Web-based Professional Development (“WebPD”) by Jim Fuller

(An article for Login Lite, Term 1, 2000 ...)

A brief discussion of a new Web-based Professional Development structure for teachers. The key design features are discussed along with suggestions for the future development of WebPD.

Background:

During one of those all so valuable informal ‘networking’ sessions at the Wired 2000 Conference last year Mark Weber and I were discussing the possibilities of providing Professional Development (PD) for teachers interested in understanding and using the ‘real-world’ interfaces we have developed over the past few years.

One outcome of that networking session will be reflected in this year’s Noalimba weekend where teachers will be shown how to make a simple interface “from the ground up”. We are confident that even a complete newcomer to the field will be able to assemble, understand and control an interface made over the two days at Noalimba.

For details see: http://www.southwest.com.au/~jfuller/noalimba/noalimba1.htm

The second outcome of that meeting was the development of a trial Web-based PD course aimed at explaining the workings of the electronics used in the interfaces. This particular course may have limited appeal to most people, but there is real potential for this form of PD, especially for ‘remote’ teachers unable to attend courses conducted in major centres.

Course Structure:

The course is a series of Internet pages called “modules” consisting of brief notes and diagrams. Each module focuses on a discrete area of electronics related to the interfaces we have developed. Subjects enrolling in the Course are also provided with a downloadable booklet covering the topics. (The booklet actually expands on the content of the Internet pages. It is not simply a hard copy of them.) The module topics are: Resistors, Capacitors, Diodes, Transistors, Integrated Circuits, Relays and Voltage Regulators. Each module has a small “quiz” which covers the material presented and expects the subject to conduct related Internet research of their own. After completing the quiz it is automatically emailed to a ‘marker’.

Each module takes approximately one hour to complete.

A Summary of the Design Features:                                   

• The Course consists of a number of 'Modules'. Each Module is completed in approximately one hour.
• A hard-copy booklet is provided so that the subject can work away from the computer.
• There is a time-limit for completion of the Course (approximately one school term - ie ten weeks).
• There is direct communication between the Subject and the 'Mentor' (via email). (Part of the aim is to break down any feelings of isolation for 'remote' teachers.)

The most important feature of this scheme is the direct contact between the Course Mentor and the Subject. An alternative to the Quiz/email approach would be to use one of the browser ‘scripting’ languages to set up an ‘interactive’ multiple-choice test covering the concepts, thereby providing the subject with immediate feedback. I am convinced, however, that sufficient evidence exists to discredit multiple-choice tests as a means of assessing understanding and consequently rejected that approach.

The prime benefit of ‘manually’ marking the quiz is the relationship developed between the Subject and the Mentor. A primary aim of this form of WebPD is to alleviate the feeling of isolation teachers in remote schools may experience. Direct communication between the parties involved will hopefully develop into a long term professional relationship providing benefits to both the Subject and the Mentor.

There are obviously limitations on the number of Subjects a Mentor can ‘manage’. I would imagine that any more than ten, or so would cause problems. (This is the main reason I am not promoting this scheme for students at this stage.) It is important that the Subject receive feedback as close to ‘immediate’ as possible, certainly within 24 hours of submitting the answers to the quiz.

When the Subject completes the Course (to the satisfaction of the Mentor) a “Certificate of Completion” is forwarded stating the number of “PD Hours” the course represents.

At this stage there is no intention to impose a fee for the Electronics Course (other than return postage to cover the cost of sending the Completion Certificate), but realistically this issue will need to be addressed to encourage others to spend the time required to develop further WebPD Courses. Several possibilities exist ranging from special grants from ECAWA, though to commercial sponsorship and ‘system’ support from EDWA and the other education bodies. This is one of the issues we will be pursuing in the near future.

The Future:

The success of WebPD depends upon its acceptance by educational authorities as a legitimate form of Professional Development. It is hoped that ECAWA will play a role in this aspect of the scheme. Now that we have a concrete example of what we have in mind it is possible to approach authorities seeking their endorsement. Unless teachers feel there is some benefit to be gained from spending the time on this sort of material I can’t see it succeeding. There are certainly those who will work through the Courses purely for intellectual interest, but I really think the vast majority of teachers need a concrete outcome. At a time when so many demands are placed on the time of teachers I consider this to be a quite reasonable expectation!

Some Educational Design Issues:

• The material is broken up into small, digestible "modules". Anything more than an hour is probably a waste of time.
• The Course must be completed within  a set time-frame (eg ten weeks)
• The "quizzes" are 'open-ended'. There is considerable debate about the validity of 'multiple-choice' tests. I happen to agree that they are basically useless for indicating whether someone actually understands the material. I recommend open-ended, rather than multiple-choice quizzes.
• Diagrams and pictures should be used to break up large blocks of (boring) text.
• No external URLs are provided. The Subject is expected to do the work of finding other related material themselves.
• The Subject is expected to research aspects of the material by referring to other Internet sites. This fosters reinforcement of the concepts presented while providing a different perspective of the content.
• Feedback is as close to immediate as possible and reliable.
• The Completion Certificate becomes a concrete ‘goal’.

General Comments:

The basic idea is that teachers with specific skills are able to pass on those skills to others who would not normally have the opportunity. My particular interest is Electronics which lends itself to this form of small ‘bite-sized’ pieces of information. I am sure that many of you reading this article have unique skills that could be used as a basis for similar WebPD Courses.

My example is at: http://www.southwest.com.au/~jfuller/electronics/menu.htm Feel free to download the pages and use them in any way you like to set up your own Courses. As more people become interested in this form of Professional Development we will hopefully be in a position of being able to establish an Internet site devoted to all aspects of WebPD.

Obviously the structure used in this form of teacher PD can be applied to students. Initially I have restricted the Electronics Course to teachers to avoid be overwhelmed by emails. I am quite happy for teachers to download and modify my material for use with their students. The only condition is that you must take on the role of ‘mentor’ and change the email link accordingly. I don’t expect to be offering Courses on a K-12 basis for some time yet.

I look forward to your feedback.

Regards,

Jim Fuller, Mandurah SHS

jfuller@southwest.com.au

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