Professional development: Getting over the hump!

David Bar-Tzur

Created 16 June 2003, links updated monthly with the help of LinkAlarm.

Sisyphus pushing a stone up the mountain and it rolling down again

stained glass ballAudiotapes
stained glass ballBooks
stained glass ballDeaf events
stained glass ballCDs, DVDs, and videotapes
stained glass ballDo-it-yourself
stained glass ballEducation
stained glass ballMailing lists, user groups & chat rooms
stained glass ballMentoring
stained glass ballOrganizations
stained glass ballOutside assessment and certification
stained glass ballPeople
stained glass ballPeriodicals and articles
stained glass ballTeaching
stained glass ballWeb sites
stained glass ballWorkshops and conferences

Teacher and student transmit signals from their computers around the globe to a central e-college. Online teaching and learning1

Distance learning interpreting programs

stained glass ballDistance Opportunities for Interpreter Training Center. BA in ASL-English Interpretation. Recognizing the right of deaf and hard of hearing individuals to equal communication access, the Distance Opportunities for Interpreter Training Center designs and delivers quality education for and about Sign Language Interpreters. Established in 1993, the UNC-Distance Opportunities for Interpreter Training (DO IT) Center provides an array of educational offerings and collaborative partnership opportunities related to the field of American Sign Language - English interpreting.

stained glass ballJohn A . Logan College - On-Line courses.

stained glass ballJohnson County Community College - Educational Interpreting Certificate Program.

stained glass ballSpartanburg Technical College. Click on "Distance Learning". Associate Degree program.

Distance learning theory

stained glass ballApproaches to authentic assessment.

stained glass ballArter, J. A. et al. Portfolios for assessment and instruction.

stained glass ballAustralian Flexible Learning Framework. Effective online facilitation.

stained glass ballBarker, L. & Edgar, L. Online learning - a learner centred perspective.

stained glass ballBerge, Z. L. The role of the online instructor/facilitator.

stained glass ballCatalyst. Choose technologies for your distance learning course. Which technology will be most effective for providing course content, activities, and interactions will depend on your learning objectives for the class, as well as upon the media available. Choosing a technology for your distance learning class will be easier if you have clearly defined your learning objectives and have some knowledge of the resources available to you and your students.

stained glass ballChicago Public Schools. How to create a rubric from scratch.

stained glass ballChoy, S., McNickle, C., & Clayton, B. Learner expectations and experiences: An examination of students views of support in online learning. A downloadable .pdf file.

stained glass ballCrafting questions for on-line discussions. This seminar will acquaint you with strategies, ideas, and examples to help you craft on-line discussion questions. Investigate how to use these questions to achieve specific learning outcomes, guide the discussion process, and provide meaningful feedback to your students.

stained glass ballDelivering learning online.

Disney Learning Partnership. Cooperative and collabortative learning. A nice summary of the following questions: What are cooperative and collaborative learning? How do cooperative and collaborative learning differ from the traditional approach? How have cooperative and collaborative learning developed since they became popular? What are the benefits of cooperative and collaborative learning? What are some critical perspectives? How can I use cooperative and collaborative learning in conjunction with other educational techniques?

stained glass ballEffective online facilitation.

stained glass ballFacilitator roles and strategies.

stained glass ballFlorida Gulf Coast University. Principles of online design.

stained glass ballKruse, K. Gagne's nine events of instruction: An introduction.

Manto, M. & Bateman C. Building a learning community.

NCREL: Technology in education. Assessment and evaluation, e-Learning, planning, policy, professional development, research, and teacher preparation.

stained glass ballOliver, R., Herrington, J., & Omari, A. Creating effective instructional materials for the World Wide Web.

stained glass ballRubrics for Web lessons. The rubric is one authentic assessment tool which is designed to simulate real life activity where students are solving real-life problems. As students become familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a result, their learning becomes more focused and self-directed.

stained glass ballSoloman, B. A. & Felder, R. M. Learning style questionairre.

stained glass ballStudent portfolios: Classroom uses.

stained glass ballA teacher's guide to distance learning.

stained glass ballTeacherVision.com.

stained glass ballToucanhouse. What makes for good online learning?

stained glass ballWiggins, G. (1990).

Master's Degree in Interpreting Pedagogy

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Master's in Interpreting Pedagogy.

Program Description and Objectives: Northeastern University and Project TIEM.Online are excited to announce a Master's Degree Program for interpreting educators, beginning in September 2005. Pending approval from the university, this program will begin accepting applications for this exciting new degree program in the spring of 2005. The program will offer a full degree program, with most courses being offered online via the WWW.

The outcomes-based curriculum includes 5 domains:

Image credit

1. This image from http://foyt.msd.earthlink.net:81/blink/aug00/netnumbers.html (bLink magazine) which is no longer extant.

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