ABSTRACT
This case study of a fully mobile professional development (PD) course for teachers in Israel describes the instructional design model used. The primary assumption is that a typical teacher has limited time resources for professional development (PD) during the school day. Many formal PD processes take place after work hours at off-school locations. Even if a teacher chooses to learn online, completing a full course requires significant effort. Ideally, PD should be ongoing, nimble, and integrated into the teacher’s lifestyle and context of needs, location, environment, and availability. Mobile learning can fulfill this ideal. The PD course presented in this snapshot was developed based on inclusive instructional design personas to represent a diversity of educators. There was some flexibility in terms of formats and assignment levels based on varied learner needs, capabilities, previous knowledge, and experience as teachers.
