Learning Together, Virtually Present: Teacher Professional Development in the RACOL Project

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Geelan, D., Fiege, K. & Peacock, K. (2004). Learning Together, Virtually Present: Teacher Professional Development in the RACOL Project. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 3316-3320). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/12499.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004
Lugano, Switzerland
2004
ISBN 1-880094-53-3
  Lorenzo Cantoni & Catherine McLoughlin
AACE

More Information on EDMEDIA
Table of Contents

Authors

David Geelan, Karen Fiege, Kim Peacock, University of Alberta, Canada

Abstract

Teachers in the Rural Advanced Community of Learners (RACOL) project in northern Alberta, Canada, are teaching geographically separate classes in up to 5 schools, some over 100 km apart, using Virtual Presence Learning Environments (VPLEs). These classrooms include synchronous and asynchronous distance learning technologies including multipoint video conferencing, SMART Board(TM) web-shared whiteboards, web-connected computers and visualizers. Some of the participating teachers have prior experience with audiographic teaching at a distance, while others are new to synchronous distance education. This paper describes the professional development team, theoretical framework, activities and outcomes in the professional development facet of the RACOL project.

Keywords

• Virtual Environments
• Community
• Distance Education
• Learning Outcomes
• Professional Development

Also Read

• Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication
• The Effects of the Use of Interactive Whiteboards on Student Achievement
• How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
• Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
• Perspectives on Blended Learning in Higher Education
• Transforming teacher practice through blended professional development: Lessons learned from three initiatives
• Strategic Blending: A Conceptual Framework to Improve Learning and Performance
• Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
• Explaining Topics in Physics: an International Video Study
• Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms

Tags