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1. Design Decisions in Translating Face-to-Face Video-Based Elementary Science Professional Development to an Online Environment

   Kowalski, S. M.; Belcastro, A.; Hvidsten, C.; Constantine, A.; Faruqi, F.; Askinas, K.; De Vaul, R.; Snowden, J.; Roehrig, G. (April 2021, Annual meeting program American Educational Research Association)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice PD model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice, and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al., 2017: Roth et al., 2018). The face-to-face PD model is expensive and difficult to scale. In this poster, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and practices in the context in which they will be teaching. In addition, there are scaffolded opportunities for teachers to learn from model videos by experienced teachers, try model units, and ultimately develop their own unit, with guidance. The PD model also attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Roth et al., 2018. Methods We followed a design-based research approach (DBR: Cobb et al., 2003: Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005). Data We iteratively designed, tested, and revised 17 modules across three pilot versions. Three small groups of teachers engaged in both synchronous and asynchronous components of the larger online course. They responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of COVID-19, online PD has taken on new urgency. AERA members will gain insight into the construction of an online PD for elementary science teachers/ Full digital poster available at: https://aera21-aera.ipostersessions.com/default.aspx?s=64-5F-86-2E-15-F8-C3-C0-45-C6-A0-B7-1D-90-BE-46 

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2. Translating and Scaling a Face-to-Face, Video-Based Elementary Science PD Program to an Online Environment

   Kowalski, S.; Belcastro, A.; Hvidsten, C.; Constantine, A.; Faruqi, F.; Askinas, K.; De Vaul, R.; Roehrig, G. (April 2021, Annual Meeting of the NARST International Conference)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment. 

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3. Comparative study of high-quality professional development for high school biology in a face-to-face versus online delivery mode

   Yoon, S. A.; Miller, K.; Richman, T. (August 2021, Educational technology society)

   Online professional development (PD) can support broader accessibility than traditional face-to- face PD. However online delivery presents challenges for characteristics of high-quality PD, such as collaborative knowledge building and community development, that have proven positive outcomes in face-to- face modes. A few comparative studies have demonstrated equivalent outcomes when PD activities have been translated from a successful face-to-face implementation to an online format. This study investigates whether an online version of PD for high school biology teachers on using computer-supported complex systems curriculum and instruction can achieve the same high impact as the face-to-face version. We describe changes in design decisions to accommodate the online mode and measure impact on teachers’ perceptions of their experiences and student outcomes. The results show positive teacher perceptions in both PD formats and roughly equal student outcomes. However, teachers articulated other benefits to online activities that indicate opportunities for improved access to high-quality PD. 

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4. A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education

   https://doi.org/10.1145/3017680.3017784  

   Webb, David C.; Nickerson, Hilarie; Bush, Jeffrey B. (January 2017, 10.1145/3017680.3017784)

   This paper compares student outcomes from 75 K-12 teachers who participated in either online, blended, or face-to-face professional development design to support teacher implementation of a programming curriculum during the regular school day. The results are based on survey responses collected over two years from 4,832 students. With only one exception, the results showed no negative student outcomes when comparing student survey results from teachers who participated in online professional development compared to students of teachers who participated in face-to-face professional development. Students who had teachers who participated in face-to-face professional development, however, expressed stronger interest in designing their own games at home. These results suggest that online professional development that is designed to support K-12 teacher classroom implementation of CS education curricula is a viable model with respect to student outcomes. Recommendations for the design of online curricula for CS education are discussed. 

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5. Board 321: Integrating Design Thinking and Digital Fabrication into Engineering Technology Education through Interdisciplinary Professional Learning

   Russell, C. (June 2023, ASEE annual conference exposition proceedings)

   In Northern Virginia, engineering technology career pathways are underdeveloped. Rapid changes in industrial processes have led to an increased need for adaptable and flexible workers who can respond creatively to shifting production technologies (Agarwal et al., 2018). In particular, workers with expertise in design thinking, communication, and critical thinking skills are in high demand (Giffi et al., 2018). Despite high wages created by this demand, engineering technology careers are largely invisible to students and the belief that manufacturing is low-tech persists (Giffi et al., 2017; Magnolia Consulting, 2022). These conditions suggest that investment in teacher professional learning (PL) is warranted. The integration of digital fabrication (e.g., 3D printing) into classroom teaching is one promising avenue to increase student interest and awareness of engineering technology careers (Peppler et al., 2016). However, studies of classroom implementation of digital fabrication technologies also report that teachers struggle to move beyond “keychain syndrome” – the tendency to fall back to reproducing simple objects, such as a keychain (Blikstein, 2014; Eisenberg, 2013). Educator PL in digital fabrication has centered on machine operation, and not the pedagogy, cognitive strategies, and processes to situate the technology (Smith et al., 2015). This project investigates the effectiveness of a sustained and interdisciplinary design thinking PL fellowship (“Makers By Design”) in improving integration of fabrication and design thinking into teaching practice. Design thinking is a non-linear user-centered strategy used to approach the design of products, emphasizing collaborative project-based methods to solve real-life problems (Brown, 2008). In the classroom, design thinking can serve as a cognitive bridge between a design problem and digital fabrication technologies. Participating Makers By Design fellows (n=17) completed 1) a series of design thinking workshops, 2) practice teaching at digital fabrication summer camps, and 3) development and integration of a design thinking challenge. Fellows completed the above in interdisciplinary groups consisting of K-12 teachers, college faculty, and librarians. Using a mixed-methods approach, this paper evaluates the extent to which participating educators reported increased confidence in integrating design thinking and digital fabrication into their instruction, demonstrated content mastery during teaching practice, and successfully developed and deployed design challenges. Data sources include pre- and post-surveys, focus groups within teaching discipline, and observations of summer camp and classroom teaching. Project results are aligned with the existing literature on successful PL (e.g., Capps et al., 2012) and recommendations for future digital fabrication-centered PL are discussed. 

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