Opportunities for participant interaction with one another in remote professional learning1
- Role-playing of skills and strategies in virtual break-out rooms
- Discussions of a case study or problem of practice
- Discussions to analyze a lesson plan, student work, or recording of a lesson
- Meetings to plan how to implement learnings from a professional learning activity (e.g., applying a new strategy across the science department)
| - Message board to reflect on a case study or problem of practice
- Shared written reflections on an article, book chapter, etc.
- Shared document to analyze and comment on a lesson plan, student work, or recording of a lesson
- Ongoing group text chats to share ideas or troubleshoot problems of practice
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1 Darling-Hammond, Hyler & Gardner. (2017); J.C. Dunlap & P.R. Lowenthal. (2014). The power of presence: Our quest for the right mix of social presence in online courses. In A. A. Piña & A. P. Mizell (Eds.)
Real life distance education: Case studies in practice (pp. 41-66). Greenwich, CT: Information Age Publishers; U.S. Department of Education, Office of Educational Technology. (2017).
Reimagining the role of technology in education: 2017 national education technology plan update; C. Brooks & S. Gibson. (2012).
Professional learning in a digital age.
Canadian Journal of Learning and Technology, 38(2).