One Program’s Roadmap to Distance
Learning Technology
Retooling Traditional Outreach
Through Distance Learning
Kevin Erb, ...
Agenda
1. Introduction of Conservation Professional
Training Program (CPTP)
2. Why did CPTP decide to use distance
teachin...
Using Distance Education Technology
for Personalized Learning
Forum goal: participants will
learn about one program’s
insi...
Distance teaching/learning in
your programs?
• Share one idea you’ve had for using distance
teaching/learning in your own ...
WHAT IS THE CONSERVATION
PROFESSIONAL TRAINING
PROGRAM?
Great Lakes Regional Conservation
Professional Training Initiative
• USDA/Land Grant University Great Lakes
Regional Water...
Partnership
Is a six state partnership (IL, IN, MI,MN,OH,WI)
for sharing and leveraging resources and
opportunities in con...
Program Overview
State specific and multi state trainings for
conservation professionals and Technical Service
Providers (...
Program Overview
Training programs cover a wide range of topics
and issues but fall in three major categories:
• Tradition...
The Need
Create a multistate
infrastructure to assist
partners to create
training partnerships
• A Regional web
based need...
The Challenge
• Broad Geographic Distance
• Political Boundaries
• Dwindling Budgets and Increasing Costs
• Wide assortmen...
Building Capacity
Working groups to create recommendations
and implement strategies:
• Organizational Framework
• Curricul...
Goals for Using Distance Education
Technology Tools
• Build successful partnerships
• Build a multi state E-learning progr...
Assessing Infrastructure
Assess capacity of our partners both in technical
knowledge and in infrastructure
• Surveyed our ...
Create a Foundation
• Researching the technology
• Learning and choosing the best fit
• Developing our protocols for use
MOVING BEYOND THE
TRADITIONAL CLASSROOM
Making the Transition
• We’re going to do this, so now what?
• Online delivery requires a significant change in
thinking a...
Making the Transition
Step 1: Examine existing agenda, learning
objectives and students.
• Take the opportunity to review ...
Making the Transition
Step 1: Examine existing agenda, learning
objectives and students.
• Review target audience and asse...
Making the Transition
Step 2: Appraise resources.
• Look for existing online content and compare
to your handouts/resource...
Making the Transition
Step 3: Extend your timeline.
• Creation of online content takes much more
lead time.
– Instructors ...
Making the Transition
Step 4: Selection Process.
• What information would it be good for students
to know beforehand? (onl...
Making the Transition
Step 4: Selection Process.
• What is best taught by hands-on teaching or will
generate many situatio...
Making the Transition
Step 4: Selection Process.
• Which hands-on experiences can be done by
students working in small gro...
Making the Transition
Step 4: Selection Process.
• Are there short processes that can be learned
best by watching someone?...
Making the Transition
Step 4: Selection Process.
• Longer processes/concepts that require
explanation or detail after onli...
Making the Transition
Step 4: Selection Process.
• Evaluation documented confusion or a need to
reinforce concepts taught?...
Making the Transition
Step 5: Moving Forward.
• Identify resource people and systems (eXtension)
to facilitate process
• T...
Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new
challenges, opportunities...
Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new
challenges, opportunities...
Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new
challenges, opportunities...
Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new
challenges, opportunities...
Making the Transition
Final Advice:
• Allow plenty of time to produce a quality
product.
TECH TALK & DEMO:
BASECAMP
REGISTRATION W/RUBY-ON-
RAILS
Our Challenges
• Diverse audience with varying technology restrictions:
– My entity vs. your entity
– Just say NO to Googl...
Resources
• https://dmc.wisc.edu/
• http://www.uwex.edu/disted/conference/
• http://depd.wisc.edu/
• http://fyi.uwex.edu/e...
How do we get there?
• Create a requirements list
• Allow plenty of time to experiment
• Develop implementation and evalua...
Program Tech Needs
Need Technology We Use to Meet the Need
Project management Basecamp
Course registration/student trackin...
Content DevelopmentTools
• Audacity – free tool used for creating audio
recordings
• PowerPoint – native capacity for narr...
Basecamp
• 37signals.com
• How it meets our needs:
– Document repository for regional team
– Repository for course materia...
Basecamp
A Basecamp Project
Registration
Features:
 Course catalog
 Student course tracking (plans to integrate
training plans)
 Payment/invoicing
...
Registration
http://conservation-
training.wisc.edu
Registration
Google calendar
Registration
Click on title to see
available sections
Registration
Registration
Registration
Use this link to register
walk-ins
Use this link to mark
who completed the
section
Registration
Thanks to:
Rick Wayne, Systems Programmer
UW-Madison, Dept of Soils
Open-source technology: Ruby-on-Rails
Hos...
TECHNOLOGY DEMO:
EXTENSION
COURSE DELIVERY W/MOODLE
SITE PORTAL W/DRUPAL
eXtension
Moodle
Moodle
Moodle
Moodle
Drupal
Drupal
Drupal
Drupal
PANEL WRAP-UP
Upcoming SlideShare
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The Roadmap to Distance Learning Technology: Retooling Traditional Outreach by Connecting Distance LEarning Tools to Engage Our Clients and Stakeholders

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The Roadmap to Distance Learning Technology: Retooling Traditional Outreach by Connecting Distance LEarning Tools to Engage Our Clients and Stakeholders

  1. 1. One Program’s Roadmap to Distance Learning Technology Retooling Traditional Outreach Through Distance Learning Kevin Erb, Janice Kepka, Jeff Mullins, Rebecca Power, and Ingrid West University of Wisconsin Environmental Resources Center
  2. 2. Agenda 1. Introduction of Conservation Professional Training Program (CPTP) 2. Why did CPTP decide to use distance teaching/learning technologies? 3. Moving beyond the traditional classroom 4. Program needs and demo of tools in use 5. Panel wrap-up/audience questions
  3. 3. Using Distance Education Technology for Personalized Learning Forum goal: participants will learn about one program’s insights in using and adapting educational technology for non traditional student learning.
  4. 4. Distance teaching/learning in your programs? • Share one idea you’ve had for using distance teaching/learning in your own programming. • Advantages of using distance teaching/learning that have come to mind, or that you have experienced? • Disadvantages or challenges of using distance teaching/learning that have come to mind, or that you have experienced?
  5. 5. WHAT IS THE CONSERVATION PROFESSIONAL TRAINING PROGRAM?
  6. 6. Great Lakes Regional Conservation Professional Training Initiative • USDA/Land Grant University Great Lakes Regional Water Program • Cooperative Extension – Environmental Resources Center • Wisconsin Natural Resources Conservation Service Building Partnerships Between Professionals, Landowners and The Land
  7. 7. Partnership Is a six state partnership (IL, IN, MI,MN,OH,WI) for sharing and leveraging resources and opportunities in conservation training
  8. 8. Program Overview State specific and multi state trainings for conservation professionals and Technical Service Providers (TSP’s) working with farmers and landowners
  9. 9. Program Overview Training programs cover a wide range of topics and issues but fall in three major categories: • Traditional Farming • Policy • Emerging Issues
  10. 10. The Need Create a multistate infrastructure to assist partners to create training partnerships • A Regional web based needs assessment • Two day regional round table
  11. 11. The Challenge • Broad Geographic Distance • Political Boundaries • Dwindling Budgets and Increasing Costs • Wide assortment of Agencies and NGO’s • Diverse areas of training needs • Varying levels of expertise in • Course content • Technology
  12. 12. Building Capacity Working groups to create recommendations and implement strategies: • Organizational Framework • Curriculum Development • Web and Communication
  13. 13. Goals for Using Distance Education Technology Tools • Build successful partnerships • Build a multi state E-learning program • Identify and use distance education tools for individualizing education outreach opportunities • Engage non traditional students in the digital age • Customize assessment tools to enhance outcomes and achievement
  14. 14. Assessing Infrastructure Assess capacity of our partners both in technical knowledge and in infrastructure • Surveyed our partners • Developed a Matrix
  15. 15. Create a Foundation • Researching the technology • Learning and choosing the best fit • Developing our protocols for use
  16. 16. MOVING BEYOND THE TRADITIONAL CLASSROOM
  17. 17. Making the Transition • We’re going to do this, so now what? • Online delivery requires a significant change in thinking and planning process.
  18. 18. Making the Transition Step 1: Examine existing agenda, learning objectives and students. • Take the opportunity to review overall learning objectives and make sure they are still relevant.
  19. 19. Making the Transition Step 1: Examine existing agenda, learning objectives and students. • Review target audience and assess their preferred learning style / daily activity – An audience who spends 90% of their worktime in the forest is not suited for 90% online training
  20. 20. Making the Transition Step 2: Appraise resources. • Look for existing online content and compare to your handouts/resources/presentations. – eXtension / Universities – Private sector materials
  21. 21. Making the Transition Step 3: Extend your timeline. • Creation of online content takes much more lead time. – Instructors must be appraised of new expectations – Walking in the day-of the program with a jump drive is no longer possible
  22. 22. Making the Transition Step 4: Selection Process. • What information would it be good for students to know beforehand? (online readings) – Also good for information that changes regularly
  23. 23. Making the Transition Step 4: Selection Process. • What is best taught by hands-on teaching or will generate many situation-specific questions? (traditional classroom or field)
  24. 24. Making the Transition Step 4: Selection Process. • Which hands-on experiences can be done by students working in small groups via the web? – online collaboration projects – Communities of practice
  25. 25. Making the Transition Step 4: Selection Process. • Are there short processes that can be learned best by watching someone? (video clip/JING) • Are there presenters whose primary role is to show collaboration or partnerships, or emphasize the importance of the project? (short video clip)
  26. 26. Making the Transition Step 4: Selection Process. • Longer processes/concepts that require explanation or detail after online readings? (narrated PowerPoint or live webinar)
  27. 27. Making the Transition Step 4: Selection Process. • Evaluation documented confusion or a need to reinforce concepts taught? – follow up webinar – MENTORING
  28. 28. Making the Transition Step 5: Moving Forward. • Identify resource people and systems (eXtension) to facilitate process • Test website before release/course opening
  29. 29. Making the Transition Step 6: Integrate Evaluation. • Distance education technologies create new challenges, opportunities to evaluate our impact.
  30. 30. Making the Transition Step 6: Integrate Evaluation. • Distance education technologies create new challenges, opportunities to evaluate our impact. – Evaluate the process of creation
  31. 31. Making the Transition Step 6: Integrate Evaluation. • Distance education technologies create new challenges, opportunities to evaluate our impact. – Evaluate the process of creation – On-the-fly progress (quizzes) • Moodle module routing based on answers
  32. 32. Making the Transition Step 6: Integrate Evaluation. • Distance education technologies create new challenges, opportunities to evaluate our impact. – Evaluate the process of creation – On-the-fly progress (quizzes) • Moodle module routing based on answers – Post-course online evaluations
  33. 33. Making the Transition Final Advice: • Allow plenty of time to produce a quality product.
  34. 34. TECH TALK & DEMO: BASECAMP REGISTRATION W/RUBY-ON- RAILS
  35. 35. Our Challenges • Diverse audience with varying technology restrictions: – My entity vs. your entity – Just say NO to Google Docs, the “cloud”, others! – Security concerns relating to downloads (LiveMeeting) – Web cams not allowed • Long-term support and hosting • We aren’t a typical model for distance teaching and learning. This should be easy! These challenges didn’t go away.
  36. 36. Resources • https://dmc.wisc.edu/ • http://www.uwex.edu/disted/conference/ • http://depd.wisc.edu/ • http://fyi.uwex.edu/edtech/ – “Choosing Educational Technologies and Methods” The ERC has access to many levels of resources.
  37. 37. How do we get there? • Create a requirements list • Allow plenty of time to experiment • Develop implementation and evaluation plans • Implement incrementally as your comfort level increases • Expect to train and support everyone
  38. 38. Program Tech Needs Need Technology We Use to Meet the Need Project management Basecamp Course registration/student tracking Custom-built web site Centralized file sharing Basecamp/Drupal Webinar Adobe Connect/WisLineWeb Online course delivery Moodle (via eXtension) Collaboration space Drupal/Adobe Connect/ Conference calls WisLine/Adobe Connect Open-source site hosting UWEX Central IT Services **Also need course designers, technical support staff and programmers
  39. 39. Content DevelopmentTools • Audacity – free tool used for creating audio recordings • PowerPoint – native capacity for narrated slides • Camtasia – develop/edit training videos • Snagit – screen capture • Jing – create short how-to training videos • Wirecast – record/create videos of live courses
  40. 40. Basecamp • 37signals.com • How it meets our needs: – Document repository for regional team – Repository for course materials – Student resource collection (migrate to Drupal)
  41. 41. Basecamp
  42. 42. A Basecamp Project
  43. 43. Registration Features:  Course catalog  Student course tracking (plans to integrate training plans)  Payment/invoicing  Registration
  44. 44. Registration http://conservation- training.wisc.edu
  45. 45. Registration Google calendar
  46. 46. Registration Click on title to see available sections
  47. 47. Registration
  48. 48. Registration
  49. 49. Registration Use this link to register walk-ins Use this link to mark who completed the section
  50. 50. Registration Thanks to: Rick Wayne, Systems Programmer UW-Madison, Dept of Soils Open-source technology: Ruby-on-Rails Hosted by Soils, moving to UWEX Fall 2010
  51. 51. TECHNOLOGY DEMO: EXTENSION COURSE DELIVERY W/MOODLE SITE PORTAL W/DRUPAL
  52. 52. eXtension
  53. 53. Moodle
  54. 54. Moodle
  55. 55. Moodle
  56. 56. Moodle
  57. 57. Drupal
  58. 58. Drupal
  59. 59. Drupal
  60. 60. Drupal
  61. 61. PANEL WRAP-UP

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