Hello Debra, all,
Thank you for joining the conversation.  Kudos to the FL TechNet projects! 

[oh, dear; I fear this will be another long post... hope I'm not overly annoying anyone]

As the lone official distance learning person on our staff, as the coordinator of the first-in-VA  ESL distance learning project [funded by EL/Civics -- there are other adult ed centers trying various ESL distance learning projects now, too], as a naturally enthusiastic person, I offer these thoughts in response to the questions you posed, from the perspective of a small city adult ed site:

VA has several online courses (free to VA teachers and tutors) -- and has had for a few years now.  I enthusiastically signed up for and participated in pilot endeavors and subsequent open-to-all trainings.  I've offered the www.valrc.org  and http://www.valrc.org/training/online/ link to other instructors and to adult learning center volunteers for some time now.   I've not had many follow through and try them.  Of the few who have, evaluative comments have varied.

I've been a self-proclaimed "Moodle maniac" for nearly three years now, and have tried valiantly to interest others in participating in Moodle opportunities.  [I use a Moodle with students in the distance learning course I presently teach, and have used Moodles with EFL students when teaching abroad].  

I've also recently completed TESOL's Principles and Practices of Online Teaching Certificate course   http://www.tesol.org/s_tesol/sec_document.asp?CID=5&DID=488  

I've been perplexed at my inability to "sell" either the online courses or Moodle or the PP courses via TESOL.   It's truly the first time in my career as an adult educator that I have hit such an inflexible wall!   A few folks have made gentle forays but quickly backed away.  The three most common responses/reactions I have heard (often!) are:  "I'm too new at this tech stuff; I can't do it." and "It's just not for me." and "I don't have time -- there are too many things already on my 'do when I can find the time' list."   

I would be remiss if I didn't mention that many of these folks are creative, go-the-extra-mile professionals who have spearheaded and/or co-planned many a meaningful new project/idea into fruition. 

Re: student responses -- with the preset infrastructure of a classroom, it's easier to lead students to and through interactive experiences on the computer.   There are many relevant English lessons along the way -- meaningful, beneficial in the English-language learning process.   Adult learners at our center (and at most?) are a very mixed group -- many with a high comfort level with technology, others with limited to no experience whatsoever.   I've had an approx. 75 % positive response rate from students, with approx. 40 % "thriving" and contributing strongly.   


>From colleagues, I'm batting near-zero.   Administrative support is relatively strong, although online learning is not a favorite event for local administrators either.  Colleagues smile and congratulate me on my effort, but I've failed miserably at inspiring others to join the bandwagon.


On the state level, VA has been experimenting with "Polilogue jams" -- a concept with great promise.  http://polilogue.com/ev_en.php  These are interactive live discussions, pre-scheduled and greatly publicized, with trainings and "promos" at regional and state level conferences.   I love them, most of my colleagues do not embrace them with nearly as much enthusiasm.  Valuable benefits of these polilogues are that "digests" of consolidated recaps are made available to all who register, help on how to polilogue is offered and is reasonably easy, and all prior polilogues are saved for future reviewability. 

Debra, FL's idea of creating Moodles sounds wonderful to me [I've yet to be successful in getting our K12 school server to give Moodle a home -- I pay for my own Moodle host provider], but in answer to your question, "Will allowing learners to create their own "Course content" increase  the number of Florida teachers who participate in online PD?"   
IMHO (In my humble opinion), only if strong marketing takes place -- with hands-on inservice -- to spread the message that Moodles ARE manageable, worthwhile, and can be fun!!! 
... not unless participant evaluations are encouraged and details followed up on (evaluations can easily be incorporated as an ongoing mainstay on each and every Moodle).   

The photos and default smiley-faces on Moodles make a world of difference in my Moodle experiences -- makes them "feel" much more personal and 'real.'   Selling the little perks and starting small, encouraging enthusiasts, ensuring that folks know where to click to get help!, and to encourage folks to ASK for help -- and then to share the answers (easy to do directly in the forums on Moodle).   It's when participants jump in and help each other, and the administrator can just "cheer" and "coach" as/if needed that the magic of Moodles (of online learning) occurs for me.

synchronous vs asynchronous opportunites -- from my experiences as both participant and administrator, Moodles can feel lonely when you are (or feel as if you are) the sole contributor and/or active participant.   The "fun" and the highest value is in the interactivity, the shared experiences. 

Learner-based PD can be somewhat "invisible" -- "lurkers" report gleaning valued ideas and info and resources from 'reading-only' participation.   I don't think this should be discounted.  An administrator on a Moodle can track (in many different formats) participation -- # of logins, which links within a moodle a participant has seen/not seen, etc.    This documentation and the significance of it intrigues me greatly.

Having a "social" space on each Moodle can provide fun ways to engage people and to discover commonalities.  I like asking each participant to respond to at least ____ (two?  ten? however many) questions and to ask one of their own.   This can sometimes jumpstart the interactivity.  It really really really helps to have a facilitator "on" and "checking in and responding to posts" at least twice a day during a session.   This presence is key to retaining interest (or so report many students from classes I've taught, and I would agree from experiences I've had).

Starting small, deflecting the "I'm overwhelmed!" syndrome... gently nudging folks past the discomfort of something new can help.   

But oh, the potential!   Interacting virtually with folks for weeks/months/intermittently all through a year -- and then meeting f2f at a conference: it's awesome!   It brings excitement to other PD opportunities, keeps me energized.   But it can be a tough sell.   And an even tougher "transference" to using the concept to reach learners.   It has enriched my PD immeasurably.  

enough!  I hope this post is not too off-track, hope it generates further responses/discussion.
Thank you for the impetus.
Holly






"No matter what our attempts to inform, it is our ability to inspire that will turn the tides."
Holly Dilatush
ESL distance learning, Dialogue Cafe, Volunteer coordinator
Charlottesville City Schools Adult Learning Center
1000 Preston Ave., Suite D
Charlottesville  VA  22903
(434) 245.2815 office
(434) 960.7177 cell/mobile
http://theHsmile.org  ['home' to several Moodle CMS (course management systems/virtual classrooms)]
http://www.Charlottesville-ESL.org 
"Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature."