Built on model of penn state law school which has classes at carlisle and UP4 major things to achieveNet, new learnersMake psu more accessible – weekends, and evenings. Not a lot of weekend and evening courses. Faculty capacity and market size to offer the courses.Make psu more adult friendly – link adults to campuses and WCAct as one penn state
Consider the adult who wants a quality Penn State education but doesn’t live close enough to a campus that offers the program that they want to complete. Their research on the internet shows that another Penn State campus, too far away to which to drive, does offer the program. Also consider the adult who works 40 hours per week and is frustrated by the lack of opportunities to take classes at Penn State in the evening or on weekends. Many times, the perspective adult student fits both of these criteria. The need for adult education opportunities is there as you can see by these numbers. The Video Learning Network is a solution.
As we are one Penn State, it is our responsibility to make educational experiences easily accessible to all who wish to earn a Penn State degree. The VLN bridges the geographical gap by connecting all participating campuses with videoconferencing technology and allowing participants to take courses that they had not been able to before. The VLN also offers its courses in the evenings and on weekends to accommodate those who want to complete a Penn State degree program but must also maintain a full time job. Additionally, courses are typically delivered in an accelerated seven-week blended (hybrid) format in a classroom equipped with high definition monitors and Polycomtechnologies for live interaction. This interaction is continued online in a rich learning environment.
To prepare our campuses to provide quality instruction in the Video Learning Network, we offer two faculty development experiences, VLN 1000 and VLN 2000.
VLN 1000 is designed and delivered for an audience of Penn State staff members across the commonwealth via the VLN, including chancellors, DAAs, DCEs, and program managers, and is offered about 3 times per year (once per term).This session discusses the technical operations of the VLN classroom, including the AMX control panel, document camera, and room set up and procedures. To become familiar with the technology of the room, there is some hands-on training. We also share the type of information given to the faculty during their VLN 2000. Knowing the expectations of faculty within the VLNallows them to recruit instructors who can provide quality instruction in this new and unique learning environment.
While the VLN 1000 is a network overview, VLN 2000 focuses on pedagogy, technical training, and practical experience. VLN 2000 is designed and delivered for an audience of Penn State faculty who are either currently scheduled to teach in the VLN or have expressed interest in doing so in the future. VLN 2000 is a four-week workshop that familiarizes participants with the VLN teaching environment from both the student and instructor perspective. Like any VLN course an instructor will eventually teach, the VLN 2000 course structure blends face-to-face classroom instruction that utilizes videoconferencing technology with online teaching and learning experiences.
During the course, participants are introduced and given the opportunity to interact with the technology components provided and supported by the VLN. They take part in learning activities that develop presentation skills, classroom management strategies, and instructional pedagogy necessary to design and implement a course in the VLN blended format. We emphasize asking questions, being creative and experimenting with techniques, and using prior experiences to guide participants through the content and activities of this course. We model and present different ways to take advantage of the rich technology resources available in both the face-to-face and online learning environment.
During the online portion of VLN 2000, participants interact with content that develops their ability to not only redesign course structures to implement best practices, but also how to build community, foster collaboration and communication in the face-to-face and online classroom, and create instructional experiences that appeal to the adult learner. Participants engage in discussion forums that enable a community of thought around the planning of a VLN course. Each participant drafts a VLN course syllabus and collaborates with others to build cohesion, interaction, and substance. This is a very useful platform for faculty members to share experiences and advance their instructional strategies.
The course culminates in a face-to-face session using the Video Learning Network to bridge campuses across the commonwealth. At this session, participants deliver a sample lesson presentation that involves content delivery, facilitated discussion, an engaging group activity, and brief formative assessment. It is meant to help faculty members become more comfortable teaching in the VLN, and allow them to experience the classroom from a student perspective during the presentations of others.
Beyond this training course, the instructor is given access to an instructional designer and given time in the VLN classroom to refresh their memory of technical operations and pedagogical considerations. Faculty members are also given opportunities to stay in contact with other participants in retreats and forums that continue the dialogue of best practices in the VLN. The Video Learning Network becomes not a only network of videoconferencing-facilitated courses, but a network of faculty collaborating to create richer courses of instruction. Since about half of course delivery is done online, we also recommend that faculty take part in World Campus’s Online Learning training courses.
VLN at PSU
The Penn State<br />Video Learning Network <br />
Purpose of the Network<br />The purpose of the Video Learning Network is to facilitate the process of bringing net new adult learners to all Penn State Campuses by increasing access to courses and faculty through the use of video conferencing technology. <br />
The Adult Learnerin Pennsylvania<br />Sources: U.S. Census Bureau, Current Population Survey, 2008 Annual Social and Economic Supplement and<br /> Success, Not Just Access: A Learner-Centric Penn State for Adult Learners, Pennsylvania Governor’s <br /> Conference on Higher Education, 2010, Wayne D. Smutz, Ph.D.<br />
Bridges the geographical gap<br />Courses in the evenings and on weekends<br />Accelerated seven-week, blended format<br />Technology-facilitated<br />Why the VLN?<br />
VLN 1000<br />Audience of Penn State staff members<br />Offered 3 times per year<br />Technical operations overview<br />Room set up and procedures<br />Exposure to faculty training information <br />
VLN 2000<br />Audience of Penn State faculty<br />Focus on pedagogy and practical experience<br />Four-week workshop in blended format<br />Face-to-face instruction extended into online participation<br />
VLN 2000 Overview<br />Interaction with technology <br />Develop presentation skills, classroom management strategies, and instructional pedagogy<br />Design or redesign course activities and instruction<br />Emphasis on questions, creativity, and prior experiences<br />
VLN 2000 Online<br />Course Design<br />Collaboration and Communication Tools<br />Faculty Community Building<br />Emphasis on Adult Learner<br />
Beyond VLN Courses<br />Access to an instructional designer<br />More experience in the VLN classroom<br />Continued community of faculty collaboration<br />Online learning faculty development<br />
BA100 on VLN <br />Instructor’s first timeteaching in video conference format<br />“Can you show her how to operate the videoconference equipment?”<br />“I don’t want to do everything so soon that I forget what needs to be done” <br />Instructor could not attend VLN2000 because of F2F requirement<br />
BA100<br />Working with the Instructional Designer<br />Reviewed the syllabus<br />Discussed student interaction<br />Use of publisher’s content<br />Use of online resources<br />Exams – major stumbling point<br />
BA100 Highlights<br />“Almost everyone got an A”<br />One of the best classes I’ve ever taught!<br />People did the work!<br />The far end felt like they were included<br />
BA100 technology problems<br />Technology support was good, especially at York where they had someone sitting in on all the classes<br />Couldn’t hear videos sometimes<br />Cables had been pulled out<br />TVs (displays) had been turned off<br />One time had an issue connecting to network<br />Had to schedule computers for classroom<br />
BA100 – Area to improve<br />I’ve got to think of more ingenious ways to get them to talk – to come out of their shells <br />
Best Practices<br />Prior to start of class<br />Identify strategies for tests which do not require proctors<br />Identify student computer needs<br />Identify other technology needs<br />Merge all sections in ANGEL<br />Add second course editor to ANGEL<br />
Best Practices<br />Request student feedback early and often<br />Design as if you are teaching online<br />Know who to contact for support<br />Develop a communication plan<br />Develop a backup plan<br />
For More Information<br />Contact Annette Fetterolf at email@example.com<br />
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