The document discusses two important skills for online facilitators: establishing presence and providing constructive feedback. It states that these skills help create an engaging learning environment. It also provides suggestions for training online facilitators, including self-assessment, mentorship programs, and experiencing online learning as a student. Proper training is important to help facilitators excel at establishing presence, constructive feedback, and online teaching skills.
This document discusses best practices for training and retaining online adjunct faculty. It provides an overview of 12 articles that offer strategies such as providing mentoring, developing faculty learning communities, conducting needs assessments of faculty, and creating faculty development workshops. The collection of articles aims to help institutions improve support for online adjunct instructors to help with retention and course quality.
An article that explores the features of a learning ecosystem.
This article originally appeared in Training & Development magazine August 2016 Vol 43 No 4, published by the Australian Institute of Training and Development.
Workshop notes case studies in continuing professional developmenteaquals
This document summarizes discussions from a workshop on continuing professional development (CPD). Key points include:
1) Dimensions of CPD include autonomous activities, writing materials, classroom investigations, reading literature, webinars, keeping a reflective journal, and writing articles. Visibility of these activities and whether they should be voluntary or obligatory was debated.
2) Case studies highlighted the benefits of teacher-led CPD initiatives like reading groups and conferences. Facilitating sharing and an environment for CPD was emphasized over top-down requirements.
3) Tensions between individual vs. institutional perspectives on CPD, and making frameworks aid development rather than be checklists, were discussed. Keeping CPD
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
thereNow provides classroom cameras and software to enable remote teacher observation and coaching. Research shows conventional PD is often ineffective because it lacks individualization, context, and feedback. Effective PD includes modeling, observation, and coaching within the classroom context. thereNow aims to enable cognitive apprenticeships through remote, portable cameras; timely feedback; and reflection and coaching software. This allows mentors to observe unobtrusively and provide individualized feedback to support teacher growth.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
East Midlands FE Event - Measuring the impact of CPDIRIS_Connect
The document discusses the importance of continuous learning and development for educators through collaboration with colleagues. It notes that traditional professional development approaches like workshops and courses have little impact, and that true improvement comes from learning on the job every day. Two experts are cited saying that success depends on what happens between workshops, and that improvement relies on learning to do the right thing in one's own setting. The key is moving teacher observation from quality assurance to mentoring, coaching and collaboration where teachers observe each other and provide feedback. IRIS Connect is presented as a tool that can facilitate peer-led mentoring and coaching by allowing teachers to access and share videos of excellent teaching to reflect on practice.
This document discusses best practices for training and retaining online adjunct faculty. It provides an overview of 12 articles that offer strategies such as providing mentoring, developing faculty learning communities, conducting needs assessments of faculty, and creating faculty development workshops. The collection of articles aims to help institutions improve support for online adjunct instructors to help with retention and course quality.
An article that explores the features of a learning ecosystem.
This article originally appeared in Training & Development magazine August 2016 Vol 43 No 4, published by the Australian Institute of Training and Development.
Workshop notes case studies in continuing professional developmenteaquals
This document summarizes discussions from a workshop on continuing professional development (CPD). Key points include:
1) Dimensions of CPD include autonomous activities, writing materials, classroom investigations, reading literature, webinars, keeping a reflective journal, and writing articles. Visibility of these activities and whether they should be voluntary or obligatory was debated.
2) Case studies highlighted the benefits of teacher-led CPD initiatives like reading groups and conferences. Facilitating sharing and an environment for CPD was emphasized over top-down requirements.
3) Tensions between individual vs. institutional perspectives on CPD, and making frameworks aid development rather than be checklists, were discussed. Keeping CPD
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
thereNow provides classroom cameras and software to enable remote teacher observation and coaching. Research shows conventional PD is often ineffective because it lacks individualization, context, and feedback. Effective PD includes modeling, observation, and coaching within the classroom context. thereNow aims to enable cognitive apprenticeships through remote, portable cameras; timely feedback; and reflection and coaching software. This allows mentors to observe unobtrusively and provide individualized feedback to support teacher growth.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
East Midlands FE Event - Measuring the impact of CPDIRIS_Connect
The document discusses the importance of continuous learning and development for educators through collaboration with colleagues. It notes that traditional professional development approaches like workshops and courses have little impact, and that true improvement comes from learning on the job every day. Two experts are cited saying that success depends on what happens between workshops, and that improvement relies on learning to do the right thing in one's own setting. The key is moving teacher observation from quality assurance to mentoring, coaching and collaboration where teachers observe each other and provide feedback. IRIS Connect is presented as a tool that can facilitate peer-led mentoring and coaching by allowing teachers to access and share videos of excellent teaching to reflect on practice.
This document discusses coaching in context and provides answers to frequently asked questions about coaching. It defines coaching as a form of professional development where teachers talk and act purposefully to continuously improve teaching practice. The coach asks questions, makes observations, and offers suggestions to help teachers reflect and grow. Research shows that coaching, when combined with other forms of professional development like presentations, demonstrations, practice, and feedback, can lead to very high rates of classroom application of new strategies, upwards of 90%. Coaching adheres to principles of effective professional development - it is inquiry-based, collaborative, sustained, connected to teachers' work and improving practice.
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
The open university_innovating_pedagogy_2014_0arnaud thomelin
1. Massive open social learning aims to engage thousands of learners in online courses through social networks and discussions to build shared knowledge. Key challenges include maintaining engagement among strangers who only meet online briefly.
2. Learning design informed by analytics uses data from student activities and assessments to evaluate and improve course design, creating a cycle where design and analysis work together to support learning.
3. Flipped classroom moves direct instruction outside of class, using video lectures for individual study at home, so class time can focus on applying knowledge through activities and exploring topics with teacher guidance. This makes class a more flexible environment.
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
1) The author discusses how their company has transitioned from instructor-led training to e-learning, but is now moving to implement a social learning platform to improve employee performance and learning.
2) The social learning platform allows for collaborative learning through tools like wikis, blogs, videos and games. This has led to improved sales, project times, and job satisfaction along with reduced training times and email.
3) Classroom training now focuses on teaching employees how to use the social learning platform. Employees can now learn both together in the classroom or from remote locations through webinars.
The document discusses implementing e-learning for travel agents to provide ongoing professional development after an initial residential training course. Key reasons for e-learning include allowing flexibility given agents' diverse geographic locations, accommodating different learning styles, and motivating continued learning through mastery and connection to others in the field. Concerns include ensuring structure and accuracy of information shared through online forums or social tools.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
Building Engaged-Learning Communities in Large Online or Hybrid Classes
Principles for building communities
Characteristics of engaged-learning communities
Cybergogy (Wang & Kang, 2006)
Good practice: EDTEC
Social software
Facebook groups
Large hybrid classes in Shanghai
“What about culture?
Este documento describe las características de un texto expositivo. Explica que este tipo de texto tiene la función de informar sobre un tema específico de manera clara para el auditorio. Detalla que la estructura básica consta de introducción, desarrollo y conclusión, y que la organización interna puede seguir un orden deductivo, inductivo, temporal, causal o de comparación/contraste. Además, enfatiza la importancia de escribir párrafos con una idea principal central y apoyada.
CNIE: Online Classroom or Community in the Making? Engaged Participant or Kn...guest5eb713
The document discusses a study that examined how online instructors conceptualize and negotiate their teaching presence. Six instructors from different contexts participated in interviews and had their online course interactions analyzed. The findings showed that instructors conceptualized the online spaces in different ways, such as communities, seminars, or student-centered classrooms. However, their abilities to realize these conceptualizations were influenced by tensions from student interactions, technology constraints, or pressures to adopt more teacher-centered approaches. The study concluded that online instructors and students must adapt flexibly to changing needs and identities, and that conceptualizations of teaching presence are constantly evolving.
The document discusses the importance of community and collaboration for online learning. It provides research showing that developing a sense of community and facilitating collaboration and productive discourse enhances online learning. It recommends using collaborative tasks, problem-solving groups, and other active learning techniques to achieve learning outcomes online. Specific tools are presented that can help foster community engagement and collaborative work, such as wikis, blogs, and screen casting software. Case studies demonstrate how instructors can adapt collaborative assignments and activities to the online environment.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
The document discusses strategies for building community in online and blended learning environments. It suggests that developing a sense of community should be an intentional goal when designing class activities. Specifically, it recommends emphasizing common purposes and ideals, providing regular opportunities for cooperation and collaboration, and actively cultivating respectful relationships among students and teachers. A variety of icebreaker activities are presented, such as photo essays, "I am" poems, interviews, and Voicethread introductions, to help students get to know each other online. Ongoing activities like social networking, blogging, webinars, and discussion boards can further foster interaction and community development. Student feedback indicates that these strategies helped form connections and common ground outside of class.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
The document discusses the importance of an online facilitator having a strong presence and promoting interaction among students. It states that facilitators need training in developing online courses, addressing student motivation and goals, and knowledge of adult learning theory in order to have an effective presence. The document also asserts that experience working in online courses and being at the Apprentice, Insider or Master phases helps facilitators promote positive interaction through questions, feedback and activities. Overall, it argues that a facilitator's experience and training can significantly impact the success of an online class.
The document outlines a 3-day asynchronous training program for new facilitators at Cox Communications. Trainees will learn about materials, tests, and discussion threads through shared materials on Cox University and SharePoint sites. Perfect attendance is required to pass the program. The program aims to increase consistency in training and improve customer service. It will train facilitators in establishing an online presence, content knowledge, and communication skills. Trainees will be assessed through diagnostic, formative, and summative evaluations.
The document discusses recommendations for improving communication and processes at Elite Education Institute. It suggests that better communication is needed among teaching staff to coordinate teaching approaches and understand student needs. Regular meetings and training for staff could facilitate open discussion and collaboration. The ACE model of communication is recommended to help students effectively analyze, compose and evaluate what they have learned. Improving communication across the institution would help ensure a cooperative environment and high-quality education.
The document describes the STAR Online Learning Excellence Program, which trains educators to design effective online and blended learning experiences. It discusses key aspects of online learning like understanding how people learn best, using tools and techniques to create experiential learning opportunities online, leveraging social media and online platforms, and assessing learning outcomes. The program aims to help educators transform their approach to create more impactful entrepreneurial learning experiences.
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
This document discusses strategies for shifting teacher practices to incorporate more ICT tools for learning. It emphasizes preparing students with 21st century skills like collaboration and lifelong learning. Teachers need support through professional development clusters, specialized training, classroom support, and risk-taking opportunities. Attending conferences has helped shift some teacher practices and classroom pedagogy. The principal learned that leading change requires buy-in, empowering teachers as leaders, choosing risk-takers carefully, and providing a clear vision while gently encouraging shifts in practice. Building relationships is key to leading people effectively.
This document discusses coaching in context and provides answers to frequently asked questions about coaching. It defines coaching as a form of professional development where teachers talk and act purposefully to continuously improve teaching practice. The coach asks questions, makes observations, and offers suggestions to help teachers reflect and grow. Research shows that coaching, when combined with other forms of professional development like presentations, demonstrations, practice, and feedback, can lead to very high rates of classroom application of new strategies, upwards of 90%. Coaching adheres to principles of effective professional development - it is inquiry-based, collaborative, sustained, connected to teachers' work and improving practice.
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
The open university_innovating_pedagogy_2014_0arnaud thomelin
1. Massive open social learning aims to engage thousands of learners in online courses through social networks and discussions to build shared knowledge. Key challenges include maintaining engagement among strangers who only meet online briefly.
2. Learning design informed by analytics uses data from student activities and assessments to evaluate and improve course design, creating a cycle where design and analysis work together to support learning.
3. Flipped classroom moves direct instruction outside of class, using video lectures for individual study at home, so class time can focus on applying knowledge through activities and exploring topics with teacher guidance. This makes class a more flexible environment.
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
1) The author discusses how their company has transitioned from instructor-led training to e-learning, but is now moving to implement a social learning platform to improve employee performance and learning.
2) The social learning platform allows for collaborative learning through tools like wikis, blogs, videos and games. This has led to improved sales, project times, and job satisfaction along with reduced training times and email.
3) Classroom training now focuses on teaching employees how to use the social learning platform. Employees can now learn both together in the classroom or from remote locations through webinars.
The document discusses implementing e-learning for travel agents to provide ongoing professional development after an initial residential training course. Key reasons for e-learning include allowing flexibility given agents' diverse geographic locations, accommodating different learning styles, and motivating continued learning through mastery and connection to others in the field. Concerns include ensuring structure and accuracy of information shared through online forums or social tools.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
Building Engaged-Learning Communities in Large Online or Hybrid Classes
Principles for building communities
Characteristics of engaged-learning communities
Cybergogy (Wang & Kang, 2006)
Good practice: EDTEC
Social software
Facebook groups
Large hybrid classes in Shanghai
“What about culture?
Este documento describe las características de un texto expositivo. Explica que este tipo de texto tiene la función de informar sobre un tema específico de manera clara para el auditorio. Detalla que la estructura básica consta de introducción, desarrollo y conclusión, y que la organización interna puede seguir un orden deductivo, inductivo, temporal, causal o de comparación/contraste. Además, enfatiza la importancia de escribir párrafos con una idea principal central y apoyada.
CNIE: Online Classroom or Community in the Making? Engaged Participant or Kn...guest5eb713
The document discusses a study that examined how online instructors conceptualize and negotiate their teaching presence. Six instructors from different contexts participated in interviews and had their online course interactions analyzed. The findings showed that instructors conceptualized the online spaces in different ways, such as communities, seminars, or student-centered classrooms. However, their abilities to realize these conceptualizations were influenced by tensions from student interactions, technology constraints, or pressures to adopt more teacher-centered approaches. The study concluded that online instructors and students must adapt flexibly to changing needs and identities, and that conceptualizations of teaching presence are constantly evolving.
The document discusses the importance of community and collaboration for online learning. It provides research showing that developing a sense of community and facilitating collaboration and productive discourse enhances online learning. It recommends using collaborative tasks, problem-solving groups, and other active learning techniques to achieve learning outcomes online. Specific tools are presented that can help foster community engagement and collaborative work, such as wikis, blogs, and screen casting software. Case studies demonstrate how instructors can adapt collaborative assignments and activities to the online environment.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
The document discusses strategies for building community in online and blended learning environments. It suggests that developing a sense of community should be an intentional goal when designing class activities. Specifically, it recommends emphasizing common purposes and ideals, providing regular opportunities for cooperation and collaboration, and actively cultivating respectful relationships among students and teachers. A variety of icebreaker activities are presented, such as photo essays, "I am" poems, interviews, and Voicethread introductions, to help students get to know each other online. Ongoing activities like social networking, blogging, webinars, and discussion boards can further foster interaction and community development. Student feedback indicates that these strategies helped form connections and common ground outside of class.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
The document discusses the importance of an online facilitator having a strong presence and promoting interaction among students. It states that facilitators need training in developing online courses, addressing student motivation and goals, and knowledge of adult learning theory in order to have an effective presence. The document also asserts that experience working in online courses and being at the Apprentice, Insider or Master phases helps facilitators promote positive interaction through questions, feedback and activities. Overall, it argues that a facilitator's experience and training can significantly impact the success of an online class.
The document outlines a 3-day asynchronous training program for new facilitators at Cox Communications. Trainees will learn about materials, tests, and discussion threads through shared materials on Cox University and SharePoint sites. Perfect attendance is required to pass the program. The program aims to increase consistency in training and improve customer service. It will train facilitators in establishing an online presence, content knowledge, and communication skills. Trainees will be assessed through diagnostic, formative, and summative evaluations.
The document discusses recommendations for improving communication and processes at Elite Education Institute. It suggests that better communication is needed among teaching staff to coordinate teaching approaches and understand student needs. Regular meetings and training for staff could facilitate open discussion and collaboration. The ACE model of communication is recommended to help students effectively analyze, compose and evaluate what they have learned. Improving communication across the institution would help ensure a cooperative environment and high-quality education.
The document describes the STAR Online Learning Excellence Program, which trains educators to design effective online and blended learning experiences. It discusses key aspects of online learning like understanding how people learn best, using tools and techniques to create experiential learning opportunities online, leveraging social media and online platforms, and assessing learning outcomes. The program aims to help educators transform their approach to create more impactful entrepreneurial learning experiences.
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
This document discusses strategies for shifting teacher practices to incorporate more ICT tools for learning. It emphasizes preparing students with 21st century skills like collaboration and lifelong learning. Teachers need support through professional development clusters, specialized training, classroom support, and risk-taking opportunities. Attending conferences has helped shift some teacher practices and classroom pedagogy. The principal learned that leading change requires buy-in, empowering teachers as leaders, choosing risk-takers carefully, and providing a clear vision while gently encouraging shifts in practice. Building relationships is key to leading people effectively.
The Inspiring Education Document By Dr. Richard MoniuszkoAlison Reed
The document discusses the importance of professional development for teachers, noting that effective professional development is ongoing, collaborative, and focused on enhancing teacher content knowledge and implementing new strategies in the classroom with feedback. Research highlighted in the document found professional development was most effective when it was sustained over time, involved collective participation of teachers, and emphasized core teaching principles.
Interns will build good professional networks through internships that can help with future job opportunities. Internships provide valuable experience to put on a resume and help students stand out compared to those without internship experience. Many employers use internships as trial periods and often hire interns for full-time roles after graduation. Employers view internships as an important way to recruit entry-level candidates and see interns as attractive potential hires.
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not common in everyday life. Specifically, it notes that teachers must ask questions to which they already know the answers, carefully attend to students' thinking in order to identify misunderstandings, and suspend aspects of their own identities and interests to act in students' interests. It contends that experience alone is not sufficient for teachers to develop these unnatural skills, and that professional training should be the core of teacher preparation in order to directly improve instructional practice. The training would involve unpacking teaching into its components, providing examples and demonstrations, and giving opportunities for practice and feedback to help
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not developed through everyday experiences. While helping others learn is common, professional classroom teaching requires skills like intentionally structuring learning opportunities, assessing student understanding, and maintaining attention on students' perspectives - which do not come naturally. The work of teaching is complex, involving managing interactions between teachers, students, and content to promote learning. Well-designed, practice-focused training is needed to help people learn to do this specialized work and improve significantly on what can be learned through experience alone.
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not developed through everyday experiences. While helping others learn is common, professional classroom teaching requires skills like intentionally structuring learning opportunities, assessing student understanding, and maintaining attention on students' perspectives - which do not come naturally. The work of teaching is complex, involving integrating knowledge, skills, and judgment to advance student learning. Well-designed, practice-focused training is needed to help people learn to do this work effectively and improve significantly on what can be learned through experience alone.
Trends allow training programs to stay relevant. Learn what L&D experts think of some of the most prominent trends to shape the industry in the last 5 years.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This three day online training program provides facilitator skills training. Penny Valentine will serve as the instructor over the asynchronous course. The training will cover establishing an online presence, communication skills, learning theories, and tools for online teaching. Trainees will participate in discussions, assignments, and a final assessment. The goal is to help new online facilitators develop the skills needed to manage an online classroom and engage distance learners.
This document provides guidance on implementing a flipped classroom approach for online teaching and learning. It defines a flipped classroom as delivering instructional content online before class so class time can be used for hands-on activities and collaboration. The document outlines best practices for the pre-class, in-class, and post-class phases and recommends several free digital tools that can help implement each phase, such as Khan Academy for pre-class videos, Google Classroom for in-class assignments, and YouTube for student project sharing. The goal of a flipped classroom is to actively engage students in applying their new knowledge during class.
The video highlights the importance of mentorship programs for new teachers. It notes that without guidance, nearly 50% of teachers leave within 5 years, costing billions and disrupting student learning. The Hillsborough County School System addresses this by pairing new teachers with mentor teachers who provide support. The mentors observe classes and offer feedback to help new teachers improve and help retain them long-term. When properly implemented, mentorship programs can significantly reduce teacher turnover and create stability for students.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
1. Important Skills for theImportant Skills for the
Online FacilitatorOnline Facilitator
CUR 532CUR 532
June 13, 2015June 13, 2015
LaTosha WilsonLaTosha Wilson
Professor M. MedinaProfessor M. Medina
Establishing PresenceEstablishing Presence andand
Constructive FeedbackConstructive Feedback
2. Facilitating an Online ClassFacilitating an Online Class
As a learning leader, it is important thatAs a learning leader, it is important that
the instructor connects with the learner tothe instructor connects with the learner to
ensure a successful learning experience. Whileensure a successful learning experience. While
there are several characteristics an onlinethere are several characteristics an online
facilitator must possess, two important skills arefacilitator must possess, two important skills are
establishing your presence in the classroomestablishing your presence in the classroom
and providing constructive feedback to theand providing constructive feedback to the
learner. Both skills if executed properly resultslearner. Both skills if executed properly results
in an engaging learning environment that isin an engaging learning environment that is
rewarding for both the learner and classrewarding for both the learner and class
facilitator.facilitator.
3. Two Important Skills of theTwo Important Skills of the
Online FacilitatorOnline Facilitator
Online Presence-Online Presence- Presence in the onlinePresence in the online
classroom experience can be defined asclassroom experience can be defined as
“Being there and being together.” (Samuel,“Being there and being together.” (Samuel,
2014)2014)
Constructive Feedback-Constructive Feedback- ConstructiveConstructive
feedback from the instructor are commentsfeedback from the instructor are comments
to the students that lead to improvementto the students that lead to improvement
and motivation.and motivation.
4. Online Faculty PresenceOnline Faculty Presence
Online faculty presence is important for theOnline faculty presence is important for the
online facilitator. The task of the learningonline facilitator. The task of the learning
leader is to bring life to the online class andleader is to bring life to the online class and
bridge gaps between learners. As an onlinebridge gaps between learners. As an online
adult learner, this skill is important as theadult learner, this skill is important as the
instructor engages, motivates and connectsinstructor engages, motivates and connects
learners to enhance the learning experience.learners to enhance the learning experience.
“If you want your students to be engaged, you“If you want your students to be engaged, you
must model the type of behavior you seek”must model the type of behavior you seek”
(Pelletier, 2013).(Pelletier, 2013).
5. Constructive FeedbackConstructive Feedback
The concept of constructive feedback can beThe concept of constructive feedback can be
summarized as the instructor reaching out to follow upsummarized as the instructor reaching out to follow up
and to encourage improvement. This concept isand to encourage improvement. This concept is
important in the online classroom as students blossomimportant in the online classroom as students blossom
in an environment where they are guided, and arein an environment where they are guided, and are
provided an opportunity to grow and learn from errors.provided an opportunity to grow and learn from errors.
‘‘The component of teaching presence known as “directThe component of teaching presence known as “direct
instruction” includes assessment of the effectiveness of theinstruction” includes assessment of the effectiveness of the
learning process and provision of constructive, criticallearning process and provision of constructive, critical
explanatory feedback that allows students to understand theirexplanatory feedback that allows students to understand their
mistakes and clarify and expand their ideas, not only withinmistakes and clarify and expand their ideas, not only within
the conference discourses of the class community but alsothe conference discourses of the class community but also
through individualized feedback between instructor andthrough individualized feedback between instructor and
learner”learner” (Garrison, Anderson & Archer, 2000; Arbaugh &(Garrison, Anderson & Archer, 2000; Arbaugh &
Hwang, 2006).Hwang, 2006).
7. Self AssessmentSelf Assessment
The faculty will explore and identify currentThe faculty will explore and identify current
skills and knowledge required to succeed at the onlineskills and knowledge required to succeed at the online
teaching process. “Like the classroom instructor , theteaching process. “Like the classroom instructor , the
online instructor needs a training approach thatonline instructor needs a training approach that
addresses where, he or she is n the process ofaddresses where, he or she is n the process of
developing skills for online teaching-one size does notdeveloping skills for online teaching-one size does not
fit all” (Palloff and Pratt, 2011).fit all” (Palloff and Pratt, 2011).
8. Adequate Faculty TrainingAdequate Faculty Training
Continuous process improvement is the key toContinuous process improvement is the key to
organizational success. Sufficient training for onlineorganizational success. Sufficient training for online
faculty will ease tension and allow faculty to becomefaculty will ease tension and allow faculty to become
comfortable teaching their way. “One of the goals ofcomfortable teaching their way. “One of the goals of
training for online teaching should be to model thetraining for online teaching should be to model the
types of teaching techniques that a faculty might usetypes of teaching techniques that a faculty might use
in their own classes. Active, collaborative means ofin their own classes. Active, collaborative means of
training faculty will help promote the development of atraining faculty will help promote the development of a
faculty learning community that can continue to servefaculty learning community that can continue to serve
as a support as faculty begin to teach online” (Palloff,as a support as faculty begin to teach online” (Palloff,
et. al., 2011)et. al., 2011)
9. Establish a Faculty MentoringEstablish a Faculty Mentoring
ProgramProgram
Develop a program permitting experiencedDevelop a program permitting experienced
online faculty to mentor, train and prepare new facultyonline faculty to mentor, train and prepare new faculty
through the online teaching process. “By workingthrough the online teaching process. “By working
within a learning community focused on onlinewithin a learning community focused on online
learning, faculty members can experience the benefitslearning, faculty members can experience the benefits
of online work and can translate those into their onlineof online work and can translate those into their online
teaching” (Palloff, et al., 2011). Faculty who commit toteaching” (Palloff, et al., 2011). Faculty who commit to
mentor new faculty empower leaning leaders, andmentor new faculty empower leaning leaders, and
develop their own skills all at the same time. Iron willdevelop their own skills all at the same time. Iron will
sharpen iron which results in a durable online program.sharpen iron which results in a durable online program.
10. Training to Support OnlineTraining to Support Online
Teaching SkillsTeaching Skills
To ensure faculty are fully prepared to excel inTo ensure faculty are fully prepared to excel in
the online teaching experience twothe online teaching experience two
essential concepts must be provided:essential concepts must be provided:
1)1) Various TrainingVarious Training Opportunities in MultipleOpportunities in Multiple
facets. Organizations must providefacets. Organizations must provide
“flexible” sufficient training that will allow“flexible” sufficient training that will allow
growth and enhancement for all faculty.growth and enhancement for all faculty.
2) The Development of2) The Development of Faculty MentoringFaculty Mentoring
Programs- Implement a program toPrograms- Implement a program to
promote faculty relationships that increasepromote faculty relationships that increase
trust and support to motivate facultytrust and support to motivate faculty
enhancement.enhancement.
11. Patricia Pelletier quotes inPatricia Pelletier quotes in What OnlineWhat Online
Teachers Need to KnowTeachers Need to Know "One of the most"One of the most
effective types training I have found is toeffective types training I have found is to
enroll in an online course yourself. this willenroll in an online course yourself. this will
give you the opportunity to experience what itgive you the opportunity to experience what it
feels like to be the learner..." ( 2013).feels like to be the learner..." ( 2013).
Perfection is the result of practice, the morePerfection is the result of practice, the more
an online facilitator participate in the processan online facilitator participate in the process
the better they facilitate. The more you teach,the better they facilitate. The more you teach,
establishing presence and constructiveestablishing presence and constructive
feedback will be developed. Continue to signfeedback will be developed. Continue to sign
on!on!
12. ReferencesReferences
Garrison, D., Anderson, T., & Archer, W. (2000).Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-basedCritical inquiry in a text-based
environment: Computer conferencing in higher educationenvironment: Computer conferencing in higher education. Internet and Higher Education, 2(2-. Internet and Higher Education, 2(2-
3), 87-105.Grandzol, J.,3), 87-105.Grandzol, J.,
Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor. Strategies for
Professional Development.. Retrieved from
https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:49045299/context/co/view/act
ivityDetails/activity/7178e3c2-0405-4138-998c-990c96fffd75/expanded/False.
Pelletier, P. (2013, September). What Online Teachers Need to Know. Faculty
Focus, (), . Retrieved from http://www.facultyfocus.com/articles/online-education/what-online-
teachers-need-to-know/
Samuel, A. (2014) HOW DO FACULTY CREATE PRESENCE IN THE ONLINESamuel, A. (2014) HOW DO FACULTY CREATE PRESENCE IN THE ONLINE
LEARNING ENVIRONMENT?LEARNING ENVIRONMENT? [PowerPoint slides]. Retrieved from AAACE ConferenceRetrieved from AAACE Conference
http://www.aaace.org/assets/2014/Conference-Presenter-Materials/anita%20samuel.pdfhttp://www.aaace.org/assets/2014/Conference-Presenter-Materials/anita%20samuel.pdf