcouldfindwerebasedintheUS.RSSmeantthatIcouldreadallabouttheinnovativethingstheyweredoingatthelibrariesandIfounditreallyinspiring."AccordingtobloggerWillRichardson,"TheprincipalofanelementaryschoolinPortland,Oregon…isinfusingWeblogsthroughouthisschool.TheMeriwetherLewisElementaryWebsite[http://lewiselementary.org/]featuresthelatestinnewsandeventsascollectedfromaseriesofseparateWeblogsthatarehookedtogetherusingRSS.Notonlydoesthisallowfortheschool'sWebsitetobeatimelysourceofinformation,itallowsanumberofstaffmemberstocontributeinwhatisamoredistributedcontentcreationmodel:Themusicteacherkeepsalogformusicnews,andPTAmemberscontributetotheirownsite.[Theprincipal]keepshisownWeblogforhispersonalmessagestostaffandthecommunity."PotentialLimitations:WhenonesubscribestoahugenumberofRSSfeeds,onecouldeasilyendupspendinghour’severydayjustreadingfeeds.ToavoidRSSoverload,it’sagoodideatofocusone'sconsumption,notonlyforone'sownlearningbutalsoforone'sabilitytomodelRSStoone'sstudentsandcolleagues.



CostFreeResourcesandReferences"Thing4‐Currentawareness:RSS"By,JoAlcock,anAcademicResearchLibrarianandBloggerfromtheUKhttp://joeyannecpd23.blogspot.com/2011/07/thing‐4‐current‐awareness‐rss.html"8UsefulTipsToManageAndAvoidRSSOverload"ByAbhijeetMukherjee,WebPublisheranBlogger‐‐JeetBloghttp://www.dumblittleman.com/2008/06/8‐useful‐tips‐to‐manage‐and‐avoid‐rss.html"BloggingandRSS—The"What'sIt?"and"HowTo"ofPowerfulNewWebToolsforEducators"ByWillRichardson,EducatorandBloggerforInformationToday,Inc.http://www.infotoday.com/MMSchools/jan04/richardson.shtmlhttp://en.wikipedia.org/wiki/Rss

NING

Ningessentiallybundlesseveralseparatetechnologiesintoasingleunified,hostedplatform.Thetechnologiesinclude,ablog,wiki,forum,photo/videogallery,microfeed,eventscalendar,membermanagementandmore.Ningsareapopularwayforteacherstonetworkwithotherteachersandsharesimilarinterests.Althoughtheyarenolongerfree,theyarenotexpensiveandprovideeasy‐to‐navigateonlinesoftwarethatallowsyoutocreateasocialnetwork.Oncecreated,itcanbeusedasaplatformforsharingbestpractices,documents,links,media,andconnections.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationExampleOrganizationalUseAccordingtoMatthewMartz,Principal,"Currentlyinourdistrict,weuseinstructionalcoachesandteacher‐ledprofessionaldevelopment.Weareslowlygaininggroundinbuildingavirtuallearningcommunityforourdistrict(seehttp://saintjosephschools.ning.com),andevenexpandingourlearningopportunitiesthroughouttheworldwidewebthroughTwitter,blogging,Diigo,etc.IaminterestedinlearningmoreabouthowIcoulduseinstructionalroundsandhowweasadistrictcancreateanexpertvideocliplibraryinordertosupportteacherlearningandgrowth."ExamplesDiscipline/FocusUseEnglishCompanion(28,483members):http://englishcompanion.ning.com/WhereEnglishteachesgotohelpeachother,toaskquestionsandgethelp.Acommunitydedicatedtohelpingteachersenjoytheirwork.“Acafewithoutwallsorcoffee:justfriends.”Classroom2.0(58,126members):http://www.classroom20.com/AsocialnetworkforthoseinterestedinWeb2.0andSocialMediaineducation.Participantsareencouragedtoparticipateinthegreatdiscussions,toreceiveeventnotifications,andtofindand



connectwithcolleagues.PotentialLimitationsCanberatherdisappointing,duetothesparseactivity.Socialcommunitiesneedtobetended;memberengagementismorethanjustsocialnetworkingbuzzwords.It'sthedifferencebetweenasuccessfulNingNetworkandastaleWebsite.CostPermonthlyfeesrangefrom$2.95(forsmallgroups)to$59.95(forlargescaleandcustomsites)ResourcesandReferences"EffectiveSupervision"By,MatthewMartz,PrincipalandBloggeronthePrincipal'sPenhttp://matthewmartz.edublogs.org/2011/07/16/effective‐supervision/WhatIsMemberEngagement?http://creators.ning.com/hc/memberengagement.phphttp://www.ning.com/

FACEBOOK

FacebookisasocialnetworkingserviceandwebsitelaunchedinFebruary2004.Usersmaycreateapersonalprofile,addotherusersasfriends,andexchangemessages,includingautomaticnotificationswhentheyupdatetheirprofile.Facebookusersmustregisterbeforeusingthesite.Additionally,usersmayjoincommon‐interestusergroups,organizedbyworkplace,schoolorcollege,orothercharacteristics.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationCommentonEmergingEdTechblogpostedbySheilaDymond,"Wow!FascinatingtoreadallaboutthetechnologyIhavedismissedasfrivolous.ImustrethinkmyviewsofFB!Nevermindalltheamazingtechnologyavailableformykids!IamreallyexcitedtobeginteachinginournewIPREPtechnologymagnetnextyearwithalltheinfocloseathandinacommunitythatissoopenandwillingtoshareexperienceswithastranger!"PDFacebookExamples:ProfessionalDevelopmentattheCaliforniaScienceCenterProfessionalDevelopmentInstitutePro.T‐ProfessionalDevelopmentConferenceforEnglishTeachersFableVisionProfessionalDevelopmentPotentialLimitationsThemajorityofthesocialnetworkingaccountsareblockedincorporateoffices,schools,workplaceandeducationalinstitutions.Also,whenFacebookisusedwithstudents,itisimportanttosetexpectationsforitsuseandapolicythatdiscouragesandsetsconsequencesforderogatoryreferencestotheschoolorschoolorganizationand/ormembersoftheschoolororganization.



CostFreeResourcesandReferences"FacebookInTheClassroom.Seriously."ByK.Walsh,BloggeronEmergingEdTechhttp://www.emergingedtech.com/2011/03/facebook‐in‐the‐classroom‐seriously/"100WaysYouShouldBeUsingFacebookinYourClassroom"Anonymous,OnlineCollegehttp://www.onlinecollege.org/2009/10/20/100‐ways‐you‐should‐be‐using‐facebook‐in‐your‐classroom/FacebookinEducationAFacebookPageforinformationabouthoweducatorscanbestuseFacebook.ObjectiveofthisPage:ToserveasanongoingresourceforinformationabouthoweducatorscanbestuseFacebookhttp://www.facebook.com/

SKYPE

SkypeisasoftwareapplicationthatallowsuserstomakevoiceandvideocallsandchatsovertheInternet.CallstootheruserswithintheSkypeservicearefree,whilecallstobothtraditionallandlinetelephonesandmobilephonescanbemadeforafeeusingadebit‐baseduseraccountsystem.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationJacquelineBotterillleadsSkype’sCSR(corporate/socialresponsibility)initiativesforSkypeinEurope.SkypeintheClassroom,whichlaunchedMarch30th,2010,isoneofthecompany’sfirstforaysintotheeducationsphere.”WecreatedSkypeintheClassroomtohelplike‐mindedteacherscollaborateonprojectsandshareresources.Skypecanconnectchildrengloballyforsharedlearningexperiencesandislow‐costandsimpletouse,”shesays.Sinceit’slaunchover12,000teachershavesignedupforSkypeintheClassroom."AccordingtoStevenKrasner,ProfessionalDeveloperandBlogger,hehasconductednumerousprofessionaldevelopmentsessionswitheducatorsacrossthecountry,but2010markedthefirsttimehe,"Wasn'tphysicallyintheroomwiththeeducationprofessionals….[ViaSkype}Iwaspleasantlysurprisedathowinteractivewecouldbe!Theplacementofthecameramadeitdifficultformetoseeeveryone,butIcouldhearjustfineanditwasnoproblemfrommyendtoofferthemsuggestionsastohowtheycanmotivateand"nudge"theirstudentsalongthepathtobecomingindependentandenthusiasticwriterswhilestillbeingabletointegratethecurriculumandaddressanytestingissues."



PotentialLimitationsSomenetworkadministratorshavebannedSkypeoncorporate,government,home,andeducationnetworks,citingreasonssuchasinappropriateusageofresources,excessivebandwidthusage,andsecurityconcerns.CostFreeandVariousPricingPlansforPremiumServicesResourcesandReferences"HowtheInternetisRevolutionizingEducation"ByCourtneyBoydMyers,EastCoasteditorofTheNextWeb(TNW)http://thenextweb.com/insider/2011/05/14/how‐the‐internet‐is‐revolutionizing‐education/"ProfessionalDevelopmentViaSkype"ByStevenKrasner,ProfessionalDeveloperandBloggerhttp://www.nudgingtheimagination.com/blog/2010/10/21/professional‐development‐via‐skype.htmlSkypeintheclassroomSkypeintheclassroomisafreecommunitytohelpteacherseverywhereuseSkypetohelptheirstudentslearn.It’saplaceforteacherstoconnectwitheachother,findpartnerclassesandshareinspiration.http://education.skype.com/http://www.skype.com/

DELICIOUS

Delicious(formerlydel.icio.us,pronounced"delicious")isasocialbookmarkingwebserviceforstoring,sharing,anddiscoveringwebbookmarks.Thesitewasfoundedin2003.Delicioususesanon‐hierarchicalclassificationsysteminwhichuserscantageachoftheirbookmarkswithfreelychosenindexterms(generatingakindoffolksonomy).Acombinedviewofeveryone'sbookmarkswithagiventagisavailable;forinstance,theURLdelicious.com/tag/wikidisplaysallofthemostrecentlinkstagged"wiki".Itscollectivenaturemakesitpossibletoviewbookmarksaddedbyotherusers.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationAccordingtoJuliaHengstler,EducationalTechnologist&Instructor,"Whileyoucanonlyseeabout3monthsofmytweetsherehttp://www.twitter.com/jhengstler.YoucanseealmostalltheresourcesI'vebookmarkedsinceonlyearly2009onthedeliciouspage:http://delicious.com/jhengstler.Twitter+DeliciousbecameanunbeatablecombinationformeasIcouldsharemyfoundresourcesquicklyinbothTwitter&Delicious.InTwittertheywouldgoouttomy"followers"orbeseenthroughthewebpage.InDelicious,theycouldsimilarlybeseeninthewebpage,butpeoplecouldalsoaddmetotheirDelicious"network"tofollowanyresourcesI



posted‐‐likeasubscription."PotentialLimitationsThebiggestDeliciousflawisnotallowingspacesinkeywords,wheremoderntaggingsystemssuchasDiigoandGoogleBookmarksdo.Additionally,sometimeago,YahooboughtDeliciousandwassettoclosetheservice.Anewcompanyhaspurchasedtheservice,butitsfutureisn'tcertain.CostFreeResourcesandReferences"UsingTwitter(andDelicious)forProfessionalCollaboration,Development,andInstruction"ByJuliaHengstler,EducationalTechnologist&Instructor‐‐FacultyofEducation,VancouverIslandUniversityhttp://shiftinglandscapes.pbworks.com/w/page/8818814/Using‐Twitter‐%28and‐Delicious%29‐for‐Professional‐Collaboration,‐Development,‐and‐Instruction"Delicioustore‐launchlaterthisyear"ByMartinBryant,TheNextWeb'sEuropeanEditorhttp://thenextweb.com/insider/2011/07/11/delicious‐to‐relaunch‐later‐this‐year/http://www.delicious.com/

DIIGO

Diigo(pronounced/ˈdiːɡoʊ/)isasocialbookmarkingwebsitewhichallowssigned‐upuserstobookmarkandtagwebpages.Additionally,itallowsuserstohighlightanypartofawebpageandattachstickynotestospecifichighlightsortoawholepage.Theseannotationscanbekeptprivate,sharedwithagroupwithinDiigooraspeciallinkforwardedtosomeoneelse.Thename"Diigo"isanacronymfrom"DigestofInternetInformation,GroupsandOtherstuff".CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoKeithOzsvath,aself‐professedtechieandblogger,"WhenmymiddleschoolbandswereparticipatinginaLewis&ClarkExpeditionCross‐CurricularUnit,IcreatedaprivategroupofbookmarkedwebsitespertainingtotheLewis&ClarkExpedition.Iwasabletosharetheprivategroupwithmy2colleaguessowecouldcollaborateusingthesamewebsitesandresourcesthatwerebookmarkedinthegroup.Commentingandtaggingtheselinkswerealsoveryusefulforourplanning."PotentialLimitationsItaddsatoolbartothetopofyourbrowserpage‐‐makingitlessconvenientmovingamongcomputers.Itisanewmethodfororganizingbookmarks,whichnoteveryuserwillbecomfortablewith.Cost



FreeResourcesandReferences"UsingTwitter(andDelicious)forProfessionalCollaboration,Development,andInstruction"ByKeithOzsvath,Teacher,ProfessionalDeveloper,&Bloggerhttp://teacherchallenge.edublogs.org/2011/07/12/pln‐challenge‐7‐using‐diigo‐as‐part‐of‐your‐pln/DiigoEducatorAccountshttp://www.diigo.com/educationhttp://www.diigo.com/

TINYCHAT

TinychatisanInternetchatservicethatallowsuserstocommunicateviainstantmessaging,voiceandvideochat.Itoffersthousandsofchatroomsandtheabilityforuserstocreatetheirownvirtualchatroomonanytopicandcategory.Tinychatisaweb‐basedsystemthatalsoworksonsomesmartphones.Thechatroomscancontainarollingmaximumof12videofeedsanddozensofaudiofeedsatthesametime.Onecanbeinseveralsuchroomsatthesametime.CorePDprinciplesrelevanttoDeeperLearning:CollaborationTeacherPDprogramscanprovidelearnersasynchronouscollaborationspace(videochatrooms)bysimplyembeddingTinychatontheirnativewebsite.CostFreeResourcesandReferences:http://tinychat.com/

PBWORKS

PBworkshostsover300,000educationalworkspaces,andhashelpedtransformteachingandlearningformillionsofstudents,parentsandteachers.Itisacommercialreal‐timecollaborativeediting(RTCE)system.Userscanindependentlysetnotificationviastarredpages.Sitesalsofeatureasidebarworkspacenavigator,andasimplemechanismforsharingpagelinkswithothers.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoSharonGrimesoftheBaltimoreCountyPublicSchool,"Thewiki,TeachingThoughtfulLearners,thatthePBworksstaffclonedforall172schoolsishelpingusdeliverinstructionthatisrigorous,relevant,andconsistentacrossthedistrict;inaddition,itisanessentialtoolinhelpingus



buildstudents’21stCenturyLiteracies."BrendaWhite,TechnologyIntegrationCoordinator,KatyIndependentSchoolDistricttalkedabouthowtheirLEAusedPBworks,"Weareafastgrowthdistrictemploying3,916teachers.Curriculumspecialistfinditharderandhardertomeetfacetofacewiththeircontentspecificteachers.Curriculumspecialistshavedevelopedworkspacestokeeptheirteachersinformedofthelatestupdates,provideinstructionalresources,andprovideaplaceforteacherstocollaborate.Teachersaccesstheworkspacetocollaborateonideas,lessonplans,anddifferentinstructionalstrategiesthatareeffectivewithinthecontenttheyteach."PotentialLimitationsThoughuserscancommentonpages,itlacksadiscussionforumandablog.Thefreeversioncouldbetoolimitedforlargeacademicsettings.CostFreemiumbasis:basicfeaturesbeingofferedforfreeandmoreadvancedfeaturesforafee.ResourcesandReferences"CaseStudy:BaltimoreCountyPublicSchools"InterviewwithSharonGrimesoftheBaltimoreCountyPublicSchoolhttp://pbworks.com/content/casestudy‐BCPS"CaseStudy:KatyIndependentSchoolDistrict"InterviewwithBrendaWhite,TechnologyIntegrationCoordinator,KatyIndependentSchoolDistricthttp://pbworks.com/content/casestudy‐katyisdUsingPBworksinEducationhttp://pbworks.com/content/edu+overview?utm_campaign=nav‐tracking&utm_source=Home%20navigationhttp://pbworks.com/

GOOGLEAPPSEDUCATIONEDITION

GoogleAppsEducationEditionprovidesemail,sharableonlinecalendars,instantmessagingtoolsandadedicatedwebsitetofaculty,studentsandstaffforfree.Thereisnohardwareorsoftwaretoinstallormaintain,sinceeverythingisdeliveredthroughastandardwebbrowser‐‐anytime,fromanyplace.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationAccordingtoJohnKrouskoff,DirectorofTechnologyforClarkstownCentralSchoolDistrict,“Constructinglessonplansandunitplansisnolongerasolitaryactivity.It’sacollaborativeprocessthat’shappeningnotonlywithteachersonabuildinglevelteam,butwithteachersatagradelevelfromavarietyofschools.Ourteachingismadebetterasaresultofthiscollectiveintelligence.”PotentialLimitations



Itmustbeanorganizationwidedecisiontousetheserviceasyoueitherneedtobeadminorhaveaccesstothedomainregistryofyourschoolordistrict.CostFreeResourcesandReferences"CaseStudy:ClarkstownCentralSchoolDistrict"InterviewwithJohnKrouskoff,DirectorofTechnologyhttp://www.google.com/apps/intl/en/edu/schools.htmlGoogleAppsEducationEditionhttp://www.google.com/educators/p_apps.html

EDMODO

Edmodoisafreeandsecuresociallearningnetworkforteachers,studentsandschools.Itprovidesclassroomsasafeandeasywaytoconnectandcollaborate,offeringareal‐timeplatformtoexchangeideas,sharecontent,andaccesshomework,gradesandschoolnotices.Accessibleonlineandfromanymobiledeviceviafreesmartphoneapplications,Edmodohasgrownfromateachertoolintoadistrict‐wideresourceaswordofthefreeonlineservicespreadsthroughschoolsaroundtheworld.Edmodopromotesanytime,anyplacelearning.Functionally,itallowsteacherstopostmessages,discussclassroomtopics,assignandgradeclasswork,sharecontentandmaterials,andnetworkandexchangeideaswiththeirpeers.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationAccordingtoEdmodo'sblog,"TheMaineDepartmentofEducationhasselectedEdmodoastheplatformtosharetheirresultsoftheirrecentOpenEducationResourcesresearchprojectwiththeeducationcommunity.WethinkthiswillbeagreatopportunitytoexposetheEdmodocommunitytothewealthofhighqualityopenresources,andhopeyouwilljoininthediscussionsinthecommunities(topic:OpenResources)andsharetheresourceswithyourpeers!""Edmodowashonoredinthetechnologycategory,whichfocusesontechnologytoolsandapplicationsintendedtohelpininstruction,management,assessmentandprofessionaldevelopment."PotentialLimitationsTouseEdmodoeffectivelyteachersneedtosetclearrulesandexpectationsfortheirstudentsabouttheuseofandpurposeofEdmodo.Otherwiseitcanresultinjustanothermediumforsocialinteractionwithoutconstructivelearning.CostFree



ResourcesandReferences"MaineDept.ofEd:OpenEducationResourcesProject"http://blog.edmodo.com/2011/05/19/maine‐dept‐of‐ed‐open‐education‐resources‐project/#disqus_thread"EdmodoHonoredwithDistinguishedAchievementAward"http://blog.edmodo.com/aepaward/Edmodo'sProfessionalDevelopmentCommunityhttp://www.edmodo.com/community/professional‐devhttp://www.edmodo.com/

BLACKBOARDCOLLABORATE

BlackboardCollaborateiswebconferencingsoftwareusedtocreatevirtualclassroomsandmeetingspacesandoffersopportunitiesforpeer‐to‐peerlearningandcoaching‐ledhelpwhileinvolvinglearnersonanindividuallevel.Thetechnologyintegrateswithmostlearningmanagementsystems.WebconferencingisabroadtermusedfortechnologytoolsthatallowyoutomeetonlinethroughanetworkorontheInternetnomatterwhatthelocation.ThetechnologyhasarelativelylonghistoryinrelationshiptotheInternet.Chatrooms,forexample,arepredecessorsoftoday’sWebconferencing.Webconferencingtodayhasbroadappealinbusinessasitallowsyouto:*Meetwithotherswhilebeinglocatedindifferentlocations—involvingahandfultoseveralhundredpeople.*Displayonlineslideshowpresentations.*Interactwithothersonline,usingvideo,audio,andtext.*Useanelectronicwhiteboardtovisuallydisplayideas.*Watchanotheruserperformataskonhisorhersystemasalearningexercise.*Takecontrolofanotheruser’ssystemtowalkthemthroughcorrectproceduresforcompletingataskontheirsystem.CorePDprinciplesrelevanttoDeeperLearning:Relevance,ReflectiveInquiryProcess,andCollaborationDiscussingprofessionaldevelopmentviawebconferencing,BradleyMitchell,OfficeofeLearningLMSTechnicalSupportandTrainingManager,SouthCarolinaStateDepartmentofEducationsaid,“wecanconductthetrainingsbasicallysamewaywedidthemface‐to‐face.AlotofotherofficesareusingBlackboardCollaborateinsimilarways.Soinsteadofconductingatraininginwhichstatetrainerswenttointoaschooltomeetwiththeprincipalsorteachers,now,becausewe’reunabletoprovidereimbursements,wesimplyofferonlinesessionswithadministratorsfromtheschooldistrictsratherthantravel.”PotentialLimitationsBandwidthisasignificantissuewhenyouhavepeopleconnectingtotheInternetoranetworkat



speedsof56Kbpsorless.YoucansuccessfullyuseWebconferencingwithlowbandwidthifyoulimitthetypesoffeaturesyouuse.CostFee‐basednormallyonsizeofinstitution.ResourcesandReferences"Webconferencingcanlowercostoftraining"ByLauriElliott,writerforTechRepublichttp://www.techrepublic.com/article/web‐conferencing‐can‐lower‐cost‐of‐training/1040337"SouthCarolinaSavesMoneyandImprovesStudentSuccessviaBlackboardCollaborate:ACaseStudy"ByMattWasowski,BlackboardCollaboratehttp://www.blackboard.com/Platforms/Collaborate/Client‐Stories/Case‐Studies.aspx#panel5http://www.blackboard.com/Platforms/Collaborate/overview.aspx

SLIDESHARE

SlideShareisanonlineslidehostingservice.Userscanuploadfilesinthefollowingfileformats:PowerPoint,PDF,KeynoteorOpenOfficepresentations.Slidedeckscanthenbeviewedonthesiteitselfandembeddedonothersites.SlideSharealsosupportsdocuments,PDFs,videosandwebinars.SlideSharefeaturesavibrantprofessionalandeducationalcommunitythatregularlycomments,favoritesanddownloadscontent.ContenthostedonthesitespreadsthroughblogsandsocialnetworkssuchasLinkedIn,FacebookandTwitter.Individuals&organizationsuploaddocumentstoSlideSharetoshareideas,conductresearch,connectwithothers,andgenerateleadsfortheirbusinesses.Anyonecanviewpresentations&documentsontopicsthatinterestthem,downloadthemandreuseorremixfortheirownwork.CorePDprinciplesrelevanttoDeeperLearning:RelevanceandCollaborationPotentialLimitationsWiththefreeaccount,filescannotbelargerthan100MBandtherearenosharingorprivacyoptions.CostFreewithfee‐basedProaccountsofferingadditionalfeatures.ResourcesandReferenceshttp://www.slideshare.net



REFERENCES

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NielsonWire,(2009).SocialNetworking’sNewGlobalFootprint.http://blog.nielsen.com/nielsenwire/global/social‐networking‐new‐global‐footprint/Nussbaum‐Beach,S.,(2011).Personalcommunication,July16.OECD(2008)."NewMillenniumLearners.Initialfindingsontheeffectsofdigitaltechnologiesonschool‐agelearners",OECD/CERIInternationalConference"Learninginthe21stCentury:Research,InnovationandPolicy",May15‐16,Paris.Preston,M.,(2010).ExaminingStudentThinkingthroughVideoAnalysisEducationalTechnology,v50n1p23‐27.Rich,P.&Hannafin,M.,(2009).VideoAnnotationTools,TechnologiestoScaffold,Structure,andTransformTeacher,ReflectionJournalofTeacherEducation.http://jte.sagepub.com/content/60/1/52.abstractRich,P.,(2011).Personalcommunication,July22.Richardson,W.&Mancabelli,R.,(2011).PersonalLearningNetworks:UsingthePowerofConnectionstoTransformEducation.Bloomington,IN:SolutionTreePress,3.TEDxTalks.(2010b).Wesch,M.,Fromknowledgeabletoknowledge‐able.[Videofile].Accessedathttp://www.youtube.com/watch?v=LeaAHv4UTI8onJune24,2011.TEDxTalks.(2010a).Wiley,D.,[Videofile].Accessedathttp://www.youtube.com/watch?v=Rb0syrgsH6MaccessedonJune20,2011.Truss,D.,(2011).MyOpenEducatorManifesto.ConnectedPrincipalsBlog.http://www.connectedprincipals.com/archives/3225accessedonMay17,2011.U.S.DepartmentofEducation,OfficeofEducationalTechnology,(2010).TransformingAmericanEducation:LearningPoweredbyTechnology,Washington,D.C.Wesch,M.,(2011).AnAnthropologicalIntroductiontoYouTube,presentedattheLibraryofCongress,June23rd2008.http://www.youtube.com/watch?v=TPAO‐lZ4_hU,accessedonJune25,2011.Wiley,D.,(2009).OpennessandtheDisaggregatedFutureofHigherEducationSlidesharepresentation.http://www.slideshare.net/opencontent/openness‐and‐the‐disaggregated‐future‐of‐higher‐education‐presentation,accessedonJune14,2011.