scholarly journals Online professional development conferences: An effective, economical and eco-friendly option

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Lynn Anderson ◽  
Terry Anderson
Keyword(s):  
Professional Development ◽  
Global Climate Change ◽  
Negative Impact ◽  
Global Climate ◽  
Online Professional Development ◽  
Face To Face ◽  
The Past ◽  
Carbon Dioxide Co2 ◽  
The Cost ◽  
And Training

In order to stay current within their field, many professionals regularly attend conferences and training events in distant locales. Travel to these conferences costs professionals, and their sponsor organizations, both time and money. In the past the benefits afforded by these conferences, and the lack of comparable alternatives, have provided justification for these expenditures. However, recent studies have shown that the cost of travel extends beyond the pocketbook. Transportation is a major contributor of carbon dioxide (CO2) emissions, a key suspect in the argument for the negative impact of global climate change. This paper examines the potential effects of travel to these conferences on the environment and promotes online conferences as a comparable alternative to face-to-face events. A successful online conference is used to demonstrate the magnitude of the environmental and economical benefits of online conferences. The authors posit that online conferencing technologies have evolved such that they now offer another option for professional development that is effective, economical and environmentally friendly. Résumé : Afin de rester à jour dans leur domaine, de nombreux professionnels participent régulièrement à des colloques et à des activités de formation dans des endroits éloignés. Se déplacer pour assister à de tels congrès ou colloques demande des investissements à la fois en temps et en argent de la part des professionnels et de leurs établissements parrains. Si, par le passé, les bénéfices que procuraient ces colloques et l’absence de solutions de rechange comparables justifiaient de telles dépenses, des études récentes ont toutefois montré que les frais de déplacement s’étendent au-delà des coûts financiers. Les transports constituent une source majeure des émissions de dioxyde de carbone (CO2), un composé soupçonné d’être l’un des facteurs clés de l’impact négatif de l’humain sur le changement climatique mondial. Le présent article examine les effets potentiels des déplacements à de tels colloques sur l’environnement et fait la promotion des activités de formation en ligne comme solution de rechange comparable à des événements auxquels on doit assister en personne. Une activité de formation en ligne réussie est exploitée afin de démontrer l’ampleur des avantages environnementaux et économiques que présentent les formations en ligne. Les auteurs postulent que les technologies de conférence en ligne ont évolué de telle sorte que ces dernières représentent dorénavant une nouvelle manière de suivre des activités de perfectionnement professionnel, en plus d’être une option efficace, économique et écologique.

A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

scholarly journals Sensitivity of atmospheric aerosol scavenging to precipitation intensity and frequency in the context of global climate change

2017 ◽  
Author(s):  
Pei Hou ◽  
Shiliang Wu ◽  
Jessica L. McCarty
Keyword(s):  
Climate Change ◽  
Global Climate Change ◽  
Atmospheric Aerosols ◽  
Atmospheric Aerosol ◽  
Model Simulation ◽  
Global Climate ◽  
Regional Scale ◽  
Precipitation Intensity ◽  
The Past ◽  
Precipitation Changes

Abstract. Wet deposition driven by precipitation is an important sink for atmospheric aerosols and soluble gases. We investigate the sensitivity of atmospheric aerosol lifetimes to precipitation intensity and frequency in the context of global climate change. Our study, based on the GEOS-Chem model simulation, shows that the removal efficiency and hence the atmospheric lifetime of aerosols have significantly higher sensitivities to precipitation frequencies than to precipitation intensities, indicating that the same amount of precipitation may lead to different removal efficiencies of atmospheric aerosols. Combining the long-term trends of precipitation patterns for various regions with the sensitivities of atmospheric aerosols lifetimes to various precipitation characteristics allows us to examine the potential impacts of precipitation changes on atmospheric aerosols. Analyses based on an observational dataset show that precipitation frequency in some regions have decreased in the past 14 years, which might increase the atmospheric aerosol lifetimes in those regions. Similar analyses based on multiple reanalysis meteorological datasets indicate that the precipitation changes over the past 30 years can lead to perturbations in the atmospheric aerosol lifetimes by 10 % or higher at the regional scale.

scholarly journals Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative? (An Evaluation Using the CIPP Model)

2021 ◽  
Vol 5 (2) ◽  
pp. 162-171
Author(s):  
Santi Setiani Hasanah* ◽  
Anna Permanasari ◽  
Riandi Riandi
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Program Implementation ◽  
Online Training ◽  
Product Evaluation ◽  
Online Professional Development ◽  
Mixed Method Research ◽  
Stem Learning ◽  
Face To Face ◽  
Cipp Model

During the pandemic, face-to-face training should not be carried out to reduce the spread of the covid outbreak. Therefore, online teacher professional development is an alternative method to replace the face-to-face training. In a program implementation, evaluation is an important component to determine whether the program has been implemented well or not. This evaluation is important to determine the effect of this online training on improving STEM PCK teachers. The evaluation used the CIPP model (Context, Input, Process, and Product), with the embedded mixed method research. This research was conducted on 60 science teachers of SMP alumni online training organized by PPPPTK IPA, from the “Sayangi Bumi” classroom. The results of the context evaluation show that 100% of respondents stated that the program is in accordance with the needs of teachers to strengthen their PCK., while the resources used in the program (Input evaluation) were good. The program implementation process ran 100% as planned and the product evaluation shows an increased teachers' understanding of the STEM approach. Teacher considered that the online professional development is very useful for teachers and can develop their skills in implementing STEM learning during distance learning. Online PD, apart from low-cost, can actually be an alternative way in improving teachers' STEM PCK competence and it also can reach all islands in Indonesia

scholarly journals Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

2008 ◽  
Vol 33 (2) ◽  
Author(s):  
George Zhou ◽  
Stanley Varnhagen ◽  
Myrna R. Sears ◽  
Susan Kasprzak ◽  
Gail Shervey
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Change ◽  
Online Professional Development ◽  
Inservice Teachers ◽  
Face To Face ◽  
Information And Communication ◽  
Groupe De Discussion

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

scholarly journals Bio-modulating wine acidity: The role of non-Saccharomyces yeasts

2019 ◽  
Author(s):  
Alice Vilela
Keyword(s):  
Climate Change ◽  
Global Climate Change ◽  
Global Climate ◽  
Good Balance ◽  
The Past ◽  
Spoilage Yeasts ◽  
Wine Composition ◽  
Saccharomyces Yeasts

In recent years, wine consumers have been looking for fruitier wines, with less ethanol, but presenting a good balance in terms of mouthfeel. However, due to the effects of global climate change, wines can be more alcoholic and flatter in terms of acidity. If in the past, non-Saccharomyces yeasts were often considered as spoilage yeasts, now they are used to modulate wine composition, namely in terms of aroma and acidity. In this article, the ability of some non-Saccharomyces yeasts to modulate wine acidity is reviewed.

scholarly journals Effective online professional development: Teacher perceptions, practices, and preferences

2020 ◽  
Author(s):  
Trisha Poole ◽  
Angela Fitzgerald ◽  
Chris Dann
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Future Development ◽  
Self Efficacy ◽  
Online Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Professional Development ◽  
The Future ◽  
Human Connection

Abstract Never before has the importance of effective online professional development been more prominent than it has during the COVID-19 times with the significant transition to working and teaching online. Effective professional development (PD) is critical in supporting in-service teachers to continue developing professionally, expanding their knowledge, skills, and abilities, and enhancing self-efficacy. The elements of effective face-to-face PD have been researched extensively, but those for online PD remain elusive. This paper reports on the perspectives of in-service teachers who were surveyed on their preferences, practices, and perceptions of effective online PD. The elements of effective online PD were identified: flexibility, human connection, content, savings, and technology. These elements are presented in the context of teachers’ behaviours and preferences, which allows a deeper understanding of how to design and develop effective online PD. These findings support the future development of a framework for effective online PD for in-service teachers.

scholarly journals Evidence of Climate Change Engagement Behaviour on a Facebook Fan-Based Page

2020 ◽  
Vol 12 (17) ◽  
pp. 7038
Author(s):  
Kirtika Deo ◽  
Abhnil Amtesh Prasad
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Global Climate Change ◽  
Data Privacy ◽  
Global Climate ◽  
User Engagement ◽  
Small Islands ◽  
The Past ◽  
The Social ◽  
Social Media Platforms

Climate change has become one of the most debated topics in recent times. The social media platforms have given the general public the power and propensity to share and express concerns about climate change. However, climate change awareness created on social media depends on user engagement with the contents modulated by emotions. Much has been researched in this area using Twitter, but Facebook fan-based pages have not been extensively explored in the past. In this study, we investigate the engagement behaviour of users on a Facebook fan-based page titled “Global Climate Change Awareness” by analysing user insights data for two years starting from April 2018 to April 2020. Results show that the frequency of posts made to the page did not significantly promote engagement but improved visibility of the contents to the users. Overall, fan growth was attributed more to increased post visibility that enhanced post engagement. Hashtags associated with climate change had a significant reach amongst users, but those associated with disasters where the page expressed sadness and informed users about taking precautions had the highest engagement rate. Likewise, users from developing countries, especially from the small islands, were more engaged with climate change awareness. This study did not assess negative responses from users (possible deniers of climate change) and other Facebook fan-based pages due to data privacy and stringent Facebook policy.

The 38 years of the microclimate change dynamics across a cropland-windbreak-desert transition zone in the Ulan Buh Desert, northern China

2021 ◽  
Author(s):  
Guan Wang ◽  
Fengmin Luo ◽  
Zhiming Xin ◽  
Junran Li ◽  
Huijie Xiao
Keyword(s):  
Climate Change ◽  
Soil Temperature ◽  
Transition Zone ◽  
Global Climate Change ◽  
Climatic Factors ◽  
Global Climate ◽  
Change Dynamics ◽  
The Past ◽  
Aeolian Erosion ◽  
Ulan Buh Desert

<p>The windbreak system is a major component of successful agricultural systems in arid deserts throughout the world. Ulan Buh Desert is one of the eight biggest deserts in China, and the oases there offer residence and cropland for over 90% of the local residents. However, due to climate change and human disturbances, the Ulan Buh Desert continues spreading to the south, bringing more pressure on the windbreak systems there. Meanwhile, the Chinese government put much effort into greening the desert, establishing artificial shrubs to prevent dune movement and soil loss. How microclimate in the cropland-windbreak-desert system responded to human activities and climate change has rarely been studied. In this study, we investigated the microclimate change dynamics across the cropland-windbreak-desert transition zone during the past 38 years. Two 50 m climatological towers, located in the same distance inner and outside a shelterbelt, have continuously monitored climatic factors, including air temperature, soil temperature, relative humidity, precipitation, evaporation, layered wind speeds, etc., and aeolian erosion related factors, such as layered dustfall. The long-time fluctuations of the inside and outside climatic factors have been analyzed, and the global climate change data, local land-use history, as well as the record of afforestation activities implemented by government and local people, were also collected. The results revealed that both the inside and outside windbreak air temperatures and soil temperatures increased during the past 38 years, which agrees with the global warming phenomenon. The inner windbreak air temperature is consistently lower than the outer windbreak areas, and the temperature difference is biggest in summer and smallest in winter. However, the soil temperature difference between the outside and inner windbreak is unstable. In 1995, 2002, and 2004, the dune areas even had lower soil temperature than the inner cropland. The precipitation is 0.5~100.7mm higher in cropland and the evaporation is lower in cropland when comparing to outside dune areas, but their annual variations changed greatly. The wind speed and erosion rate are significantly lower in cropland than desert dune areas, and the seasonal change exhibited a bimodal curve pattern. The results suggest that the cropland-windbreak-desert transition zone responded to global climate change simultaneously. Although the shelterbelt still creates a favorable regional climatic condition for the cropland, the differences between the inner and outer windbreak areas narrowed during the past 10 years. The aeolian erosion rate reduced significantly in outside windbreak dune areas, which may largely attribute to the artificial Haloxylon ammodendron communities planted at the southeastern margin of the desert.</p>

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