Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program

2012 ◽  
pp. 274-289
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers’ professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Increasing Technology Adoption through Certified Digital Educator Programme

2018 ◽  
pp. 17-34 ◽  
Author(s):  
Chee Leong Lim ◽  
Nurhanim Hassan
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Blended Learning ◽  
Development Program ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Learning Skills ◽  
Face To Face ◽  
E Learning ◽  
Training Modules

In this chapter, the certified digital educator (CDE) programme is developed with the aim of providing the academics with an on-going training that will lead to the e-learning certification. Formulated as part of continuous professional development program for academics at Taylor's University, the CDE programme provides opportunities for the academics to equip themselves with related e-learning skills through the byte-sized training modules offered in addition to the existing blended learning and face-to-face session. Through CDE programme, all current e-learning-related training modules currently being offered to the academics have been re-categorized under four e-learning packages, which represent the four essential skill components required by the academics to effectively able to apply technology in their lessons. Upon completion of this program, the participants are awarded the certified digital educator certification that certify them as competent e-learning practitioners.

scholarly journals Using an Adversary Hearing to Evaluate the Effectiveness of a Military Program

2015 ◽  
Author(s):  
Richard Miller ◽  
Jeanne Butler
Keyword(s):  
Professional Development ◽  
Program Effectiveness ◽  
Development Program ◽  
Professional Development Program ◽  
Design And Implementation ◽  
Key Issues ◽  
Development Initiatives ◽  
Survey Evaluation

This study describes the design and implementation of an adversary hearing used to evaluate professional development initiatives in a military environment. The adversary hearing model used in the evaluation was developed to meet the requirements of an environment that differs from other environments in which adversary hearings have been used. The evaluation was conducted to determine whether a professional development program of the U. S. Army, Europe, actually enhanced soldier development and demonstrated consideration by leaders for their followers. Several key issues relate d to program effectiveness were discovered in the process of the adversary hearing that were not evident in a survey evaluation of the program.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

A Blended Learning Course for Teachers' Ongoing Professional Development in Greece

2010 ◽  
pp. 1-24
Author(s):  
Charalambos Mouzakis ◽  
Constantinos Bourletidis
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Blended Learning ◽  
Development Program ◽  
Opportunity To Learn ◽  
Evaluation Process ◽  
Ministry Of Education ◽  
Web Based ◽  
Teachers Perceptions ◽  
Face To Face

The purpose of this chapter is to describe the design, implementation and evaluation of a professional development program for teachers initiated by the Greek Ministry of Education and Religious Affairs in cooperation with the National and Kapodistrian University of Athens. The course focused on multicultural education and bullying in schools as it was realized through blended learning whereas the methodology applied was a face-to-face meeting and 250-hour web-based learning. The evaluation process aimed to involved teachers’ perceptions toward different aspects of the blended training process. The quantitative and qualitative results indicate that the teachers were satisfied both with the opportunity to learn at home at their own pace as with the opportunity to develop knowledge and skills in relation to their work. The results brought to light arguments, controversies, and problems related to the course. Finally, some recommendations that would improve the effectiveness of courses employing blended learning methodologies are given.

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