Much-needed direction for navigating online professional development
Although many educators are on the fast track to embracing online professional development (OPD), choosing the best solution is not as simple as pushing a button. OPD expert John D. Ross′s practical framework will guide you through asking the right questions and making sound development and purchasing decisions. The book′s process is founded on proven principles of professional learning and instructional design. You will benefit from others′ experience and expertise while efficiently charting a cost-effective course to success. This reader-friendly guide provides a path to answering these fundamental questions:
- Why online professional development?
- How much does it cost?
- How do I get started?
- What does high-quality online learning look like?
- What technologies are right for me?
- How do I put it all together?
- Did it work?
Included are an OPD decision matrix, a step-by-step planning and implementation framework, ‘buyer beware’ guidelines, and real-life case studies from successful OPD providers. Whether you want to purchase or create OPD, this time-saving resource will help you understand your financial options and confidently chart your course to success.
Tabella dei contenuti
Preface
Acknowledgments
About the Author
1. Why Online Professional Development?
The OPD Framework
Asking the Right Questions
Why Online Professional Development
Caveat Emptor: Talking to Vendors
Determining Your Need for Online Professional Development
Take Action: Conduct a Needs Assessment and Create Your Vision
Conclusion
2. How Much Does It Cost?
Outcomes
Take Action: Determine Your Desired Outcomes
Measuring Your Outcomes
Support
Security
Required Technology
Ease of Use
Risk
Caveat Emptor: Supporting Your Outcomes
Economies of Scale
Conclusion
Take Action: Set Your Mission
3. How Do I Get Started?
Take Inventory
Caveat Emptor: Facilitation Models
Caveat Emptor: Partnering for Success
Conclusion
Take Action: Gap Analysis to Describe Your Needs
4. What Does Good Online Learning Look Like?
Why Instructional Design?
Take Action: Instructional Design Considerations
Getting Your Hands Dirty
Take Action: Content Development Timeline
Using Media to Help (Or Hinder) Learning
Conclusion
Caveat Emptor: Evaluating Media in Online Content
5. What Technologies Are Right for Me?
A Word About Learning Objects
Presenting basic information via text and images
Demonstrating a process, sequence, or procedure
Hosting asynchronous interactions
Hosting synchronous interactions
Growing a learning community
Monitor learning
Take Action: Exploring Technology Specifications
Infrastructure for online professional development
Caveat Emptor: Is Free Right for Me?
Conclusion
Caveat Emptor: Evaluating a Management System
6. Putting it All Together
Gathering all the pieces
Taking Care of Business
Take Action: What Online Facilitators Should Know and Be Able to Do
Putting the Pieces Together
Take Action: Putting all the Pieces Together
Celebration
7: Did it work?
Formative evaluation
Is it better than face-to-face?
Measuring your outcomes
Take Action: Measuring Your Desired Outcomes
Was it worth it?
One story: The framework in action
Design, Deliver, Succeed!
References and Resources
References
Index
Circa l’autore
John Ross has been helping educators from the classroom to the state board room better understand how technology integration enhances school improvement efforts for more than a decade. Spearheading the 2004 launch of an online professional development environment for an educational non-profit, Dr. Ross has since designed and delivered online professional development that has gone to many thousands of educators in Alabama, Florida, Georgia, North Carolina, Tennessee, and Virginia. He has connected with educators across the nation through podcasts, webcasts, webconferences, social networks, dabbling in Second Life, and his blog. Dr. Ross is the subject-matter expert for Principal Connections Online, an expanded, Web-based version of the popular training on technology integration for K-12 leaders. He worked with the Council of Chief State School Officers (CCSSO) to design and develop the free, Web-based Data-Based Decision Making Tool: A Resource for Teachers (www.edvantia.org/dbdm), a comprehensive guide for developing and implementing school improvement efforts; and also developed the Web-based version of the K-12 Total Cost of Ownership, or TCO, Calculator (www.edvantia.org/tco), which is based on the work of the Integrated Technology in Education Group. He served as the director of the Institute for the Advancement of Emerging Technologies in Education and as the director of technology for the Appalachia Regional Comprehensive Center (ARCC), both funded by the U.S. Department of Education, where he has educators at all levels investigate and incorporate new and emerging technologies in support of their work. Dr. Ross is a frequent presenter in the field of educational technology at state and national conferences and has served as a consultant and trainer for teachers, administrators, and policymakers. He teaches an online graduate class he created about technology integration for Bethel University based on the textbook he co-authored with Dr. Katherine Cennamo from Virginia Tech and Dr. Peg Ertmer from Purdue. The textbook, Technology Integration for Meaningful Classroom Use: A Standards-Based Approach, is the first to address the revised National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE). Dr. Ross was a classroom teacher for 10 years and holds a Ph.D. in curriculum and instruction and instructional technology from Virginia Tech.
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