Making the shift to virtual professional learning

ABSTRACT

This qualitative research involved the development of 12 weeks of twice-weekly virtual maker professional learning (PL) sessions for K-12 and post-secondary educators at the beginning of the COVID-19 pandemic. The sessions were developed by four researchers from a maker lab in Ontario, Canada that moved entirely online in March 2020. The research question driving the study was what are best practices related to virtual maker professional learning? Findings and implications related to this question include a) technical issues should be anticipated and addressed in advance of each session;b) simple, hands-on activities are most effective for online maker professional learning;c) collaboration are pivotal to a rich online maker professional learning experience;d) using free, virtual tools is imperative for equitable access and learning;and e) adaptability is key when working with a diversity of learners/teachers from varied subjects and divisions.