Professional development researchers argue that to affect change, professional development must be ongoing, timely, teacher driven, encouraging reflection, and, most of all, collaborative. Initiatives to meet these standards through online professional development are increasing in number. This article describes a proposed framework for design of online professional development based on the design theories of Krippendorf and of Wenger. The framework is used to analyze three online professional development programs based upon design and implementation information published in the literature. Finally, based on this synthesis of literature, what lessons can be learned which would be of use for current and future efforts to design collaborative spaces for educators' professional growth?
|Keywords:||Design, Online Professional Development, Communities of Practice, Wenger, Krippendorf|
Graduate Student, Department of Curriculum and Instruction, Curriculum, Asthetics, and Teacher Education Division, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
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