Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2VHRsm26673; Wed, 31 Mar 2004 12:28:04 -0500 (EST) Date: Wed, 31 Mar 2004 12:28:04 -0500 (EST) Message-Id: <a05200f24bc90aafda858@[192.168.1.101]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Jennifer Elmore <jennifer@jelmore.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1273] Re: teacher needs & the technology learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 3125 Lines: 61 Hi everyone. In response to Jackie's question... >"For some older folks, it's taking the ideas and figuring out how to implement >them, and the technology takes an extra step because of the learning curve to >use it. That may also be an impediment for our teachers. Historically Adult Ed >has not been on the leading edge of technology so they may not have the >experience with the tools to make it automatic." > >Has anyone addressed this unique need of teachers in professional development >online or at a distance? If so, what changes did you make to address those >needs? If not, what changes can be made? When I started facilitating the online PD classes that I'd created for LiteracyLink, it became clear to me that I needed to (quickly!) develop some kind of introduction to online learning, the internet, our particular course system, etc. A number of teachers and administrators signed up for our classes because the *content* interested them, but not all of them had a great deal of experience with technology. Not surprisingly, the folks who were new to technology spent far more time negotiating the delivery mechanism than interacting with the course content. So, I needed to provide another layer of professional development - that is, I needed to make sure that the less experienced folks had, at least, some exposure to and understanding of the course sytem before actually taking a course. I was charged with the very challenging task of creating an online course that explained how to participate in an online course. The introduction that I developed was more of a guided tour or online instruction manual than an actual "online course." It consisted of a series of flat, non-interactive pages. Participants started on page 1 and proceeded through the "book," page by page (by clicking on tour page numbers). Each page described basic internet concepts and/or explained features and tools contained in the real classes. Though definitely helpful, the introduction was limited in a couple of ways. First of all, it required folks to have a few baseline technology skills. For instance, in order to access this introduction, participants needed to know how to open a browser window, enter a URL, etc. Participants also needed to know how to use a mouse, scroll, and click on hyperlinks. So, it was a stretch for people who were really brand new to technology. Because this introduction was not "interactive" (it did not contain hyperlinks, forms, etc. in the body of the pages), participants were only able to *read* about the LiteracyLink PD course system. They were not able to get in there and kick the tires. While I think that written material describing a system or tool can be immensely helpful, I also think that the capacity to "try out" while "reading about" is invaluable. I decided not to provide avenues into the actual course system (in the tour) because I felt that the back-and-forth might confuse users. Still, there's no substitute for "trying it yourself." Jennifer Jennifer Elmore, M.S.Ed. Education Consultant http://jelmore.com
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