1. Professional Development: Lessons Learned Glenn Kleiman, Executive Director Friday Institute for Educational Innovation NC State University January 29, 2016

2. Friday Institute for Educational Innovation

4. Digital-Age Teaching and Learning Advancement based on demonstrated mastery of the content and competency in applying what has been learned. Anywhere and anytime learning, inside and outside of schools, 24/7, with most learning blending face-to-face and online activities. Personalized learning and flexible resources optimized for each student. Student-centered instruction, combining large group, small group and individualized learning, with teachers serving as facilitators and coaches. Digital content providing interactive, flexible and easily updated educational resources. Assessments integrated into learning activities to provide ongoing information about students’ achievement that can be used to improve teaching and learning. Parent portals provide 24/7 access to their children’s assignments, grades, and records, as well as a means to communicate with teachers and administrators. Project-based and community-based learning activities connecting to students’ lives outside of school.

5. Friday Institute PD Programs eLearning with Educators (with LEARN NC & others) Digital learning programs for teachers and administrators with Golden Leaf Foundation Principal programs with NCPAPA Superintendents program with NCASA District leadership programs with RESAs Digital Learning Coaches program with NCTIES MOOCs for Educators (MOOC-Eds) with All4Ed and many other partners.

6. My Long Winding PD Road Prior to NC Early use of “microcomputers” Early software: Geometric Supposer, IBM Math & More Seeing and Thinking Mathematically Curriculum Math and SPED teachers project Leadership and the New Technologies Institutes EdTech Leaders Online & eLearning for Educators Research on alternative models of online PD

7. Table Discussion: Attributes of Exemplary PD Think about one exemplary PD experience? What attributes of the PD program made it exemplary? Discuss at your table Round robin by table to share attributes

8. FI Principles of Effective PD Deepens subject matter knowledge, understanding of learning, and appreciation of students’ needs. Centers around critical professional activities Builds on problems of practice that lead to reflection and professional discourse Provides educators with opportunities to learn in the ways they will be expected to teach Is personalized to meet individual needs Cultivates a culture of collegiality Is ongoing, intensive and woven into professional work.

9. Why MOOCs for Educators? So many changes Curriculum standards, student assessments, digital literacies, data system, teacher evaluation systems, technologies, fiscal constraints… Large education workforce 3.8+ million teachers, 250,000+ administrators, teaching almost 50 million students. Changing workforce 16% teacher turnover per year (about half changing schools, half leaving teaching) Drives a need for large-scale, widely accessible, cost- effective PD

10. The Big Question Can MOOC-like approaches be adapted to: address educators’ professional development (PD) needs, follow the research-based principles of effective PD and provide scalable, accessible and effective PD?

11. Getting Started Sept 2012 Initial concept paper Agreement with Bob Wise, Alliance for Excellent Education (All4Ed) to collaborate on a MOOC-Ed on digital learning Mary Ann Wolf agrees to co-develop the MOOC-Ed Digital Learning Day, Feb 6, 2013 The Digital Learning Transition in K-12 Schools (DLT) MOOC-Ed is announced April 4 – May 26, 2013 First DLT MOOC-Ed for members of school and district digital learning initiative leadership teams 2,600 people from 60 countries registered.

12. Friday Institute MOOC-Eds Digital Learning Transition: Future Ready Schools Coaching Digital Learning Fractions Foundations (840) Teaching Statistics Though Data Investigations Disciplinary Literacy (647) Learning Differences (1,352) Online Tools for Teaching Mathematics (in development) More information at place.fi.ncsu.eduplace.fi.ncsu.edu

13. Example MOOC-Ed: Fractions Foundations Fractions Foundations Unit 4: What would you do next? - Vincent YouTube link DLT: https://mooced-prod.appspot.com/dlt4/https://mooced-prod.appspot.com/dlt4/ Learning Differences: https://mooced-prod.appspot.com/ld2https://mooced-prod.appspot.com/ld2 Fractions: https://mooced-prod.appspot.com/fractions2https://mooced-prod.appspot.com/fractions2 Statistics: https://mooced-prod.appspot.com/tsdi1https://mooced-prod.appspot.com/tsdi1 Coaching: https://mooced-prod.appspot.com/cdl3https://mooced-prod.appspot.com/cdl3 Disciplinary Literacy: https://mooced-prod.appspot.com/dldl2https://mooced-prod.appspot.com/dldl2

14. MOOC-Ed Design Questions How do we translate the principles of effective PD into the MOOC-Ed online environment? How are MOOC-Eds different from other MOOCs? How are MOOC-Eds different from other forms of online PD? What are the requirements for the MOOC-Ed platform? What PD purposes can MOOC-Eds best serve?

15. Design Principle 1 “Experts” Researchers Teachers Administrators Students Course participants

16. Design Principle 2 Core resources through different media Dig deeper optional resources Alternative pathways Project options Varied discussion topics Connected educator links

17. Design Principle 3 Discussion Forums Crowd-sourcing Twitter Chats Project feedback

18. Design Principle 4 Case studies Expect panels Action planning Participant projects “Try it with your students” activities

19. Implementation Principle Blended wrap-around graduate courses Local teams PLC Guides Try with your students activities

20. Some Things We’ve Learned So Far

21. MOOC-Ed Data Sources Pre-registration survey: demographics, roles, goals. Overall web analytics: visitors, visits, visit duration, pages viewed. Detailed “click logs” of each user’s access to each unit Discussion forum views, discussions started and comments Discussion content for various forms of discourse analyses Projects submitted and peer reviews Vimeo site analytics: total views and average times by video Crowdsourcing of resources Course surveys Open-ended responses from participants

22. Educators are Interested in MOOC-Eds 4,456 registered in two DLT MOOC-Eds, from all 50 states

23. and more than 80 other countries

24. Educators in a Variety of Roles

25. From a Variety of Types of Schools Public non-charter schools or districts (66%) Private schools (15%) Public charter schools (5%) Not employed by a school or district (14%)

26. DLT Participants 61% female, 39% male Average of 15.9 years of experience, with a range of 0 to 48 years 66% listed a master’s degree as their highest degree earned 11% reported having doctoral degrees. *Data from 2 nd DLT MOOC-Ed

27. Survey results: Goals and Value of DLT2 92% made progress on their personal goals 90% were engaged in the MOOC-Ed experience 93% developed new insights to further digital learning 95% feel more motivated for their digital learning transition 92% would recommend future DLT courses to colleagues

28. Patterns of User Participation Week: Learning Differences MOOC-Ed 2. N=895 Level of Participation 249/389=64% 17/82=21% 23/95=24% 32/177=18% 7/152=5%

29. Patterns of User Participation Week: Fractions MOOC-Ed 2. N=525 Level of Participation

30. MOOC-Ed ComponentBeneficialDidn’t Use Introductory Video Presentations85%3% Video Resources91%1% Text Resources95%2% Group Discussion85%4% Expert Panel Videos91%2% Goals & Challenges Project86%11% Feedback from Other Participants80%13% Crowd-sourced Resources81%15% Twitter Chats28%62% All the Design Elements are Beneficial

31. Knowledge Construction in Discussions

32. 55% of participants planned to participate with colleagues: 35% with a school or district planning team 20% with other colleagues in their school or organization 55% of participants planned to participate with colleagues: 35% with a school or district planning team 20% with other colleagues in their school or organization “The most beneficial aspect of this course was actually the F2F conversations informed and occasioned by the MOOC with the other members of my school team.” “This course helped members of our DLT team see the possibilities and open their minds beyond the traditional 45-minute class periods” “[The most valuable part was] meeting as a team at my school weekly to create our self-assessment and the discussions we have had around our goals and what we are learning in the MOOC-Ed.” “I am happy that we took part as a school team, which in turn was part of a greater District team. It is these group conversations that I found to be most helpful” Participation with a local group was beneficial

33. Reports and Chapters

34. Conclusions MOOC-Eds can provide personalized, accessible, effective, scalable PD for motivated professionals Our design principles provide a solid foundation for MOOC-Eds The important question is not Do MOOC-Eds work? but rather: How can we optimize the value of MOOC-Eds? What professional development needs do they best serve? How are they effectively blended with other PD approaches?

35. Discussion What professional development activities would work best for you?