OPD Report: Bibliography

Designing and Implementing Online Professional Development Workshops
EDC Center for Online Professional Education

Bibliography

Bannan-Ritland, B., & Milheim, W.D. (no date) Existing WBI courses and their design. Available on the Web at: http://www.virtual.gmu.edu/EDIT611/b-rchapter.htm.
The authors create a framework for describing Web-based educational materials using the dimensions: overall design, instructional methods, and instructional activities.

Berge. Z.L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.
This article lists the roles and functions of the online facilitator categorized under the headings Pedagogical, Social, Managerial, and Technical.

Center for Children and Technology, Education Development Center, Inc. (1998). Online learning, online communities. Available on the Web at: http://lrs.ed.uiuc.edu/Guidelines/MLF-Paper.html.
This article examines practical and pedagogical advantages of online learning communities for teachers.

Dede, C. (1999). Using multiple interactive media to enable effective teaching and learning. Available on the Web at: http://www.wested.org/tie/dlrn/technos1.html.
The author presents a case study of a course designed to give participants a hands-on experience of the range of interactive media.

Ethier, D. (with contributions from Palley, D., Denoncour, M., Rothenberg, S., & Stahl, S.) (1999). District technology planning for all students: Helping to meet the IDEA '97 mandate. LNT Perspectives, Issue 9 (May/June '99). Available on the Web at: http://www.edc.org/LNT/news/Issue9/feature1.htm.
School districts today are faced with multiple needs generated by standards-based reform, the implementation of technology, and the mandates of the Individuals with Disabilities Education Act (IDEA). This article discusses how, through the collaboration of general and special education in its technology planning, Concord, New Hampshire has worked to align those efforts.

Green, L. (1998). Online conferencing: Lessons learned. Human Resources Development Canada: Office of Learning Technologies.

Harasim, L., Hiltz, S.R., Teles, L., & Turoff, M. (1997). Learning networks: A Field guide to teaching and learning online. Cambridge, MA: The MIT Press.
Drawing on their own experiences teaching and learning online, the authors offer a complete guide to the use of computer-mediated communication in education.

Henri, F. (1992). Computer conferencing and content analysis. In A.R. Kaye (Ed.). Collaborative learning through computer conferencing: The Najaden papers. New York, NY: Stringer-Verlag, 116-136.

Hoyt, B. (1998). A project management approach to online communication. CMC Magazine. Available on the Web at: http://www.december.com/cmc/mag/1998/jun/hoyt.html
The author discusses the nature of online communication opportunities and constraints and the necessary development of new communication techniques.

Innovations in Distance Education, Penn State University (1997). An emerging set of guiding principles and practices for the design and development of distance education. Available on the Web at: http://is124.ce.psu.edu/DE/IDE/guiding_principles/ssi/section_1.html.
This article reports on a project funded by the AT&T foundation to help support faculty in the development of distance education.

International Data Corporation (IDC) (1998). Education Markets Research. Available on the Web at: http://www.idc.com.

Joyce, B. and Showers, B. (1995). Student Achievement through Staff Development: Fundamentals of School Renewal, 2^nd edition. White Plains, NY: Longman Publishers.

Kimball, L. (1995). Ten ways to make online learning groups work. Educational Leadership, pp. 54-56. The author identifies steps that facilitators can take to foster collaborative learning in the online environment.

Kleiman, G. (1999). Online workshops for education leaders. LNT Perspectives, Issue 7 (Jan/Feb ’99). Available on the Web at: http://www.edc.org/LNT/news/Issue7/feature2.htm.
The author describes one of the Leadership and the New Technologies online workshops, called "Envisioning the Possibilities: Connecting the Internet with Curriculum Standards and Frameworks". This article contrasts face-to-face and online teaching with adult learners, and offers insights into the advantages and disadvantages of online professional education.

Levin, J. (1995). Organizing educational network interactions: Steps towards a theory of network-based learning environments. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA. Available on the Web at: http://lrs.ed.uiuc.edu/guidelines/Levin-AERA-18Ap95.html.
In order to define a broader theory of network-based learning, the author synthesizes recommendations for effective uses of educational networks into several frameworks.

Loucks-Horsley, S., Hewson, P., Love, N., and Stiles, K. (1998). Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.

Mason, R. (1992). Methodologies for evaluating applications of computer conferencing. In A.R. Kaye (Ed.). Collaborative learning through computer conferencing: The Najaden papers, New York, NY: Stringer-Verlag, 105-115.

Metrick, S., Bjork, K, & Epstein, A. (1999). Emerging technologies for active learning. LNT Perspectives, Issue 10 (July/Aug '99). Available on the Web at: http://www.edc.org/LNT/news/Issue10/feature3.htm.
Based on two online workshops run by EDC in Spring 1999 and funded by the AT&T Foundation and U.S. Department of Education through the NetTech project, this article discusses the educational potential of Multi-User Virtual Environments (MUVEs) and remote-sensing and geographic information system (GIS) technologies, as well as the challenges for implementing them in the classroom. It also summarizes workshop participants’ ideas and perspectives on these issues.

Node Learning Technologies Network (no date). Pedagogy in practice. Available on the Web at: http://thenode.org/pedagogy/.
A series of articles and links that focus on online teaching processes, techniques, and best practices.

Northeast and Islands Regional Educational Laboratory (LAB) at Brown University, the National School Network (NSN), and the Teacher Enhancement Electronic Communications Hall (TEECH) (1999). Electronic Collaboration: A Practical Guide for Educators. Available on the Web at: http://www.lab.brown.edu/public/ocsc/collaboration.guide/index.shtml
This guide gives information needed to understand the basic concepts and to plan and implement electronic collaboration. Topics range from participating in online collaborations and setting up a collaborative environment to moderating a discussion.

Phipps, R. & Merisotis, J. (1999). What's the Difference: A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education. Washington, DC: The Institute for Higher Education Policy. Available on the Web at: http://www.ihep.com/PUB.htm.
This report reviews current research to determine the quality of the analysis, identifying gaps and needs for future research.

Renyi, J. (1996). Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success. National Foundation for the Improvement of Education. Available on the Web at: http://www.nfie.org/exec.htm.
Based on the first-ever national survey of teachers' own views about professional development, NFIE's report asserts that continuous teacher learning is the key to helping students achieve high standards of learning, and that the profession itself must take responsibility for weaving continuous learning into the fabric of the teaching job. The report features many schools and programs across the nation that have increased student learning by focusing on teachers' professional development.

Schrum, L. (1999). Online professional development: Suggestions for success. International Society for Technology in Education (ISTE). Available on the Web at: http://www.att.com/learningnetwork/virtualacademy/success.html.
The author describes the variety of online courses available and provides tools for educators to determine what kind of online learning would best match their learning style.

Schlager, M., & Schank, P. (1997). TAPPED IN: A new on-line teacher community concept for the next generation of Internet technology. SRI International. Paper presented at CSCL '97, the Second International Conference on Computer Support for Collaborative Learning. Available on the Web at: http://www.tappedin.org/info/papers/cscl97/.
The authors describe an online community for K-12 teachers that meet in a multi-user virtual environment.

Serim, F. (1996). Building virtual communities for professional development. The Future of Networking Technologies for Learning. U.S. Department of Education's Office of Educational Technology. Available on the Web at: http://www.ed.gov/Technology/Futures/serim.html.
This article highlights the challenges to providing professional development for teachers seeking to become "cybercitizens."

Sparks, D. and Hirsh, S. (1997). A New Vision for Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development.

Sipusic, M.J. el at. (1999). Virtual collaborative learning: A comparison between face-to-face tutored video instruction and distributed tutored video instruction. Mountain View, CA: Sun Microsystems.

Tinker, R., & Haavind, S. (1996). Netcourses and netseminars: Current practice and new designs. Concord Consortium. http://www.concord.org/pubs/pdf/netcours.pdf.
The authors describe a sample of courses delivered on the Web for the professional development of math and science teachers and outline designs for effective use of the medium.

Treacy, B., Johnson, K., Lofton, M., & Paul, P. (1999). Online professional development for teachers: A collaborative model. LNT Perspectives, Issue 10 (July/Aug '99). Available on the Web at: http://www.edc.org/LNT/news/Issue10/feature2.htm
This article is about the first in a series of online professional development workshops organized as a collaboration between EDC and two Louisiana school districts, funded by a U.S. Department of Education Technology Innovation Challenge Grant. The article describes the project background and the workshops’ design and organization, and also provides a detailed focus on the facilitation model designed to support the workshop goals and participant needs.

Vrasidas, C. & McIsaac, M. (1999). Factors influencing interaction in an online course. American Journal of Distance Education (13), 3, pp. 22 - 35.

Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks. (2), 1. Available on the Web at: http://www.aln.org/alnweb/journal/jaln_vol2issue1.htm#Wegerif
This paper examines the importance of the social dimension and sense of community in the success of online courses.

Willis, B. (1995). Distance education at a glance. Engineering Outreach at the University of Idaho. Available on the Web at: http://www.uidaho.edu/evo/distglan.html.
This article contains excerpts from the author's book, "Distance Education - Strategies and Tools and Distance Education - A Practical Guide," highlighting strategies for teachers, administrators, and facilitators of distance education programs.

Zorfass, J., Remz, A., and Ethier, D. (1998). Illustrating the potential of an online workshop through a case example. CMC Magazine. Available on the Web at: http://www.december.com/cmc/mag/1998/feb/zorfas.html.
The authors present a case study of an online workshop that was designed for educators who are involved in the selection of technology for students with disabilities. The article examines how the online workshop was designed, conducted, and evaluated.

Zorfass, J., Remz, A., Gold, J., Ethier, D., & Corley, P. (1998). Strategies to ensure that online facilitators are successful. Journal of Online Learning, (9), 4.
The authors describe strategies that emerged from a professional development model created and implemented by a project funded by U.S. Department of Education, Office of Special Education to support special educators.