Objective: The primary aim of this project was to develop the "Online Professional Learning Exchange" (OPLE), a platform designed to support blended learning and facilitate a shift towards a Community of Practice (CoP) model. By integrating face-to-face, blended, and fully online learning situations, this move was intended to enhance the accessibility and effectiveness of professional development. Theoretical Framework: The project was grounded in theories of adult learning and community of practice. It utilized these frameworks to foster an environment where educators could collaboratively design and engage with learning materials. This approach aimed to promote sustained professional growth and mastery of teaching concepts. Method: The development of the OPLE involved a systematic review of the literature on professional learning and training methods, followed by the creation of blended learning modules that included videos, written materials, polls, and discussions. This method facilitated varied instructional approaches to cater to different learning styles and needs. Results and Discussion: The OPLE successfully enabled educators to master relevant educational concepts more efficiently and effectively. The analysis revealed that this integrated approach supported individual learning needs and encouraged active participation in a broader professional community. Research Implications: The findings from this project underscore the potential of collaborative co-design in professional development, particularly in enhancing the adaptability and engagement of PD programs. This model presents a viable blueprint for other educational systems looking to modernize their professional development approaches. Originality/Value: This research contributes to the field by demonstrating how transitioning from traditional expert-led training to a community-based, co-design approach can significantly improve the relevance and impact of professional development. The OPLE model highlights the value of integrating technology with collaborative learning frameworks to foster ongoing professional engagement and improvement.

In the paper "Constructively Aligned Instructional Design for Oral Presentations," the authors explore the implementation and outcomes of the 'General, Particular Specific' (GPS) model as a framework for curriculum instructional design for oral presentations within STEM education at an R1 Polytechnic University. Objective: This study aims to investigate the impact of the 'General, Particular Specific' (GPS) model on the enhancement of constructive alignment in curriculum instructional design for oral presentations in STEM education to improve students' oral communication skills and their effectiveness in technical communication. Theoretical Framework: Constructive alignment, curriculum-based Assessment, and curriculum and instructional design stand out, providing a solid basis for understanding the context of the investigation. The literature includes foundational texts on marketing management, center-based engineering research, Bloom's taxonomy of educational objectives, and the principles of enhancing teaching through constructive alignment. Additionally, it acknowledges the multifaceted nature of instructional design, emphasizing the widespread adoption of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), showcasing a structured, comprehensive approach to educational planning and execution. Method: The methodology adopted for this research comprises a qualitative study design, utilizing case study approaches within the Humanities and Social Science department at an R1 Polytechnic University. Data was collected through classroom observations, instructor interviews, and analysis of student presentation outcomes before and after implementing the GPS model. Results and Discussion: The results revealed significant improvements in students' abilities to think critically about content alignment with audience expectations and effectively communicate technical information. In the discussion section, these results are contextualized in light of the theoretical framework, underscoring the effectiveness of the GPS model in fostering clear, explicit instruction and scaffolding in oral presentation skills. The study acknowledges possible limitations, including its scope within a single institution and the need for broader empirical validation. Research Implications: This research's practical and theoretical implications are discussed, providing insights into how the results can be applied or influence practices in STEM education. These implications could encompass curriculum development, pedagogical strategies, and enhancing communication skills in STEM fields. Originality/Value: This study contributes to the literature by highlighting the originality of applying the GPS model within the context of oral presentation instruction, marking a significant shift from traditional, less structured approaches to a more scaffolded and constructively aligned methodology. The relevance and value of this research are evidenced by its potential to impact pedagogical practices, particularly in enhancing the oral presentation capabilities of STEM students, thereby addressing a critical gap in STEM education and communication training. Resumen: El trabajo descrito aquí fue implementado en un politécnico R1 [Cegado para revisión por pares] por los autores en cursos de presentación oral y seminario senior ofrecidos por el departamento de Humanidades y Ciencias Sociales para ingenieros. Para proporcionar un diseño instruccional coherente que pueda funcionar igualmente de manera efectiva en cursos presenciales y en línea, se probó el modelo ‘General, Particular Específico’ y ahora está plenamente integrado. Este andamiaje para los estudiantes mejora su pensamiento crítico sobre el contenido y la alineación con la audiencia al examinar el contenido que se entregará oralmente a grupos diversos. Se enseña a los estudiantes a comunicar la información técnica de manera efectiva como expertos responsables.