Debrief - How To Implement Trainings
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The document discusses strategies for implementing training programs. It recommends customizing training to students' existing knowledge through pre-assessments and integrating training into existing school curricula. It also suggests promoting training through online strategies, brochures, school databases, networking, and outreach programs. Additionally, it proposes achieving financial sustainability by finding qualified trainers, collecting student fees, obtaining sponsors and grants, offering internships, and fundraising.
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1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
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Project-Based Learning and multi Media
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it also provides student choice and ownership over learning, while allowing students to share their work with a broader audience in a motivating way.
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Student as Partners and Co-Creators in Enhancing Digital Teaching and Learning
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You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
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The document discusses the goals and achievements of Dr. K.N. Modi University. It aims to reform its curriculum to be more interdisciplinary and include more practical work. It also wants to help faculty develop effective teaching strategies. Some achievements include implementing smart classrooms, developing industry partnerships, and providing faculty training programs. However, it still faces challenges like improving staff training, infrastructure, and facilitating self-assessment among teachers.
Project Sustainability Video
The project aimed to build on previous AFLF research on embedding e-learning innovation and investigate models for overcoming barriers to e-learning implementation. The barriers identified were lack of time, poor alignment with work priorities, insufficient management support and a lack of organizational strategic focus on e-learning. The project involved staff from TNQ TAFE reflecting on e-learning competencies, refining resources and strategies, and reinvigorating their professional learning approach through collaborative action learning projects using an online platform. A review found both enablers and barriers to the professional development model used.
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The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
AU Technology in Continuing Education
This document summarizes key points about using instructional technology to serve adult students. It discusses adult learner characteristics including their desire for control over learning, real-life application, and flexibility. It also outlines technology possibilities like the internet providing flexible scheduling and collaboration. The document recommends strategies for adult online courses like clear expectations, establishing a sense of community, and interaction. It provides examples of instructional modalities used at Adelphi including traditional, video conferencing, blended, and web-based courses.
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Debrief - How To Implement Trainings
- 1. GET-IT CONFERENCE 2.016-17 OCTOBER 2009MCIT | CAIRO - EGYPT
- 3. How to customise the training Use of student-based programs e.g. Pre-assesssment to find out level of knowledge. Use of school-based programs that already exists. Working with SMEs Understand the peculiarity and dynamism of needs, challenges Integration: integration to the existing curriculum
- 4. How to integrate the training Integrate with the existing curricula Offer the curriculum as a stand-alone and teaching it alongside others If not part of curriculum, teach the course over weekends Tap into the knowledge and expertise gained not necessarily in formal education, but could be inherent and be scale up through the curriculum
- 5. How to promote the training and reach the target audience Use of online strategies Use of brochures and pamphlets Use of school-based databases Networking partners and collaborators Use of outreach programs to reach the larger community and CSR programs Orientation camps Road shows Videos of success stories Alumni/ambassadors networks
- 6. How to be sustainable financially Start point: finding the right trainers Students pay commitment fee which is subsidized. Sponsorship and grants HP offers a platform of visibility for the centre e.g. through the opening sessions HP facilitates the creation of the GET-IT centre network which can work together and pool resources Offer internship to graduate teachers Individual centre to fundraise for its activities.