Analyzing Online Professional Development: Modeling Interaction Mathematically To Identify Proximal Social Spaces

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Giza, B. (2003). Analyzing Online Professional Development: Modeling Interaction Mathematically To Identify Proximal Social Spaces. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2394-2395). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18454.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Brian Giza, University of Texas at El Paso, United States

Abstract

Online course environments (WebCT) are used in a teacher professional development program to provide a collaborative environment in which classroom teachers can work together to develop multimedia lessons. The approach explores the exchange of "knowledge tokens" or conversation objects so that a mathematical analysis can be made of the interactions among participants. This approach utilizes Social Learning Theory in constructing interactivity matrices that can be used to compare various online learning strategies in terms of the social dimension.

Keywords

• Teachers
• Learning Objects
• Professional Development

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