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Opportunities for participant interaction with one another in remote professional learning1

Examples of synchronous interactionsExamples of asynchronous interactions
  • 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

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 (PDF); C. Brooks & S. Gibson. (2012). Professional learning in a digital age. (PDF)​ Canadian Journal of Learning and Technology, 38(2).