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Making the shift to virtual professional learning
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AI
DOI：10.1080/1475939X.2022.2156918.png)
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摘要
En 中文
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.
Keyword:
Online learning
making
makerspace
professional learning
best practices
期刊
IF:
2.5
论文数:
638
被引数:
1.3K
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暂无机构信息
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