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Research Questions 1. What are educators' perceptions and reported behaviors associated with participation in informal, online professional development networks? 1.a. What motivates educators to participate in informal professional development networks? 1.b. What types of informal professional development networks do educators report they use to connect with other educators to enhance their practice? 1.c. What specific informal professional development networks do educators report they find most useful in order to improve their practice? 2. Do educators' perceptions and reported behaviors associated with informal professional development networks differ based on current assignment, years in education, or age? "

"How Teachers Are Learning: Professional Development Remix Jun 1 · FREE A detailed guidebook to help administrators find tools that fit the needs of their teachers and their professional development strategy. This report contains: Product Reports. We have included analyses on 28 of the latest tools in personalized professional development for administrators to sort, mark up, and compare side-by-side. Our "PD Learning Cycle" Framework. We share our methodology for comparing how products can fit together to complement one another. Comparative data. We provide data that allow administrators to compare purpose of each tool, the amount of time teachers must spend on each tool and which tools give them credit for their work. Powerful insights. We share emerging insights on the products currently available. We also identify the emerging sets of valuable products and features, as well as tips for successfully implementation

Shared by Britt Neuhaus. Links to full report on blended learning and the role humans play in it.

"First Principles of Instruction M. David Merrill For the past several years the author has been reviewing instructional design theories in an attempt to identify prescriptive principles that are common to the various theories. This paper is a preliminary report of the principles that have been identified by this search. Five first principles are elaborated: (a) Learning is promoted when learners are engaged in solving real-world problems. (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (c) Learning is promoted when new knowledge is demonstrated to the learner. (d) Learning is promoted when new knowledge is applied by the learner. (e) Learning is promoted when new knowledge is integrated into the learner ' s world"

ED Surge "How Districts Get Personal"

Digital Collaboration - Use of ARIS Connect > A report on the use of ARIS Connect in NYCDOE

"Open Educational Resources (OER) are teaching and learning materials that reside in the public domain or have been released under an open license. These resources may be used free of charge , distributed without restriction , and modified without permission. In 2012, the Washington State Legislature passed Engrossed Second Substitute House Bill 2337 that directed the Office of Superintendent of Public Instruction (OSPI) to create a collection of openly licensed courseware aligned with the Common Core State Standards (CCSS) and conduct an awareness campaign to inform school di stricts about these resources. The Legislature saw this as an opportunity to both "reduce the expenses that districts would otherwise incur in purchasing these materials" and "provide districts and students with a broader selection of materials, and materi als that are more up - to - date." As a part of th is legislative mandate , OSPI conducted a review of OER in high school mathematics and English Language Arts (ELA) that built on the work of the 2013 WA OER R eview . Teams evaluated full - course Geometry/Integrated Math 2 and units in 9 th - 10 th grade ELA. In addition, an OER Algebra 1 course unavailable for review in 2013 was examined. The review process, conducted durin g February and March , 201 4 , made use of existing review instruments designed to gauge alignment with the C CSS and overall OER quality . Minor revisions to the 2013 process were informed by feedback from the first cohort of reviewers. The results from this r eview enable educators and content developers to tap into the most powerful feature of OER : the ability to freely adapt and redistribute materials ."

"Research into designing effective professional learning has grown out of a larger body of work focused on what constitutes effective professional learning (i.e. learning that positively impacts student achievement). Researchers have identified common features of effective professional learning that are likely to produce the most benefits for learners"