Supporting change and scholarship through review of online resources in professional development settings

Jason Ravitz, Christopher Hoadley

Research output: Contribution to journalArticlepeer-review


How can we accelerate innovation and ensure effective dissemination of knowledge about online learning resources? This paper advocates strategies that systematically link online professional development with the research, development and diffusion cycle. The systemic approach we describe can accelerate knowledge advancement and help manage change by improving communication among teachers, trainers, developers and researchers. The examples that are provided are set within two funded projects in the United States that led to the development of two distinct but related strategies - the Online Site Evaluation Form for educators (a web-based review form used in workshops) and a six-week online course on technology-supported assessments. Both strategies make it easier to give feedback to developers and offer incentives to do so in ways that help teachers to learn about online resources individually and with colleagues. The examples are discussed with analysis of their strengths and weaknesses in supporting different modes of interaction. We highlight implications for instructional development, professional development, research and knowledge management in online communities.

Original languageEnglish (US)
Pages (from-to)957-974
Number of pages18
JournalBritish Journal of Educational Technology
Issue number6
StatePublished - Nov 2005

ASJC Scopus subject areas

  • Education


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