sessums ed week webinar111809
DESCRIPTION
presentation for Ed Week Webinar on 11/18/09TRANSCRIPT
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Wednesday, November 18, 2009.
presenter:
Christopher D. Sessums, Ph.D.Post Doctoral Associate in Educational Technology
School of Teaching and LearningCollege of Education | University of Florida
Can Web 2.0 Save Teacher Professional Development?
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areas of interest:
learning sciences, learning organizations, and participatory media design
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teacher professional development research:
Much of what passes for TPD has been described as "fragmented, intellectually superficial" (Borko, 2004).
On-going support for meaningful TPD is limited (Barnett, 2002).
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teacher professional development research:
Lack of day-to-day support and mentoring is related to the 50% attrition rate of new teachers w/in their first 5 years of practice (National Commission on Teaching and America's Future, 2003).
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online teacher professional development research (Dede, et al., 2009):
oTPD is a relatively nascent field of study.
Which design features, tools, and strategies work best are still being analyzed.
Evidence is mostly anecdotal with relatively few empirical studies.
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my oTPD research examined (Sessums, 2009):
• what works• for action research coaches• spread throughout NE Florida• how digital media supported a PLC • how this approach can be effective.
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my oTPD research implications for facilitators (Sessums, 2009):
• social artist an understanding of community-building & developing social connections
• educative mentorsufficient knowledge of the practice itself to demonstrate credibility
• community organizationnurturing and strengthening connections
• expressed expectations/ground rules
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my oTPD research implications for facilitators:
Good online community facilitation requires special skills by the facilitator to progress conversations from trivial surface level discussion and social exchange to deeper levels of engagement.
(Ambrose 2001; Sherry,Tavalin & Billig 2001; Collison et al. 2000; Sessums, 2009).
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my oTPD research implications for facilitators:
Create a culture of collaboration –
provide activities that require collaboration, sharing, & reflection.
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my oTPD research implications for facilitators:
Create activities that support dedication to the endeavor (commitment) and dedication to the comm(unity).
Involve participants in project planning, defining team identity, goals, and processes.
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oTPD facilitator challenges:
• technical frustrations• size of community• lack of time due to competing priorities• participants feeling they have nothing to share• info overload after community absence• motivations• how closely should a facil. monitor individuals participation?• standing back and letting participants work through issues
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oTPD research implications for community designers:
Technical designs should reflect/support the community’s goals.
E.g. Task-based, practice-based, knowledge-based, mash-ups (Riel & Polin, 2004)
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my oTPD research take-aways (Sessums, 2009):
New resource constraints and continuing economic re-organization provides the opportunity to transform TPD activities and processes using newer and more meaningful models.
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my oTPD research take-aways (Sessums, 2009):
Rethinking management techniques— Use Web 2.0 tools to allow all participants to serve as reservoirs of innovation, contribution, collaboration.
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my oTPD research take-aways (Sessums, 2009):
Design community activities around your practice. Use Web 2.0 tools to document and share what you’ve learned/accomplished.
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my oTPD research take-aways (Dede, et al., 2009):
design based research needed—
• document and share what works;• for whom;• under what conditions; and• how & why this approach is effective.