Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education

2017 CADRE Fellows

Between February and September 2017, awardees representing 11 projects participated in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs in K–12 STEM education. The resulting principles are organized and presented around three themes: 

  1. Motivating and sustaining engagement that builds knowledge and advances professional goals
  2. Creating opportunities for teachers to collaborate as learners
  3. Supporting reflection on content and practice

Participating awardees also described opportunities and challenges associated with each theme in online and blended settings. Finally, they highlighted opportunities for further research that could enhance the design principles presented, inform the development of new principles, and address challenges that are common across projects.

Thank you to awardees who contributed to this effort (listed alphabetically).
 
Lead Writers: Meg Bates, Shereen Beilstein, Amy Busey, Lynn Goldsmith, Susan Kowalski, Michelle Perry
 
Contributing Awardees: Catrina Adams, Meg Bates, Amy Brodesky, Pam Buffington, Joseph Robinson Cimpian, Chad Dorsey, Jodi Cressap Gee, Amelia Gotwals, Genevieve Henricks, Victoria Jay, Irene Lee, Cheryl Moran, Johannah Nikula, Jennifer Richards, Amber Rowland, Kara Suzuka, Jessica Thompson, Robert Tinker, Kersti Tyson, Tanya Wright
 
 
13 Emerging Design Principles

 

 

Year: 
2017
Short Description: 
Following the launch of Spotlight on Online & Blended Professional Development (PD), CADRE convened awardees representing 11 DRK-12 projects in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs. The resulting principles are presented in a new report.