Intended Learning Outcomes: 

Learners: Target learners for the module include State, district and school leaders responsible for the design and development of online professional learning.

Illinois State Board of Education Professional Development Standards:

This module aligns with the following standards:

Standard A: Increase the knowledge and skills of school and district leaders who guide continuous professional development.

Standard I: Prepare educators to apply research to decision-making.

Learning Goal: Learners will build confidence in applying research-based oTPD design principles to the design of online professional learning. 

Learners will be supported to construct their own knowledge, name pedagogical concepts and apply research-based principles to their own contexts through experiencing media content, analyzing examples, discourse, reflection and peer review. Learners will demonstrate their learning through completion of a self-assessment and development of a Professional Development Improvement Plan (PDIP). Final plans will be archived and shared with all learners.

Learning objectives: (Ostashewski, et al., 2011).

• Analyze the use of the design principle “Design learning relevant to teacher professional practice” and share an application example.
• Analyze the use of the design principle “Provide easy teacher access, designing for flexibility and ongoing support” and share an application example.
• Analyze the use of the design principle “Provide theoretically and pedagogically sound activities” and share an application example.
• Analyze the use of the design principle, “Provide support for learners with varied experience levels” and provide an application example.
• Analyze the use of the design principle, “Support sharing and discourse among learners” and provide an application example.

Duration: 6-8 weeks of asynchronous learning and two synchronous online sessions. One online 90 minute session will occur at the beginning of the mini-course. A second synchronous online 90 minute session will be held three weeks following the end of the course as an opportunity to present final PDIPs and for follow up support.

Work required: Each learner will be asked to participate in weekly updates by providing a 150  word comment posted to Scholar. Learners will also be asked to create five updates posted to Scholar that consist of 250 words, include at least 2 media examples, and align with weekly topics.

 

Upate 0: Precourse Orientation

Learning Objective: Build familiarity with Scholar platform, review course content and set a personalized learning goal. 

Welcome to "Design Principles for Online Teacher Professional Development!" This professional learning opportunity is provided on the Scholar learning platform. Build your comfort level for using the platform by exploring its features and the Communities that are available to you. 

If you would like additional information on using the Scholar platform, tutorials are available at this link: CGScholar Introduction.

This course is built on two primary resources: 

1. The ongoing research design project of Nathaniel Ostashewski, Susan Moisey and Doug Reid as described in the article "Applying Constructionist Principles to Online Teacher Professional Development" published in The International Review of Research in Open and Distance Learning in 2011. The design principles and the context of their development are included on pages 145-150 or this article linked below:
   

   Ostashewski_Moisey_Reid_.pdf
2.   The article "Professional Learning in a Digital Age" published in Canadian Journal of Learning and Technology in 2012.  Most of the content for this course was derived from pages 2-7. This article is linked below:

Content Overview and Objectives:

• Design Principle 1: Design learning that is relevant to authentic teacher practice.
• Design Principle 2: Design for easy teacher access, flexibility, and support for application.
• Design Principle 3: Design activities that are grounded in current learning theory and pedagogy.
• Design Principle 4: Design scaffolding to support varied learners and experience levels.
• Design Principle 5: Design intentional opportunities for learners to dialogue and network.
• Developing and implementing a Professional Development Improvement Plan (PDIP).

​Final Project: PDIP: For your final project you will develop a Professional Development Improvement Plan (PDIP) based on your analysis of each of the oTPD design principles against your current practice. You will be using the PDIP evaluation rubric posted below to describe your current strengths in each area and identify actions that you could take to improve your own design practice.

At the completion of the module, your plan will be peer reviewed by three other learners in this mini-course and you will provide feedback on three PDIPs from your peers as well. You can use this feedback to revise your plan. Draft PDIPs are due one week after the final asynchronous session, peer feedback of these plans is due one week after receiving them. You will have one week to make revisions prior to presenting your PDIPs at the final synchronous session. Dates for these assignments and the final synchronous session will be set by the course facilitator and communicated to you. 

In the final synchronous online session, you will have an opportunity to share your final plan in a five minute ‘lightning talk’. You will see all the plans that your peers have developed as well. This project is a requirement for full PL Credit Hours.

Posted below is the PDIP evaluation rubric to support you as you develop your plan. This rubric will be used to review others’ plans as well. You may choose to complete the rubric as you progress through each principle or at the end of the series.

Update:  Review the suggested pages from the two articles and the content for this course. Write a personalized learning goal based on this information and post it as an update in the Scholar community. 

Pre-Post Survey:  Please complete the pre-rating section side only of the Pre-Post Survey and submit it to the facilitator. Look for that link to come soon.

Synchronous Session: The course facilitator will schedule a 90 minute Zoom meeting for all participants of the course and will contact you with the date and time. Be prepared to share a short introduction of yourself and your personalized learning goal in that session. 

 

Update 1: oTPD Design Principle 1 - Design learning to be highly relevant to educator practice.

 

First, let’s review the final application project that will support you towards the learning goal for the series. Our goal is that "Learners will build confidence in applying research-based oTPD design principles to the design of online professional learning." At the completion of this module you should have strengthened your ability to apply the five design principles in your design work. The final application project, the PDIP, will demonstrate that you have achieved this goal.

Remember that at the completion of the module, your plan will be peer reviewed by three other learners. You will also provide feedback on three PDIPs from your peers as well. You will  use this feedback to revise your plan. Draft PDIPs are due two weeks after the final synchronous session. You will have one week to revise your plans before presenting them.

In the final synchronous online session, you will have an opportunity to share your final plan in a five minute ‘lightning talk’. You will see all the plans that your peers have developed as well. This project is a requirement for full PL Credit Hours.

Learning Objective: Analyze the use of the design principle “Design learning relevant to teacher professional practice” (Ostashewski, et al., 2011) and share an application example.

This mini-course will focus on authentic learning through the work of two research projects. The first is “Applying Constructionist Principles to Online Teacher Professional Development” (oTPD) a project authored by Ostashewski, Morrissey, and Reid (2011). This project explored what makes online teacher professional development effective in a ‘courselet’ format. These researchers described seven design principles that support high quality oTPD based on their experience in an ongoing design-based research project. As learners, you will explore five of these seven design principles through explanation, media and examples, and consider how principle might support you in your individual context.

The second resource comes from researchers Brooks and Gibson (2012), who published an article in the Canadian Journal of Learning and Technology titled “Professional Learning in the Digital Age”. These researchers identified three benefits specific to online Teacher Professional Development

 

Design Principle 1: Design learning relevant to teacher professional practice.

Often the feedback we receive from teachers about professional development offerings describes a lack of alignment with teachers’ actual learning needs in the classroom (TNTP, 2015).

If our goal is to impact teacher practice, what we design, develop, and deliver must match the actual needs of educators and their roles. Ostashewski, et al. (2011) found that effective oTPD must include learning that relates closely to the actual practice needs of the educators for whom it is designed. As teachers, we often refer to the question,“What is it that my students need to know and be able to do?” as we plan for our students. We can use this same question as we apply this design principle to the development of oTPD. 

 

What is it the educators need to know and be able to do in order to improve their practice?

 

The Learning Forward Standards for Professional Learning (2011) also identify the importance of designing learning opportunities that align with desired outcomes. You are probably familiar with this standard that advocates for PL that supports educator as well as student performance.

The “Outcomes” Standard: “Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.” (Learning Forward, 2011). 

Take a few minutes to review this video that illustrates how the concept of alignment is applied in the LF Standards.

Learning Forward. (2017, January 7). How the Standards for Professional Learning ensure high-quality professional learning. [Video}]. YouTube. https://youtu.be/MdEfTrptOt8

Ostashewski et al. (2011) suggest that oTPD that is relevant to teacher practice includes these three features:

1. Relevant oTPD design includes strategies to ensure that provided resources and learning experiences are relevant to the learner.
2. Relevant oTPD design focuses on the learning needed by educators in their current teaching/leading context
3. Relevant oTPD designs learning activities with a clearly defined outcome and supports application in professional practice

 

Learning that can be defined as ‘relevant’ aligns to authentic needs of educators and to ‘useable’ tools, evidence-based strategies, useful data, and applicable concepts that can enhance teaching or leading in classrooms and schools. One example of supporting this principle might be to develop a survey on learning needs for your staff or oTPD audience and use the results to identify what those educators most need.

For some additional examples, read this Edutopia article: 6 Things to Consider When Planning Professional Development.

 

Reflect: What are the learning needs of the educators that you are designing oTPD for currently? How well do you know what those needs are and how might you better understand those needs? What suggestion for improvement might you share based on this design principle?

Self-assess: Use the PDIP Action Plan and Rubric to self-assess your strengths and areas for growth relevant to this design principle. You will use this information to create your PDIP plan that will be peer reviewed. The peer review rubric is at the bottom of the document. 

Comment: Provide a comment to this update in Scholar based on your reflection.

Update: Consider this principle on designing learning that is relevant to the practice of the learners you will be supporting. Identify the practice needs of some of your learners and share an update that includes at least one example of professional learning that would be relevant for them.

Update 2: oTPD Design Principle 2 – Design learning that is accessible, flexible, and provides ongoing support.

Learning Objective: Analyze the use of the principle to “Provide easy teacher access, designing for flexibility and ongoing support” (Ostashewski et al., 2011) and share an application example.

First, let’s review the final application project that will support you towards the learning goal for the series. Our goal is that "Learners will build confidence in applying research-based oTPD design principles to the design of online professional learning."  At the completion of this module you should have strengthen your ability to apply the five design principles in your design work. The final application project will demonstrate that you have achieved this goal.

For this project you will develop a Professional Development Improvement Plan (PDIP) based on your analysis of each of the oTPD design principles against your current practice. You will be using the PDIP evaluation rubric posted below to describe your current strengths in each area and identify actions that you could take to improve your own design practice.

At the completion of the module, your plan will be peer reviewed by three other learners in this mini-course and you will provide feedback on three PDIPs from your peers as well. You can use this feedback to revise your plan. Draft PDIPs are due three weeks prior to the final synchronous session. The date for the final synchronous session will be set by the course facilitator.

In the final synchronous online session, you will have an opportunity to share your final plan in a five minute ‘lightning talk’. You will see all the plans that your peers have developed as well. This project is a requirement for full PL Credit Hours.

Posted below is the PDIP evaluation rubric to support you as you develop your plan. This rubric will be used to review others’ plans as well. You may choose to complete the rubric as you progress through each principle or at the end of the series.

Design Principle 2: Provide easy teacher access, designing for flexibility and ongoing support.

This principle supports the idea of doing ‘PD’ differently. The traditional ‘workshop’ model of PD is a one-time event that does not provide the kind of ongoing support or flexible access that teachers need to practice new skills or apply new knowledge. One way to envision this principle in action is through ‘job-embedded’ professional learning. Anne Cunningham-Morris, director of professional learning and field services for ASCD describes job-embedded PD and provides examples in the following two short videos.

ASCD. (2014, December 19). What is job-embedded professional learning? [Video]. YouTube. https://youtu.be/2T_6XoRth_s

ASCD. (2014, December 19). Examples of job-embedded professional learning. [Video]. YouTube. https://youtu.be/o4NpohPjjl8

Another way to think of this principle is designing oTPD opportunities that provide for teacher choice and voice in what and how teachers learn. This ties to the previous principle on PD for educators that is relevant to their practice. If we ask, educators can identify what they most need to know or be able to do and we can use their ‘voice’ to design oTPD that aligns.

Read this Edutopia article "The Importance of Choice in PD" for additional insight into effective online professional development. https://www.edutopia.org/article/importance-choice-pd

Fortunately, online learning formats can make it easier to provide access and flexibility in professional learning through asynchronous learning ‘modules’ or ‘mini-courses’. We can leverage social media like Twitter to provide additional support through Professional Learning Networks (PLNs) like #LearningForward or #Edcamp or by providing recorded podcasts developed to provide ‘just-in-time’ support to educators.

 

The ‘flipped classroom’ approach may be another way to accomplish this design principle in practice for a quick review of this instructional approach, look at this Schoology article “A Beginners Guide to Flipped Classroom” on the topic.

Here is the story of how a K-12 district in Pennsylvannia applied the ‘flipped classroom’ approach to the professional development that they offered their teachers. In an oTPD environment, this might look like a combination of asynchronous and synchronous online sessions. "We Flipped Professional Development and Our Teachers Loved It." 

 

Ostashewski et al. (2011) suggest that oTPD that is designed for easy access, flexibility and ongoing support includes these features:

1. Accessible oTPD design includes short, focused oTPD opportunites that address specific learning needs, including technology.
2. Accessible oTPD design includes activities that provide flexibility that supports learning and allows for learner choice in activities.

 

If educators are to take advantage of oTPD, its design needs to include chunking of content into useful information that supports their needs. The activities that are designed should allow for learner choice and voice and be flexible enough to facilitate on-the-job professional learning.

For additional information on flexibility, access, and support in oTPD, read this Edutopia article on creating effective PD, "3 Tips on Creating Effective PD"

 

Reflect: What flexible or accessible professional learning have you experienced? What features added to the value of that experience for your own PL needs? How might ongoing support have been provided for that learning? What suggestion for improvement might you share based on this design principle?

Self-assess: Use the PDIP Action Plan and Rubric to self-assess your strengths and areas for growth relevant to this design principle. You will use this information to create your PDIP plan that will be peer reviewed. The peer review rubric is at the bottom of the document.

Comment: Provide a comment to this update based on your reflection.

Update: Consider this  principle for oTPD that is designed for easy access, flexibility and ongoing support. Share an update in Scholar that addresses an interesting method for supporting one or more of these features

Update 3: oTPD Design Principle 3 – Design learning that provides theoretically and pedagogically sound activities.

Learning Objective: Analyze the function of the design principle “Provide theoretically and pedagogically sound activities” (Ostashewski, et al., 2011) and share an application example of its use.

Design Principle 3: Design learning that provides theoretically and pedagogically sound activities.

This principle has a dual focus on adult learning theory and pedagogy linked to the development of resources and activities. As designers, we want to incorporate evidence-based strategies grounded in sound learning theory in order to help support teachers ‘bridge the gap’ between theory and practice.

Let's start with a question.Take 1- 3 minutes to consider your response.

“What adult learning theory or pedagogy do you currently incorporate into the online teacher professional development opportunities that you provide?” 

 

You may have noted several theoretical models in your response. oTPD is new for many and while we may be able to apply in person theory to online learning, there are some distinct requirements and benefits inherent in online learning for adults. We are going to look at the Knowles (1980) model of adult learning, or andragogy, and the Community of Inquiry framework (Garrison et al., 2000) for creating successful online learning environments.

This might be a review for some and new to others, so feel free to choose from the following resources as you learn about or review each of these oTPD models.

 

Model 1: Knowles Adult Learning Theory (1980)

Note. Image source: https://knowlestheories.weebly.com/principles-of-andragogy.html 9.26.20

 

An eLearning Industry article with audio option, "The Adult Learning Theory and Andragogy of Malcolm Knowles"  

An infographic from eLearning Industry on adult learning theory and andragogy.

A video on adult learning theory and Knowles' six assumptions of adult learners. 

Fox, P. (2020, July 22). Adult learning theory: Knowles' 6 assumptions of adult learners.  [Video]. YouTube. https://youtu.be/SArAggTULLU

 

Model 2:  Community of Inquiry Model (Garrison et al, 2000)

Note. Image source: https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/1-Getting-Started-Module/3-transitioning-online-unit/8_community-inquiry.html 9.6.20

 

You can explore more about this online learning module by reading this Purdue University article titled, "Community of Inquiry Framework"  provided by the Online Respository for Online Teaching and Learning. 

And from this video explaining the model:

Borup, J. Jun 20, 2014 community of inquiry https://youtu.be/273WuFa6Z04 (9.26.20) [Video]. YouTube.

 

This infographic summarizes the COI Model and shares helpful tips for using the COI model in online learning, "COI TIPS" . 

There are other models and frameworks for oTPD that you might take a look at in addition to the ones listed here. You may have another framework that you align to as well. This is an easy area to ‘sidestep’ when designing oTPD, so having a plan in advance of development can support the use of this principle in your practice.

The Learning Forward Standards for Professional Learning (2011) also identify the importance of designing learning opportunities that rely upon research-based theories and models like the ones we have looked at here.

The “Learning Designs” Standard: “Professional learning that increases educator effectiveness and results for all students integrates theories research and models of human learning to achieve its intended outcomes.”

Learning Forward identifies the following “core elements” of this standard: Apply learning theories, research, and models; Select learning designs; Promote active engagement. This standard identifies similar components of effective PL as Design Principle 3 does for oTPD.

Ostashewski et al. (2011) include three descriptors for oTPD that “Provides theoretically and pedagogically sound activities ” explaining how this principle looks in practice. Consider these three in light of your current approach to designing activities for learners in oTPD.

1. Theoretically and pedagogically sound oTPD design includes a depth of resources and enough variety to adequately support individuals' learning needs.
2. Theoretically and pedagogically sound oTPD design facilitates educators' linking of conceptual understanding with practical application.
3. Theoretically and pedagogically sound oTPD design includes activities that engage educators with the identified content and focus of the learning.

Reflect: What benefits might you see to building oTPD on established theory and andragogy? What hurdle might you see to doing this? What are your thoughts about how collaboration among oTPD developers might assist in incorporating this principle into your work?

Self-assess: Use the PDIP Action Plan and Rubric to self-assess your strengths and areas for growth relevant to this design principle. You will use this information to create your PDIP plan that will be peer reviewed. The peer review rubric is at the bottom of the document.

Comment: Provide a comment to this update in Scholar based on your reflection.

 

Update: Consider the oTPD design principle to “provide theoretically and pedagogically sound activities” (Ostashewski et al., 2011). Create and share an update using Scholar on an engaging activity for educators that aligns with one aspect of this principle.

Update 4: oTPD Design Principle 4 – Provide support for learners with varied experience levels.

Learning Objective: Analyze the function of the design principle, “Provide support for learners with varied experience levels” (Ostashewski, et al., 2011) and provide an application example of its use.

Design Principle 4: Provide support for learners with varied experience levels.

 

As an educator, you may be familiar with the practice of differentiated instruction for the students in our classrooms. You may or may not have thought about it in relation to oTPD. Carol Ann Tomlinson explains that “differentiation means giving students multiple options for taking in information (1999).” In oTPD our ‘students’ are the adult learners for whom we design the learning. For Tomlinson, differentiation offers different ways for learning to occur and different methods for learners to demonstrate their learning. In 2003, Tomlinson, et al. identified six “hallmarks” of effective differentiation. You may already be familiar with these descriptors, if not, they are listed here as a reminder. As you read or review, consider which of these you may already be including as part of the design for oTPD.

Hallmarks of Effective Differentiation (Tomlinson et al., 2003):

1. Effective differentiation of curriculum and instruction is proactive, rather than reactive.
2. Effective differentiation employs flexible use of small teaching-learning groups in the classroom.
3. Effective differentiation varies the materials used by individuals and small groups of students in the classroom.
4. Effective differentiation uses variable pacing as a means of addressing learner needs.
5. Effective differentiation is knowledge centered.
6. Effective differentiation is learner centered.  

This design principle suggests a proactive approach to supporting all the learners who may access oTPD by addressing their varied knowledge and experience levels. We know that the educators who participate in professional learning may be new to the profession or seasoned teachers holding advanced degrees and certifications. Effective oTPD acknowledges these differences. It may require some additional time and planning, but there are benefits to designing opportunities for differentiation. This Edutopia article, "The Benefits of Differentiation in Professional Development"  speaks to some of the benefits of planning for differentiation in professional development.

Are there any additional benefits to differentiation that you have observed in your PL practice?

It might be helpful to consider other practical methods for providing support for learners in online professional learning. Here are some resources that might spark ideas for you in applying this design principle to oTPD. Choose one or more to read through and discover additional strategies you may be able to use to improve the scaffolding in your own design of OTPD.

• "Differentiating Instruction in Professional Learning" from ASCD. 
• "Why Don't We Differentiate PD", a blog article by Pauline Zdonek in Edutopia.
• "Making PD More Meaningful through Personalization" from Edutopia. 

 

Ostashewski et al. (2011) include these three descriptors for the design principle, “Provide support for learners with varied experience levels.” Consider these three descriptors in light of your current approach to supporting varied learners in the oTPD that you design.

1. oTPD design that supports learners with varied experience levels scaffolds the learning environment to support learning and reflection for ALL learners.
2. oTPD design that supports learners with varied experience levels provides scaffolded opportunities for learner inquiry, engagement, and reflection.
3. oTPD design that supports learners with varied experience levels offers materials in a variety of formats and supports technology use for new users.

 

Reflect: You explored the framework of differentiation for supporting learners with varied backgrounds and experiences. What additional strategies or frameworks might you see aligning with this goal? Do you feel that the benefit to learners is worth the time take to plan for these supports in oTPD? Why or why not? Do you have a suggestion for improvement based on this design principle?

Self-assess: Use the PDIP Action Plan and Rubric to self-assess your strengths and areas for growth relevant to this design principle. You will use this information to create your PDIP plan that will be peer reviewed. The peer review rubric is at the bottom of the document.

Comment: Provide a comment to this update in Scholar based on your reflection.

 

Update: Consider the oTPD design principle to “provide support for learners with varied experience levels”(Ostashewski et al., 2011). Create and share an update in Scholar illustrating one benefit, barrier or example of this principle in practice in oTPD.

 

Update 5: oTPD Design Principle 5 – Support sharing and discourse among learners.

Learning Objective: Analyze the use of the design principle, “Support sharing and discourse among learners” (Ostashewski, et al., 2011) and provide an application example.

Design Principle 5: Support sharing and discourse among learners.

Researchers Brooks and Gibson (2012) identify the changes that have occurred in teacher PD as technology access has increased. They created a continuum to show what has happened as professional learning has progressed from non-technology approaches to technology added approaches and then finally to teacher-mediated professional learning (TMPL). If you have been in the field of education for a while, you may have experienced some of these changes either as a learner or as a teacher.

PD Models Continuum  (Brooks & Gibson, 2012, p. 7).

These researchers also share characteristics of what they refer to as the “evolution of oTPD to TMPL” in Table 1 “Characteristics of oTPD and TMPL” from their article. Here is a reproduction of that table. As you read through it, note what changes stand out to you.

You may have noticed the changes from oTPD to TMPL to hinge on ideas like ‘networking, interactions, social, communities and interactions’. These characteristics align with the design principle to ‘Support sharing and discourse among learners’.

Another important distinction seen in this ‘evolution’ is seeing the theoretical basis for professional learning move away from individual knowledge making towards collective knowledge building through participation and shared learning. Brooks and Gibson (2012) put it this way, “Distributed cognition, the idea that the process and the interactions through which knowledge is created constitutes learning, challenges some long held beliefs which considered learning as an internalized, one-person act.” (p.8.)

 

The 2011 Learning Forward Standards for Professional Learning include this idea in the standard for ‘Learning Communities’. Shirley Hord explains this concept and its impact on professional learning in this video.

 

Learning Forward. (2011, December 1) Learning Communities Standard. [Video]. YouTube. https://www.youtube.com/watch?v=KvO9e_hOzw4&t=11s

 

Providing opportunities for learners to reflect on their learning is one application of the design principle, 'Support sharing and discourse among learners'.  You may have noticed this practice being used consistently throughout this professional learning opportunity. The intent of including reflection is to support you as a learner to do the deeper thinking needed to apply each of these principles to your work. Reflection can easily be incorporated into online learning environments and can be supported by open ended questions, protocols that scaffold thinking and pauses for learners to share reflections with each other.

In addition there are other strategies that can be used to support sharing and discourse among learners in oTPD. The idea of discourse and discussion in an online asynchronous environment may seem like a mismatch at first, but the experience of online educators shows that there can be advantages to this format. Watch these educators describe advantages to online discussion and share a few of their own strategies for facilitating quality dialogue.

COFAonlineUNSW. (2011, February 22) Conducting effective online discussions. [Video]. YouTube. https://youtu.be/TxzipYOGaoE

Reflecting on one’s learning is also a valuable practice that can increase the likelihood of successful use of new learning. It can serve to deepen the learning experience beyond acquiring knowledge to analysis and contextual application.

Here is a resource from Edutopia that discusses the value of reflection in professional development and provides some ideas for integrating it. As you read, see if you may be able to thinkg of ways to include these ideas in an online learning format; "The Place of Reflection in PD." 

Brooks and Gibson (2012) describe this aspect of professional learning as “a deeper, introspective process in which individuals look inward at their own motivations, beliefs and biases and how these personal markings influence practice” (p.4). They suggest the use of a common artifact, like a video, that can support rich discussion and state that an online platform may enable learners to more easily share opinions and insights.

 

Ostashewski et al. (2011) include these three descriptors for the design principle, “Support sharing and discourse among learners.” Consider these three descriptors in light of your current approach to facilitating discourse between learners in the oTPD that you design.

1. oTPD design that supports sharing and discourse among learners creates activities that focus  on reflective practice.

2. oTPD design that supports sharing and discourse among learners facilitates meaningful learner discourse within and beyond the learning environment using technology. 

3. oTPD design that supports sharing and discourse among learners provide opportunities for structured and informal teacher collaboration and networking using technolo.

 

Reflect: What benefits to oTPD do you see in the principle to “support sharing and discourse among learners”? What barriers might exist and how might you address those barriers in order to include this in the oTPD that you design?

Self-assess: Use the PDIP Action Plan and Rubric to self-assess your strengths and areas for growth relevant to this design principle. You will use this information to create your PDIP plan that will be peer reviewed. The peer review rubric is at the bottom of the document.

Comment: Provide a comment to this update on Scholar based on your reflection.

 

Update: Consider the oTPD design principle to “support sharing and discourse among learners” (Ostashewski et al., 2011). Create and share an update in Scholar illustrating one benefit, barrier or example of this principle in practice in oTPD.