Online Professional Development:Transitioning from Face-to-Face to Online Delivery
Abstract: Transitioning from face-to-face instruction to either blended or completely online delivery for both K12 and college courses, is becoming more popular. As budget crises and other barriers, such as time, continue to impact professional development opportunities for both higher education faculty and K12 teachers, many are turning to online professional development as viable options. This paper explores the design and developmental transition of a higher education professional development event on the topic of cognitive modeling in Disciplinary literacy, originally provided in a 3-day face-to-face setting to a 10-day online format. It specifically explores how modeling, group discussions, and collaborative practice must be designed differently in online settings, and discusses decisions made and approaches taken, techniques used, and lessons learned.