Beginningofsentencecitation:WEEK2INSTRUCTIONALPLANEXAMPLESJones(2009)statedthat...Jonesstudyin2009demonstratedthatPROPOSALDouglassandMorris(2014)conductedastudyof80juniorandseniorsaskingthemtoreflectonsuccessesandfailuresduringtheircollegecareer.Valadez&Duran(2007)havenotedthatadigitaldivideisnowapparentintheclassroomwhichisleadingtostudentsbeingunpreparedfortheirfuturesoncetheyleavetheschools. Partnershipfor21stCenturySkills(2011)hasestablishedawidelyacceptedsetofskillsthataregroupedinthreelevels1)learningandinnovation,2)lifeandcareerskills,and3)technologyskills.Chitanana(2012)foundinhisresearchaconstructivistapproachtodesigningonlinePDwillresultinthegreatestimpactoflearnersuccess.Twentyeighteducatorswereinvolvedinthestudy,whichincludedan8weekiEARNonlinePDcourse.RESEARCHInDaviss(2012)work,fiveparticipantsidentifiedaslowincome,hadchildrenbeforetheageof20,anddescribedbecomingaparentastheirpathwaytoadulthood.LabboandReinking(1999)proposedahierarchycorrespondingtothatdevelopment.RutlandandBarlex(2008)proposedthatstudentsinadvancedcoursesexhibitlesscreativitywhenteachersprovidemorestructuredactivities.

Desimones(2009)conceptualframeworkforprofessionaldevelopmentactivitiescontendsthat:

Professionaldevelopmentactivitieschangeparticipantsknowledgeandskillsand/orattitudesorbeliefs.

Participantsimplementthenewknowledge,skills,attitudesorbeliefstoimproveclassroompractice.

Instructionalchangeinturnfostersincreasedstudentachievement.

Middleofsentencecitation:WEEK2INSTRUCTIONALPLANEXAMPLESAlthoughtheresearchdemonstratesweakcorrelationstoefficacy(Jones,2009)...Thestudy(Jones,2009)demonstrates....PROPOSALConvertingcoursestoadigitalcanvassishappeningthroughoutthecountry(Douglass&Morris,2014)andisanoptionthateveryABEprogramshouldhave.Onecomponentofthe21stcenturyskillsisforstudentstobeabletoworkeffectivelyindiverseteams,(Trilling&Fadel,2009,p.81)sothereisnobetterwayforateachertoinstructstudentstodothisthanbymodelingitforthestudentstosee.InastudybyReevesandPedulla(2013),theresearcherstookthepositionthatonlinePDcanalreadybeconsideredeffective.RESEARCHWhenmakingacomparisonofstudents'engagementandinteractionwithtechnologycomparedwithothermethodsofinteractioninlearning,Thomas,Laird,andKuh(2005)reportedapositiverelationshipbetweenstudentengagementandinformationtechnology.Theempiricalresearchpresentedisdrawnfroma12monthparticipatoryactionresearchproject(Kemmis&McTaggart,2000)conductedinoneruralprimaryschoolinNSW,Australia.Inresponsetochallengesstudentswillfaceinourhightech,globallyinterdependentworld,MosensonandFox(2011)developedthe21stCenturyProcessSkillsModelandAssessmentFramework.Acrossfourrandomizedcontrolledtrialsindifferentgrades/subjects,ODwyeretal.(2010)foundmediumtolargeOPDeffectsonteacherknowledgeandinstructionalpracticesaswellassomesmalleffectsonshortrangestudentoutcomes.

Second,inasimilarexperimentalstudyRusselletal.(2009)foundnodifferencesinOPDsimpactwhenmanipulatingtheamountofsupportiveinteractionsprovidedbycontentexperts,onlinefacilitatorsandpeers.

Endofsentencecitation:WEEK2INSTRUCTIONALPLANEXAMPLESSeveralresearchershaveconcludedthatteacherefficacyleadstostudentachievement(Jones,2009Smith,2010).PROPOSALAttheinstitutionallevel,thereislittlethatcanbedoneoutsideoftheschoolwallstoalleviatethepressuresoflongworkdays,lowincomeandparentingresponsibilitiesthatABElearnersface(Tigheetal.,2013).Howevernowtherehasbeenahistoricshifttoa21stCenturyKnowledgeAge,decadesinthemaking,[which]hasforevertiltedthebalanceofwhatisneededandvaluedinourwork,orlearningandourlife(Trilling&Fadel,2009,p.19). Forexample,mostproblemsolvingactivitiesinsciencetextbooksrelyonwelldefinedandwellstructuredproblemsthatdonotrequiretheskillsinvolvedinthe21stcenturyworkplace(Antonenko,Farzaneh,&Greenwood,2011).AwidevarietyofstudieshavebeenconductedrelatingtoPD,andmanyhavefounditsimpactonclassroompractice,whichinturnpositivelyimpactsthestudentsreceivinginstruction(Reeves&Pedulla,2013).Itcomesasnosurprisethatinthe1960smanyschoolsbeganplacingafocusonPDfortheirschoolstaff(Vu,Cao,Vu,&Cepero,2014).RESEARCHInsomeAustralianuniversities,forexampleattheuniversitywherethisstudywasconducted,thestudentpopulationarticulatingfromtheVETsectortendstoincludeahigherproportionofmatureagestudents(Aitchison,Catterall,Docket,&Perry,2006).Differentstudiesreportarelativelylow,basicandrepetitiveuseofICTinK12,associatedtosimpleandtraditionalpedagogicalactivities,ratherthantomorecomplexand/orinnovativeones(Trucano,2005Lawetal.,2008).Tocounterthislossofcreativity,educatorsshouldteachcreativelybymakinglearninginteresting,butteachforcreativitybydevelopingthestudentscreativethinkingandability,therebyshiftingthefocusfromteachertostudent(Jeffrey&Craft,2004Rutland&Barlex,2008).

LessonsaboutOPDcanalsobelearnedfromthebroaderonlinelearningeffectivenessliterature.Earliermetaanalysesandliteraturereviewsinthisfieldhavehighlightedtheimportanceof,forexample:instructorinvolvement,interactionamongparticipants,participantscomputerproficiency,timeontask,learneractivityandreflection,andfeedbackfromtheinstructor(Zhao,Lei,Yan,Lai,&Tan,2005TallentRunnelsetal.,2006Means,Toyama,Murphy,Bakia,&Jones,2009).