Train the trainer


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Presentation for the Mobimooc2012

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  • Future Ethics.Modern technology has far-reaching consequences not only for today but future generations.Social Ethics.It is acknowledged that the most difficult and moral problems of our time are the result of complex structures of collective behaviour rather than the result of individual activities.Ethics of Nature. Modern technology does not only affect humans but also natural resources on which human living and survival depends.Ethics of Democracy. Political, power and scientific expertise are ambivalent as regards whom serve.
  • Train the trainer

    1. 1. Train the trainer -Continuous professional development (Mobimooc2012) Dr Jacqueline Batchelor University of Johannesburg
    2. 2. Illustrations: Magi Wechsler
    3. 3. Training levels Master Trainers 5 days Regional Trainers 2 days Local trainers 1 days Workshops 5 hours
    4. 4. Cascading trainingConcerns beyondTraining level 2• Decreased training duration• Domain knowledge• Lack of experience• Quality of support
    5. 5. ICT Spectrum (Anderson,2010)
    6. 6. Factors influencing choice of ICT’s• Physical limitations - Electricity supply• Level of competencies• Number / variety / compatibility of tools• Connectivity• Policy issues• Timeframe / time zones• Speed / clarity of services• Context and cultural issues• Curriculum demands• Collaboration across borders• Ownership and accountability• Personal vs institution owned devices• Degree of Technology permeation
    7. 7. Emerging Technologies• They are technologies which arise from new knowledge, or the innovative application of existing knowledge;• They lead to the rapid development of new capabilities;• These technology concepts are projected to have significant systemic and long-lasting economic, social and political impacts;• They create new opportunities for and challenges to addressing global issues; and• They have the potential to disrupt or create entire industries.
    8. 8. mLearning Framework GSMA (2010)
    9. 9. Integrating Technology• Perceived as a wicked problem within teaching circles. It is demanded at policy level but neglected at operational level.• Multiple role players not well coordinated with hidden agendas looking for the quick fix• Driven by an utopian outlook of recent research agendas restricting theory building.• Rapid changes in the field with options that change before they can be deemed appropriate solutions
    10. 10. Strategies are polarised• Top down versus participatory solutions• Global versus local solutions• Technological versus social solutions• Optimism versus pessimism
    11. 11. Role of Technology • Learning ABOUT • Learning WITH • Learning THROUGH To bring about experiences not possible without technology
    12. 12. Mobile cloud opportunities• We need to make creative use of existing and emerging infrastructures and innovations – next generation mobile devices – mobile broadband – cloud computing to provide mobile PLE – virtual worlds – immersive environments – collaborative webs – context aware learning – deep tagging tools – social operating systems / personal web – semantic-aware applications – smart objects
    13. 13. Ethics of responsibility • Future Ethics • Social Ethics • Ethics of Nature • Ethics of Democracy
    14. 14. Teaching and Learning Theory• The teaching and learning environment comprises people, technology, resources, physical and virtual environment• A move from knowledge transmission to generative knowledge models• Perceived and real pedagogical affordances• Blended teaching environments
    15. 15. Exploiting the affordances of mobile technologies Positive affordances Negative affordances • Immediacy • New literacy skills • Collaboration • Privacy • Reflection • Costly • Interaction • Coverage - connectivity • Dialogue • Time consuming • Authenticity • Locality • Context • Inquiry • Preferences
    16. 16. Pedagogical considerations• Content analysis• Audience analysis• Goal analysis• Media analysis• Design and development approach• Implementation methods and strategies
    17. 17. Comparing Pedagogy to AndragogyIn The Modern Practice of Adult Education (1970), Knowlesdefined andragogy as "an emerging technology for adultlearning."His four andragogical assumptions are that adults:1) move from dependency to self-directedness;2) draw upon their reservoir of experience forlearning;3) are ready to learn when they assume new roles;and4) want to solve problems and apply new knowledgeimmediately
    18. 18. Andragogy asserts that adults learn best when: • They feel the need to learn • They have some input into what, why, and how they learn • The learning’s content and processes have a meaningful relationship to the learner’s past experience • Their experience is used as a learning resource • What is to be learned relates to the individual’s current life situation and tasks • They have as much autonomy as possible • The learning climate minimizes anxiety and encourages freedom to experiment • There is a cooperative learning climate • There are mechanisms for mutual planning • Accountability – how do they know they know? Taken from:
    19. 19. Exploring and valuing diversity Broad definition of cultural diversity: Culture, is more than race or ethnicity. It encompasses values, lifestyle and social norms and includes issues such as different communication styles, mannerisms, ways of dressing, family structure, traditions, time orientation and response to authority.(Mentor: national mentoring Partnership
    20. 20. Culture shock• Age REMEMBER TO BE YOURSELF• Gender• Socioeconomic status• Race• Ethnic background• Sexual orientation• Conflict management• Role of authority and family• Perspectives on time
    21. 21. Trainer mind-set• Provide new perspectives on old issues• Give advice on how to move forward• Show understanding of organisational context• Present clear, direct feedback on behaviour/needs• Create good rapport & trust• Encourage and support in on-going relationship• Monitor progress• Grow and develop cause champions
    22. 22. I See You  - AVATAR• Connect with the human being• No techno-centric approach
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