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Title: Designing Online Experiences to Support Teacher Learning and Professional Development Across Subject Areas
Authors: Reisman, Abby
Yoon, Susan
Anderson, Emma
Brown, Tymesia
Correnti, Richard
Ebby, Caroline
Goldsmith-Markey, Lindsay
Tobias, Joshua
Klopfer, Eric
Matsumura, Lindsay Clare
Miller, Kate
Reich, Justin
Remillard, Janine
Richman, Thomas
Schoenfeld, Ilana
Shim, Jooeun
Walsh, Maggie
Wendel, Daniel
Zook-Howell, Dena
Fishman, Barry
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Reisman, A., Yoon, S., Anderson, E., Brown, T., Correnti, R., Ebby, C., Goldsmith-Markey, L., Tobias, J., Klopfer, E., Matsumura, L. C., Miller, K., Reich, J., Remillard, J., Richman, T., Schoenfeld, I., Shim, J., Walsh, M., Wendel, D., Zook-Howell, D., & Fishman, B. (2020). Designing Online Experiences to Support Teacher Learning and Professional Development Across Subject Areas. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1531-1538). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Online professional development offers a scalable and often cost-effective method to support teacher learning. Yet, the relational, contextual, and situated nature of teacher learning raises important questions and design challenges for online environments that are often remote, decontextualized, and asynchronous. These challenges invite deeper explorations of how to leverage the affordances of online environments to design experiences that further support teacher learning. In this symposium we bring together a group of projects that engage teacher learning across subject areas and domains, and that represent a range of program formats—from MOOCs to instructional coaching models to professional learning communities. We will first discuss the rationale and outcomes of the specific design features built into each of the projects, and then draw implications for online teacher learning and professional development that cut across these projects.
Appears in Collections:ICLS 2020

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