Hello,

I am the Technical Assistance and Web Coordinator at the  Center for Adult English Language Acquisition (CAELA) at Center for Applied Linguistics, Washington, DC as well as the moderator of the National Institute for Literacy's  Adult English Language Learners electronic discussion list.  At CAELA -and in its former identity as the National Center for ESL Literacy Education (NCLE)--our federally-funded mission has been to provide technical assistance to teachers, programs, and states serving adult learning English as a second language. We've provided technical assistance to practitioners from answering AskERIC questions when we were the adjunct ERIC clearinghouse for adult ESL literacy education, to writing and disseminating a large array of materials for adult ESL teachers to initiating and continuing to develop an adult ESL Web site  that was started in 1995, to moderating the NIFL ESL discussion list since its inception, also  in 1995.



I think the work we've done and continue to do at NCLE and CAELA might best be expressed as a hybrid model with the overarching goal of assisting adult ESL teachers, administrators, state staff, and others to effectively teach adult ESL and through many venues (e.g., Web, email, phone- and video-conferences, workshops with Web support and follow-up, program evaluations)

Jackie asked the panelists to mention the most important issue or key issues in online or blended professional development. In some ways that's tough because there are so many issues-from the nuts and bolts of technology, to the many stakeholders in professional development, to the persistent issues such as part-time employment, and  limited funding in the field as a whole.  Looking at the topic from another way-the bottom-line-lately I've been thinking about how  professional developers, trainers, teachers, and others can know that a "professional development" activity or course or session has been successful. How is change or growth captured and evaluated?  Is a person a better teacher because she fulfilled the requirements of an online course (or a 3-day workshop, or an internship)? If so, how do we know?  Delivery doesn't automatically mean receipt, understanding, and  effective and appropriate use. This is an ongoing question for me, but I look forward to talking with you next week about issues that may be somewhat easier to answer.

Best wishes, 

 

Lynda Terrill

Technical Assistance and Web Coordinator

Center for Adult English Language Acquisition

Center for Applied Linguistics

4646 40th St, NW

Washington, DC 20016

202-362-0700 ext 543

lterrill at cal.org

www.cal.org/caela

________________________________

From: professionaldevelopment-bounces at nifl.gov on behalf of Taylor, Jackie
Sent: Wed 5/9/2007 9:57 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 1043] Introductions



PD Colleagues:

I think this discussion of creativity in the classroom offers a good segue for thinking about online and blended professional development. After all, isn't that what lends itself to creativity and innovation in professional development?

This week and next, we will be encouraging you to share your creative examples of online and blended PD, to try out tools, courses, and the 'blends' for the "right fit" - as an online learner, and to learn by doing.

To prepare for next week's guest discussion, I invite our guests to join us now, as their schedules allow:

1) Please introduce yourself to the list, and feel free to share any resources that may not already be found on the resource page: http://tinyurl.com/242bpg <http://tinyurl.com/242bpg>  

2) In your introduction, consider the following question:

Currently, what is the most important issue or key issues you see in online or blended PD? What issue or issues have been on your mind as of late?

Thanks! Jackie

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