This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
The document discusses online professional development for teachers. It notes that professional development helps teachers improve their skills and knowledge to advance their careers and address challenges in education like diverse student populations. Online professional development offers benefits like accessing experts anywhere, collaborative course design, affordable costs, and increased access to instructors. However, challenges include difficulty gauging impact, modifying group activities, outdated materials, and initial print-to-web conversions. Different types of online development include internet-based training with facilitators and self-guided use of online resources.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
Concepto clave por qué es importante la enseñanza en líneawilly arzadum
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
Professional networks and personal learning networks (PLNs) allow individuals to connect with others online to support ongoing learning. PLNs have expanded from local connections to include global communities on social media and websites where people can interact, share resources and learn from others with similar interests. Developing a PLN takes effort but provides opportunities for ongoing professional development, learning new skills, and staying up to date in one's field from connections around the world.
CrICET: Building Capacity for Collaboration between Schoolsedcocp
This document discusses building capacity for collaboration between schools through collaborative professional learning and enquiry. It outlines four elements needed for effective networking and collaboration: purpose, people, processes, and structures. Different structures for collaboration are described, including wheel-and-spoke and thematic/role-based structures. Effective collaborative processes discussed include action research, learning walks, lesson study, and instructional rounds. The document emphasizes using enquiry methodologies to improve practice through collaboration between schools.
This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
The document discusses online professional development for teachers. It notes that professional development helps teachers improve their skills and knowledge to advance their careers and address challenges in education like diverse student populations. Online professional development offers benefits like accessing experts anywhere, collaborative course design, affordable costs, and increased access to instructors. However, challenges include difficulty gauging impact, modifying group activities, outdated materials, and initial print-to-web conversions. Different types of online development include internet-based training with facilitators and self-guided use of online resources.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
Concepto clave por qué es importante la enseñanza en líneawilly arzadum
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
Professional networks and personal learning networks (PLNs) allow individuals to connect with others online to support ongoing learning. PLNs have expanded from local connections to include global communities on social media and websites where people can interact, share resources and learn from others with similar interests. Developing a PLN takes effort but provides opportunities for ongoing professional development, learning new skills, and staying up to date in one's field from connections around the world.
CrICET: Building Capacity for Collaboration between Schoolsedcocp
This document discusses building capacity for collaboration between schools through collaborative professional learning and enquiry. It outlines four elements needed for effective networking and collaboration: purpose, people, processes, and structures. Different structures for collaboration are described, including wheel-and-spoke and thematic/role-based structures. Effective collaborative processes discussed include action research, learning walks, lesson study, and instructional rounds. The document emphasizes using enquiry methodologies to improve practice through collaboration between schools.
Putting the Learner First - Adult Characteristics in the Online EnvironmentD2L
Interested in more free on adult learning characteristics? Check out this blog: http://bit.ly/1kwTmQi
Building engagement in learning is a critical component of successful learning programs and helps to foster employee engagement in your organizations. Learn about adult learner characteristics and how to best support them in online learning environments.
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
This chapter discusses the importance of technology infrastructure in schools and outlines the roles and responsibilities of educational leaders in developing and supporting that infrastructure. It provides examples of how principals and superintendents in New Hampshire have integrated technology into communication, collaboration, operations, and data-driven decision making. The chapter also includes a self-assessment for leaders to evaluate their skills and professional development needs related to technology.
This chapter discusses the importance of technology infrastructure in schools and the role of educational leaders. It covers the National Education Technology Plan's goal of ensuring access to technology and enabling its use. School administrators should develop networked communities, implement collaborative tools, and use data to improve operations and decision-making. The chapter also includes a self-assessment survey to help leaders evaluate their skills and a discussion of strategies administrators can use to enhance infrastructure, such as cloud computing and communication tools.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
The document outlines a 3-day facilitator training program that provides an introduction, discusses training program details like audience and objectives, and covers facilitator skills, instructional materials, management tools, and classroom issues. Trainees will learn skills for online facilitation and engagement through various modules and assessments to become effective distance learning facilitators. The goal is to equip trainees with the knowledge and skills to train others at their organization through an online platform and various technology tools.
The document discusses preparing staff for online learning and identifies several challenges organizations face based on survey data. It provides feedback on six questions: how to increase skills and confidence; improve access; encourage collaboration; help leaders understand online learning's benefits; prepare trainers; and overcome past negative experiences. Suggestions include guiding, empowering and involving staff; improving technology access; fostering reflection and information sharing; communicating regularly; and addressing issues proactively. The goal is to build an open culture where online learning is embraced.
The document discusses several future trends that will impact training and development, including sustainability initiatives, new technologies, virtual work arrangements, and a focus on performance analysis and social learning. It also describes how training departments will need to focus on performance improvement, capture intellectual capital through social media, provide embedded learning solutions, and potentially outsource some training functions. Trainers will need skills in areas like facilitating technology-driven learning, using assessments to understand learning styles, and integrating learning with on-the-job performance.
This training program provides facilitators with the necessary tools for facilitating online learning. It covers distance learning theories, concepts, applications and practices. Facilitators will learn how to develop their online presence, provide positive feedback, manage their time efficiently, and encourage interaction among learners. The training also addresses issues like classroom management, technology tools, ADA compliance, and evaluation strategies to improve facilitator skills and performance.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
This document outlines a 3-day training manual for facilitators of online education. The training will cover establishing an online presence, managing an online classroom, engaging learners, and using various technologies and platforms. Trainees will learn communication strategies, create rules and expectations, design instruction, and provide feedback. The training will assess facilitation skills and evaluate effectiveness. Mentoring, faculty development, and resolving technology issues are also addressed.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
Steps And Benefits Of Setting Up Professional Networks For Students | Future ...Future Education Magazine
Practical Steps for Students to Establish Professional Networks: 1. Utilize University Resources 2. Online Platforms 3. Participate in Internships and Co-op Programs 4. Attend Conferences and Industry Events 5. Utilize Faculty Relationships
Go To Training High Impact Online TrainingConfidential
This document discusses strategies for effective live online training. It begins by noting that while online training allows for wider reach, simply converting materials online is not enough - unique strategies are needed to engage learners. Several industry reports highlight that interactive virtual classrooms are growing as they allow for learning without travel. The document emphasizes that online training requires its own specialized best practices, as it is a distinct medium. Effective online instructors focus on engagement, facilitation, and applying concepts in a workplace setting. Overall, the key is using the online format to its full advantage through strategic planning and skilled moderation.
Effective facilitators of online learning require strong communication and technology skills. Effective communication involves creating a clear, functional environment with clear expectations between educators and learners. Technology is also important as it affects many aspects of life, including education, so facilitators must understand how to integrate it into instruction. Facilitators develop their skills over time, starting as novices and progressing to masters as they gain experience teaching online through multiple terms and course designs. Formal training and experience help facilitators strengthen skills like listening, writing, observing, motivating, and encouraging learners.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Putting the Learner First - Adult Characteristics in the Online EnvironmentD2L
Interested in more free on adult learning characteristics? Check out this blog: http://bit.ly/1kwTmQi
Building engagement in learning is a critical component of successful learning programs and helps to foster employee engagement in your organizations. Learn about adult learner characteristics and how to best support them in online learning environments.
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
This chapter discusses the importance of technology infrastructure in schools and outlines the roles and responsibilities of educational leaders in developing and supporting that infrastructure. It provides examples of how principals and superintendents in New Hampshire have integrated technology into communication, collaboration, operations, and data-driven decision making. The chapter also includes a self-assessment for leaders to evaluate their skills and professional development needs related to technology.
This chapter discusses the importance of technology infrastructure in schools and the role of educational leaders. It covers the National Education Technology Plan's goal of ensuring access to technology and enabling its use. School administrators should develop networked communities, implement collaborative tools, and use data to improve operations and decision-making. The chapter also includes a self-assessment survey to help leaders evaluate their skills and a discussion of strategies administrators can use to enhance infrastructure, such as cloud computing and communication tools.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
The document outlines a 3-day facilitator training program that provides an introduction, discusses training program details like audience and objectives, and covers facilitator skills, instructional materials, management tools, and classroom issues. Trainees will learn skills for online facilitation and engagement through various modules and assessments to become effective distance learning facilitators. The goal is to equip trainees with the knowledge and skills to train others at their organization through an online platform and various technology tools.
The document discusses preparing staff for online learning and identifies several challenges organizations face based on survey data. It provides feedback on six questions: how to increase skills and confidence; improve access; encourage collaboration; help leaders understand online learning's benefits; prepare trainers; and overcome past negative experiences. Suggestions include guiding, empowering and involving staff; improving technology access; fostering reflection and information sharing; communicating regularly; and addressing issues proactively. The goal is to build an open culture where online learning is embraced.
The document discusses several future trends that will impact training and development, including sustainability initiatives, new technologies, virtual work arrangements, and a focus on performance analysis and social learning. It also describes how training departments will need to focus on performance improvement, capture intellectual capital through social media, provide embedded learning solutions, and potentially outsource some training functions. Trainers will need skills in areas like facilitating technology-driven learning, using assessments to understand learning styles, and integrating learning with on-the-job performance.
This training program provides facilitators with the necessary tools for facilitating online learning. It covers distance learning theories, concepts, applications and practices. Facilitators will learn how to develop their online presence, provide positive feedback, manage their time efficiently, and encourage interaction among learners. The training also addresses issues like classroom management, technology tools, ADA compliance, and evaluation strategies to improve facilitator skills and performance.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
This document outlines a 3-day training manual for facilitators of online education. The training will cover establishing an online presence, managing an online classroom, engaging learners, and using various technologies and platforms. Trainees will learn communication strategies, create rules and expectations, design instruction, and provide feedback. The training will assess facilitation skills and evaluate effectiveness. Mentoring, faculty development, and resolving technology issues are also addressed.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
Steps And Benefits Of Setting Up Professional Networks For Students | Future ...Future Education Magazine
Practical Steps for Students to Establish Professional Networks: 1. Utilize University Resources 2. Online Platforms 3. Participate in Internships and Co-op Programs 4. Attend Conferences and Industry Events 5. Utilize Faculty Relationships
Go To Training High Impact Online TrainingConfidential
This document discusses strategies for effective live online training. It begins by noting that while online training allows for wider reach, simply converting materials online is not enough - unique strategies are needed to engage learners. Several industry reports highlight that interactive virtual classrooms are growing as they allow for learning without travel. The document emphasizes that online training requires its own specialized best practices, as it is a distinct medium. Effective online instructors focus on engagement, facilitation, and applying concepts in a workplace setting. Overall, the key is using the online format to its full advantage through strategic planning and skilled moderation.
Effective facilitators of online learning require strong communication and technology skills. Effective communication involves creating a clear, functional environment with clear expectations between educators and learners. Technology is also important as it affects many aspects of life, including education, so facilitators must understand how to integrate it into instruction. Facilitators develop their skills over time, starting as novices and progressing to masters as they gain experience teaching online through multiple terms and course designs. Formal training and experience help facilitators strengthen skills like listening, writing, observing, motivating, and encouraging learners.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Film vocab for eal 3 students: Australia the movie
PROFESSIONAL NETWORKS-jnm.pptx
1. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
PROFESSIONAL LEARNING
NETWORKS (PLNs)
Jerome Nayra Manansala
Principal I
2. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
∙ define professional networks;
∙ discuss the importance of establishing
professional links/networks to improve one’s
practice
Training Objectives
At the end of the session, you will be able to:
3. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
•cite the guiding principles on the use of
networks in the school education system
•identify critical points when integrating
networks in the school education
system.
Training Objectives
At the end of the session, you will be able to:
4. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
• note the practical steps for effective use of
networks in Developing an Action Plan on
establishing Professional Networks in the School
• develop an Annual Learning and Development
Plan to better Establish Professional Networks in
the School
Training Objectives
At the end of the session, you will be able to:
5. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Priming Activity
• The participants answer the poll survey through their cell phone.
We use the Mentimeter app.
• The participants will answer based on the link given by the
learning facilitator. They will be given 5 minutes to answer the
questions.
• For poor signal, they may answer manually since it is being
flashed on the screen.
6. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Priming Activity
• The participants answer the following
question:
• In your personal assessment, what is your
professional career stage?
Voting Link:
https://www.menti.com/hgpnmjoqgj
Voting code: 3734 6500
7. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
DOMAIN 7.3: Professional Links with
Colleagues (PPST)
• 7.3.1 (Beginning Teachers) Seek opportunities to establish
professional links with colleagues.
• 7.3.2 (Proficient Teachers) Participate in professional networks to
share knowledge and to enhance practice.
• 7.3.3 (Highly Proficient Teachers) Contribute actively to professional
networks within and between schools to improve knowledge and to
enhance practice.
• 7.3.4 (Distinguished Teachers) Take a leadership role in supporting
colleagues’ engagement with professional networks within and across
schools to advance knowledge and practice in identified areas of need.
11. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
ACTIVITY: Connecting Our Minds
∙ You may unmute your audio for sharing or you can
use the chat pane to post your insights about this
question:
1.What are the important things to consider in
developing yourself personally and
professionally as teachers?
14. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Inactive
s
Spectator
s
Joiners
Collector
s
Critics
Creators
CONSUMPTION
PRODUCTION
• Publish a blog
• Publish your own Web Pages
• Upload video you created
• Upload audio/ music you created
• Write articles and stories and post them
• Post ratings/ reviews of products and
services
• Comment on someone else’s blog
• Contribute to online forums
• Contribute to edit articles
• Use RSS Feeds
• Vote for web sites online
• Add tags to web pages
• Save resources from others
• Maintain profile on a social networking site
• Visit a social networking site
• Read blogs
• Listen to podcasts
• Watch video from other users
• Read online forums
• Read customer ratings/ review
• None of the Above
POWER
LAW
OF
PARTICIPATION
15. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Share your responses through this
link:
https://docs.google.com/forms/d/e/1FAIpQLSc0plMAQhpUHf00tr
Y86S5E7qgKvS2LQwSBL-2ee12ulyDV2A/viewform?usp=pp_url
17. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Open Educational Digital Natives and Digital
Immigrants Teaching the Net Generation:
• Ultimately, the message is a simple one, whether an Educator is
born prior to ’64 or after, will find little classroom success if they
remain in the avoider, reluctant adopter, minimalist or tourist
categories. There is now great clarity that educators must be at
the minimum in the enthusiastic adopter category if they are to
successfully teach the digital generation.
• In fact, we would contend that the best teachers moving forward
will need to take their technology to an even higher level. To be
successful, they will need to move in to the innovator category.
19. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Post-Graduate Studies/Short Course
Continuous
Professional
Development
Seminars/Conferences/Forums
Post-Graduate Studies
Professional (Learning) Networks
Professional (Learning) Communities
20. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Key Terms
1.) Actors – individuals who carry out the network activities
- key persons who interact in certain networks
a.) experts who share knowledge, skills, attitude
b.) individuals in search of professional growth through professional
networks (teachers, school heads)
2.) Goals - are the desired outcomes of network actors that
may be:
a.) operational (achieving efficiency)
b.) personal (self development)
c.) strategic (future development of an organization/system)
21. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
3.) Connectors and Relationships
- structural links and functioning relationship
between works
which may differ in distance, strengths and
intensities.
- Two actors may have more than one connection.
Key Terms
22. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
PROFESSIONAL LEARNING NETWORK PROFESSIONAL LEARNING COMMUNITY
- community of lifelong learners, always
evolving their practice and learning from each
other
group of educators that shares expertise, and
works collaboratively to improve teaching skills
and academic performance of students
“system of interpersonal connections and
resources that support informal learning”
applied to teaching faculties that use small-
group collaboration as a form of professional
development
connects teachers to other individuals
worldwide who can offer support, advice,
feedback, and collaboration opportunities
typically applied to smaller teams of teachers—
usually between four and eight, although group
sizes vary
PLNs also allow teachers to collect information
from various Web sites and access it in one
organized area
OTHER NAMES: professional learning groups,
collaborative learning communities, critical
friends groups
NOT MANDATORY
Mostly exist online
Edmodo, Classroom 2.0
MANDATORY
Public schools are mandated to have their own
PLC through LACs. (DO 35, s. 2016 )
23. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Professional Networks
• refer to a connected community of
educators. It is the established
connections between them that maintain
the network.
• Networks are alliances working towards a
particular common or shared goal(s).
24. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Professional Networks
• Networks exchange knowledge, skills and
resources, between points for the mutual
benefit of all the actors, although the activity
carried out by actors might be different
(Collective Intelligence-collaborative efforts)
27. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
2. Autonomy, Accountability & Flexibility:
Guiding Principles on the Use of Networks on
the School Education System
33. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
8. Impact, Quality Assurance
& Evidence:
Guiding Principles on the Use of Networks on
the School Education System
34. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
The World is Open by Curtis Bonks
“The Human species as a
whole has shifted from
learning in silence to
learning with others, and
readily sharing what one
37. PROFESSIONAL LEARNING NETWORKS
IN-SERVICE TRAINING
Teach and Mentor
Create Youtube
Video Lectures
Answer questions in
Online Communities
Lead webinars
Present at a virtual
seminar
Provide Virtual
Coaching
Teach an Online
Course
Create and Share
Create Infographics
Create and Share
Learning Aids
Create Templates
and guides
Create Digital
Stories
Create and Share
Lessons & Curricula
Create tutorials
Collect and Curate
Tweet resources
Blog top # lists
Share Digo Links
Create Thematic
Youtube Playlist
Curate sources on
Scoop it or Storify
Create and Share
annotated
bibliographies
Host and Help
Host a Google
Hangout or FB Live
Host and Help Lead
in Google group
Start a LinkedIn
Group
Volunteer for an
Online Conference
Host a regular twitter
chat/ FB room
Host a regular
podcast
Write and Publish
Comment on blogs
and Online Articles
Create a blog and
write regularly
Guest blog
Online Freelance
Writing
Write and e-book
Submit Articles for
open journals
Read the enabling objectives and relate it to the achievement of the terminal objectives.
Read the enabling objectives and relate it to the achievement of the terminal objectives.
Read the enabling objectives and relate it to the achievement of the terminal objectives.
Explain the priming activity
I want you to think of these three questions to help us frame what we are going to talk about.
What is a PLN?
Why are PLNs so Important? If you haven’t started building your PLNs, I think now is the day. It is a necessity as educators to grow professionally.
How to get started? The ‘what’ and the ‘why’ will be obsolete if we are not going to talk about the ‘How’.
PLN whatever other meanings books and journals would tell us, it is really about these 3Cs. It’s about connecting with other people. It’s about collaborating, respecting and being sensitive to the multiple voices that help shape who we are. Of course communicating…
The activity should highlight the following context:
To succeed in school endeavors, teachers must develop themselves and in the long run others.
For teachers to grow, he/ she must equip himself with the correct mechanisms to develop professionally. Simply put, “one cannot give what he/ she doesn’t have.”
Both the school head and the teachers should develop themselves personally and professionally.
We need to start with the Learning and Development Needs Assessment to know how we can better help ourselves as teachers in our endeavors toward professional development
Ask the participants to use the chat pane for their responses.
This is the typical network of a teacher. We are in the second decade of the 21st century. So we can no longer really think about this as 21st century learning. We’ve been at this now for 15 years, and so I think it’s about digital momentum… I think it’s about digital voice… I think it’s about digital foot-printing… It’s about (going back again to connecting and collaborating.)… but if you would look at this, everything is linear. You’ve got those five key pieces, with the exception of Colleagues and Family/ Local Community, everything is one way…everything is one dimensional…If you noticed, this teacher in the image is doing a lot of in-taking. I think the tragedy of most of us professionals is that we become very sylloge (compendium, collection).
We have the four walls of our school building. Sometimes when we are teaching inside our classroom, we put construction paper or something over the window, so people can’t look in so we kind of insulate ourselves… And this is the perfect illustration of being insulated. One to one if you would… rather than this next image.
This communicate something very different. You still see that the teacher and his/her network is the hub of other network, but there is a lot of interconnectedness more so here than there was in the other image. And so when you think about the network the teachers relate to like video conferencing, social bookmarking, print digital media, family/ local community, colleagues, everything is mutually beneficial to the other. So when you think about a network teacher in this sense, there’s such a cyclical nature to it in the sense that a network teacher is a POWERFUL TEACHER… A Network Teacher is a LEARNED TEACHER. A network teacher recognizes that it is not just about the brain dunk… It is not just about portal in and let me regurgitate it…
It is about mutually sharing information… It is about CONNECTING TOGETHER… It’s about LEARNING FROM ONE ANOTHER. It’s about being INTENTIONAL and It’s about being DELIBERATE!
I want us to do some kind of reality check. I’d love for us to take a survey. I want us to think about your power using this power law of participation in terms of thinking about where you are from this social media ladder if you would. Are you a consumer, or are you a producer. Just like how we think of our learners. We don’t want our learners to be just consumers. We want them to be producers.
Look at this ladder. We have from inactive to creator and just kind a look in all ways and everything in between.
Inactive is basically what it means. You have not plugged in yet. You’re still probably a little trepidatious about getting plugged in or creating/ setting profile and connecting with other people through twitter, IG, Diggo, Facebook, Youtube.
Or you might be a spectator which I like to refer to as lurker. You might lurk in or observe, or you might read blogs, listen to podcasts, you might watch videos, you might read online forums. Notice that in spectator, there’s no participation.
So as you join, perhaps you maybe start managing a profile on a social networking site, but you haven’t really started actively participating.
From joining, you begin collecting, you read blogs, you listen to podcasts, you watch videos and then you might want to start establishing through simple syndication, the RSS feed on those blogging sites… Once subscribed to that, information is dumped to your email, or you might have some kind of other RSS reader. Few years ago we had google reader which is no longer in existence, but we have so many other data aggregates like news feed, that are dump all sorts of information which you can collect.
Then you might start thinking about production. Are you a critic, not in a negative way, but you might comment on someone else’s blog, or you might contribute to online forums. You might edit a post for example a wiki entry.
Or you might be a Creator by publishing your own blog, you might publish your own web page, you might upload your own video, you might have a youtube channel, a video cast, you might articles and so forth….
So, based upon where you are, I want you to take about 30 seconds to decide “WHERE ARE YOU ON THIS LADDER?’ Don’t think about, I think I am in between a spectator or a joiner. If you feel like you’re in between then go to the lower ladder. I want us to get a clear picture of who have in the room.
Share the participants the results.
These results are not meant to guilt you. It’s not meant for that. In a Professional Learning Network, you grow in terms of your knowledge base, you grow in your comfort level, you grow in the way that you begin plugging in and connecting in with one another. I thought this was a neat way to kind a look at where we are as we take a reality check of our own journey. (Share your experience of having plugged in: tumblr, multiply, facebook, IG, twitter, plurk, etc.)
The key is that as we grow and learn together, we begin to establish our voice and who we are as we communicate what it means to be a learner. This will shape you who you want to be. I was not the same person back in 2005 in terms of how I am growing with one another.
If our students are connected they need to see us modeling that…They need to see us learning that… I love this quote which came from an Open educational Digital Natives and Digital Immigrants Teaching the Net Generation and it reads:
At this next image, the PROFILE OF A MODERN EDUCATOR. I think the PLN really helps to shape this. When you think about “THE QUESTION EVERYTHING” at the last row there… Educators who questioned, Educators who Explore, Educators who discover the PLN, is a catalyst for that. Dream big and ask “why not.” The PLN helps to discover that. We get to learn from the dreams of others, we get to learn from the questions of others, we get to learn from those who are shaking the status quo.. Embracing change… This is a perfect example that PLN can help us to take what we have deemed in education—whether it’s looking at educational reform, whether it’s looking at a digital literacy. Whatever the topic may be, the PLN helps us to embrace and think differently about what we’ve always felt would be comfortable or static.
You can look hear the idea of vulnerability, there is nothing more vulnerable than collaborating and connecting and failing if you would in terms of ideas, thinking, and the connections that we’re making… And as we’re growing from those mistakes we’re looking at learning from one another.
I love that top row, “SEE THEMSELVES AS CO-LEARNERS NOT TEACHERS.” This is a great image to kind of capture the “WHY”
In any standards set by education societies, PLN is a mandatory. We are being wired or plugged in to connect, collaborate and communicate. We are wired to interact professionally. Also, these standards in the new normal are talking and promoting digital citizenship. This is the best thing to do it—connecting with others. Teachers should be members of learning communities. That is what PLN is in it essence is a learning community.
Let us get a bit technical…
Professional Networks refer to a connected community of educators. The community may exist online, e.g., LinkedIn. This website is a vibrant, ever-changing group of connections within which teachers share and learn. These groups reflect their values, passion, and areas of expertise.
Engaging/Establishing Professional Networks help us work collaboratively with other people whose interests and aspirations are the same with us. Likewise, there are people in the networks that are experts and can support the improvement of our work performance, work place and even employment status.
GOALS: these are shared between the network actors and are the desired outcomes of the activity. Identifying goals sets the priorities for action but also suggests a necessary structure. Goals can be operational (achieving efficiency), personal (about self-development of the actor), or strategic (future development of the organisation or system). Goals are a way of operationalising work towards a shared outcome or 'vision', which unites the actors in their values of what they are striving for.
ACTORS: these carry out the network activity. Their behaviour can be influenced by their professional role (i.e. in their daily context), their positioning the in the network (including whether they are clustered with others), their relationships (connections) to other actors, and their sense of benefit.
CONNECTIONS & RELATIONSHIPS: these are the structural links and functioning relationships between actors. They may be different distances and strengths or intensities. They may allow artefacts to flow in one or both directions. There may be more than one connection between two actors.
a shared vision is needed to inspire the cooperation of different actors, in the interest of school development. Clear shared goals should be defined the first stage in network development, in order to engage the appropriate actors in an appropriate structure. Goals may be redefined as the network evolves.
attention should be paid to the decision-making capacity of different actors and their sense of agency and responsibility. Flexibility within policies may encouraged increased activity. Self-assessment - may help identify or motivate new network actors; help existing members identify their own needs; and contribute to network development with an increased sense of ownership.
an open and supportive environment supports inter-school and inter-professional exchanges. The interests of different actors should be balanced within and between different system levels, as friction and competition between schools or other actors can undermine the cohesiveness of networks. It is important to demonstrate that the inputs (in time or resources) are proportionate to the outputs.
Cooperation between teachers as key actors should be supported by: a) providing time for dedicated activities, b) assuring recognition; c) giving them a voice, and d) assuring a climate of trust. Actors should be aware of their role as networking activity may be different to their daily professional tasks. Effective distribution of leadership is particularly important.
teacher collaborative competence should be developed through ITE and CPD. There should be both horizontal and vertical cooperation, taking care not to overload actors. Mediators between network points may need specific support.
action should identify points of shared interest and align policy development cycles of different areas. Evidence-based policymaking and practice requires connections with and between teacher-led experimentation, and expert pedagogical research.
networks should be flexible. They may be temporary or longer term, and may exist as an initial phase in establishing and embedding a culture of collaboration. They may also make lasting connections of which project activity may be one part; guided by the actors. Managing or acting within networks can inform decisions about distribution of resources.
Monitoring and evaluation is central to understanding the effectiveness of networks and self-reflection is key to ongoing development. Network developers should consider how progress and outcomes will be measured, define key indicators, and to decide how and by whom they will be measured. Appropriate data generated by networks should be taken into account at local and national levels of decision-making.
Before we get into the specifics of the “HOW,” I want to share with you these three thoughts as to the “why.”
I love this statement. It’s from Curtis Bonk’s book “The World is Open.” If you want a great read, to explore not just about connected learning and not just about professional learning networks but just the whole idea of how small our world has actually gotten because of its openness and because of how people are so interconnected. He said: (read the slide)
It is a great statement about what it means to and why we ought to connect in PLNs.
I love this next one, “Everyone you will ever meet knows something you don’t” That what’s motivate me. I want to learn from you. I want to learn from others. I want to grow my sphere of influence because I am connected to such brilliant colleagues.
Finally, the genius of you which came from a conference I attended. You are a genius and the world needs your contribution. That is the power of a NETWORK TEACHER. The power is that you have something to contribute. You have something in you to help those people around you to grow, learn, and connect with one another. Whether you teach English, Math or Science, whether you are thinking about the pedagogy to the philosophy of education to subject specific kinds of things… there are so many things that you can be connected to.
I will show you now beginning on this segment, ho you do all this.
So when you think about building your Professional Learning Network, you can see that there are five (5) categories: Teaching and Mentoring, Creating and Sharing, Collecting and Curating, Hosting and Helping, and Writing and Publishing. I am going to focus on the middle three categories: Create and Share, Collect and Curate, and Host and Help. You can look and read into each one of those. There are couple of things that jump out to me, create digital stories. You can use twitter because it is an empowering medium where you can leave digital footprints and share a story with 140 characters. Sharing google links another great way to create PLN. You can look at the idea of Google+, Google Community, Google Hangouts, LinkedIn groups, all of these are digital tools.
You may answer using the chat pane. Think about where you are in your PLN and answer as many as these tools apply. There are so many tools that you could use to build community. You can build community just through blog writing, and commenting on Facebook page or blogs, Those are viable means.
Meetup is a cool platform that allows you to seek out (or create!) local meetups. When you register, you mark your interests.
Meetup will then notify you of any local meetups that you might be interested in, as they are created. The meetups span a wide variety of topics from professional topics to hobbies and everything between.
If you don’t find one that you’re interested in, or one that works with your schedule, you can set one up and Meetup will notify anyone that has identified your topic as something that is of interest to them.
Xing is a professional network that is similar to LinkedIn. After signing up, you can join groups with like-minded professionals to network and share ideas.
You can stay on top of the latest news in your industry and identify relevant seminars, conferences, and tradeshows.
You can post jobs, search jobs, and research companies. Xing is more prominent in Europe than in the U.S., but is used by people in over 200 countries.
Google Communities
One of the easiest, and yet most overlooked, networking opportunities are in community forums.
Interested in Google Ads? Check out the Google Ads forum.
Bing Ads? Check out the Bing Ads forum.
Not so much interested in ads? The Google Webmaster Central Forum might be more your speed.
Twitter Threads
Opportunity is a networking site that prides itself on “professional matchmaking.” It strives to connect people based upon their needs.
For instance, users can be notified each time someone in their target market indicates that they need what the user offers.
Likewise, users can be notified of relevant employment opportunities. In addition, professionals can discover other professionals based upon the preferences they select (e.g., age, gender, interests, personality).
Jobcase is pretty unique in that it has been powering over 100 popular job sites since 2009.
Because of that, Jobcase has access to a wealth of data about open roles and the companies that are currently hiring for roles that you might be interested in.
So how does it work?
With Jobcase, you can set up a profile and get access to a huge database of jobs. In addition, you can join groups, or peruse the community to participate in discussions.
Lunchmeet is a mobile app. This is a valuable tool to identify local professionals with similar interests (similar to Meetup.com).
What makes Lunchmeet unique is that you use it to identify one other local professional to meet for coffee or lunch, as opposed to pulling in a crowd.