Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum

Increasingly, digital technologies are being utilised to provide opportunities for teacher professional learning (PL) in fully online, blended and face-to-face environments. Videos have been used extensively across the three modes of delivery but there appears little research on the conceptual framing underpinning their development. This article describes and analyses a research-informed instructional design approach taken to develop an online resource to support teacher PL. The approach utilised a conceptual framework consisting of an audit framework and model of numeracy for the twenty-first century to guide an audit of existing resources, gap analysis and production of an online resource. The purpose of the resource audit was to establish how existing resources support teachers’ understanding and enactment of numeracy across the curriculum. Gaps where teachers might benefit from new resources were identified through the resource audit and subsequent interviews with stakeholders. The conceptual framework was employed to inform the development of a suite of six videos: one to enhance teachers’ understanding of the meaning of numeracy; four to demonstrate teachers’ embedding of numeracy in particular subjects; and one that captured a collaborative planning session. This article adds to new knowledge within the discipline by providing insight into instructional design processes that could be employed in other contexts related to the identification and/or development of resources for online PL that target specific learning needs of teachers

Bringing facilitation into view

Abstract The articles in this volume reflect the continued popularity of video in professional development and raise important questions about how to situate video productively in varied contexts. Together, they highlight the complexity of expanding video-based professional development beyond designers and the challenges that designers and facilitators experience as they prepare others to lead teacher learning in these settings. In this commentary, we examine how these papers advance research on facilitation of professional development, with a particular focus on the issues for using video productively with teachers. We conclude by raising several issues for future research

Articulating Design Principles for Productive Use of Video in Preservice Education

Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, we theorize how and under what conditions video can be used productively. We discuss existing frameworks and tools that guide the design of video-embedded learning environments. We then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. We argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning