Making the shift to virtual professional learning
Technology, Pedagogy and Education
; 32(1):105-116, 2023.
Article
in English
| APA PsycInfo | ID: covidwho-2317403
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. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Online learning; postsecondary educators; makerspace; professional learning; best practices; *Educational Program Planning; *Higher Education; *Pandemics; *Professional Development; *Teachers; *Virtual Reality; *Best Practices; *Electronic Learning; Educational & School Psychology [3500]; Human Adulthood (18 yrs & older); Canada
Full text:
Available
Collection:
Databases of international organizations
Database:
APA PsycInfo
Language:
English
Journal:
Technology, Pedagogy and Education
Year:
2023
Document Type:
Article
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