Rogi Sloan C Final

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  • The Impending Crisis in Education in North CarolinaHow do we more effectively address teacher shortages?
  • Expansion of Online and Distance Education Initial Licensure ProgramsHow do we offer a 100% Online Graduate Internship?
  • Comparison of processes: F2F vs. RemoteSeminar3 face to face3 online via CentraTeaching4 observations of teaching2 face to face2 remoteEither synchronous or asynchronousPost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Comparison of processes: F2F vs. RemoteSeminar3 face to face3 online via CentraTeaching4 observations of teaching2 face to face2 remoteEither synchronous or asynchronousPost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Comparison of processes: F2F vs. RemoteSeminar3 face to face3 online via CentraTeaching4 observations of teaching2 face to face2 remoteEither synchronous or asynchronousPost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Comparison of processes: F2F vs. RemoteSeminar3 face to face3 online via CentraPost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Comparison of processes: F2F vs. RemoteSeminar3 face to face3 online via CentraPost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Teaching4 observations of teaching2 face to face2 remoteEither synchronous or asynchronous
  • Teaching4 observations of teaching2 face to face2 remoteEither synchronous or asynchronous
  • Option 1: SynchronousCentraLaptop Video streaming cameraTripodWireless microphone
  • Post-conference via Centra
  • Option 2: AsynchronousAdobe Premier Voiceover feedbackSmall wonder cameraUpload compressed video to secure websitePost-conference via Skype
  • Option 2: AsynchronousAdobe Premier Voiceover feedbackSmall wonder cameraUpload compressed video to secure websitePost-conference via Skype
  • Adobe Premier Voiceover feedback
  • Post-conference via Skype
  • Comparison of processes: F2F vs. RemotePost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Comparison of processes: F2F vs. RemotePost-conferenceFace to faceImmediate RemoteImmediate or delayed
  • Data Sources:Interviews with 4 graduate internsJournals and reflections from 4 graduate internsUniversity supervisor reflections and focus group meetings
  • No differences in modes of delivery in overall experience
  • Unanimous preference for online
  • Technology limitationsDelay in speechNeed a microphone and headset“some held back in online”don’t talk as much as face to faceUnanimous Preference for onlineConvenience ParkingTimeIncreased motivation“Going to class without going anywhere”
  • Technology limitationsDelay in speechNeed a microphone and headset“some held back in online”don’t talk as much as face to face
  • StagedPersonal “Professor just being there” “Sense of security”Immediate feedback“Comment on the spot”Nice to have another perspective on classroom management and teachingIf the camera was always there…real measure of student behavior and teaching
  • it’s not like someone is right in the room documenting…. I felt more comfortable with that than someone sitting in the room.”“…Not looking over your shoulder…”“sense of disconnection…like you are doing the whole thing on your own, someone is there supervising you…”
  • Accessibility of Video “frankly I haven’t seen them [remote observations]…(professor) is going to mail that material…”SuggestionsNeed to upload video for reviewing own teaching“Being able to view video right after or closely right after teaching”Challenges of Uploading Compressed Video to WebsiteLimitations of time-- confines of a semester and requirements for periodic Lack of immediacy of feedback or use of Adobe Primer “…I haven’t Adobe yet (laugh). It is hard for me to make a comment.”Technology must be user-friendly and compatible across hardware“well, we didn’t have much luck….”“couldn’t download to computer without having camera in hand”Frustrating “I never really had a true remote observation where I was able to download it, look at it, and then get feedback online.”Learning CurveTime to learn Adobe PrimerQuestion Pedagogical Effectiveness and Value Added of Technology
  • Troubleshooting barriers to technology opens doors to additional possibilities Initial thinkingAsynchronous was the most cost-effective and easiest to implement in the school systemPracticality determines utilityMore trouble than its worthEmergence of synchronous mode of observationROGI [Petty & Heafner, 2009]Evolving Solution to 100% Online Graduate Internship
  • Moving Forward
  • Rogi Sloan C Final

    1. 1. Examining a Pilot Program for theRemote Observation of Graduate Interns<br />Tina Heafner<br />Teresa Petty<br />Richard Hartshorne<br />University of North Carolina at Charlotte, USA<br />
    2. 2. Rationale<br />
    3. 3. Rationale<br />
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    24. 24. (-) Staged<br />(+) Personal <br />(+) Immediate feedback<br />(+) Multiple perspectives<br />
    25. 25. (+) Overcomes geographical boundaries<br />(+) More comfortable with remote observations<br />(+) Different feeling for both teacher & students<br />
    26. 26.
    27. 27. (-) Accessibility of Video<br />(-) Uploading Compressed Video<br />(-) Lack of Immediacy of Feedback<br />(-) Lack of User-Friendly Software<br />(-) Initially Frustrating/Learning Curve (Premier)<br />(-) Pedagogical Effectiveness/Value Added???<br />
    28. 28. Discussion<br />Troubleshooting Technology Barriers<br />Initial Thinking—Asynchronous<br />-Cost Effective<br />-Easiest to Implement<br />Practicality Determines Utility<br />-Is It Worth It? <br />-Emergence of Synchronous Mode<br />
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    31. 31. Richard Hartshorne<br />rhartsho@uncc.edu<br />Tina Heafner<br />theafner@uncc.edu<br />Teresa Petty<br />tmpetty@uncc.edu <br />

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