I agree with Janet that anything prolonged and in depth requires time off work. But we can encourage teachers to do their own investigation on shorter  topics that enhance their professional development. Maybe not a complete e-course, but some self directed learning is certainly possible at the desk.  For example, teachers could research information about their students' home countries and political histories. Counselors could investigate various "codes of ethics" held by professional counseling associations, and so on. Whatever teachers learn could be shared at a staff meeting. I am thinking in terms of topics beyond the immediate teaching prep needs. If we think of professional development in manageable chunks as a one option, e-learning at work is a good way to go. The key would be systematizing, encouraging, and supporting it. I have also taken on-line quizzes  to assess my knowledge of certain areas. (Do I really know the rules for commas? How much do I know about workers' rights?) Then I can set about filling in my knowledge gaps. 
Lenore Balliro


>>> Janet Isserlis <Janet_Isserlis at brown.edu> 07/27/07 3:46 PM >>>

Having just completed the second of four modules of an online course, I'd
say it depends.

This particular course covers material with which I'm very familiar, and as
I'm auditing it (and mostly previewing it rather than completing every
assignment in detail), I've found that I was very much able to complete it
during my regular work day - in 10 and 15 minute chunks.

However, I've participated in other courses with more demanding workloads -
larger and more complex readings, and required (lengthy) responses to be
posted to the entire group of participants.  I think one's motivation (as a
learner) is a big factor.  If this is something I want to learn and really
be engaged in, I can't really do it during 'regular' hours  - I either stay
late, come in early, or work at night/on the weekends.

If it's a more cursory commitment, I can do it during the course of the day.

others?

Janet Isserlis



> From: "David J. Rosen" <djrosen at comcast.net>

> Reply-To: The Adult Literacy Professional Development Discussion List

> <professionaldevelopment at nifl.gov>

> Date: Fri, 27 Jul 2007 15:28:41 -0400

> To: The Adult Literacy Professional Development Discussion List

> <professionaldevelopment at nifl.gov>, The Technology and Literacy Discussion

> List <technology at nifl.gov>

> Subject: [ProfessionalDevelopment 1461] Pros and cons of e-learning at your

> desk

> 

> Technology and Professional Development Colleagues,

> 

> In a recent "Breakthrough Briefing" newsletter from eLearn Campus,

> 

> http://tinyurl.com/3xcquv

> 

> Rick Nigol asks "Can You e-Learn at Your Desk? " and lists the

> following pros and cons from a polling Elliot Masie did of readers of

> his Learning Trends online newsletter. Nigol lists the following as

> the pros and cons:

> 

> "The 'pro' side arguments tended to be centred around the following

> points:

> 

> € We all multitask all day, every day, why couldn't eLearning fit

> into this mix?

> € We tend to learn best in small chunks anyway, and can fit this into

> our working day while at our desks

> € Finding time to squeeze eLearning into your schedule is simply a

> matter of making an appointment with yourself and putting everything

> else aside while you do it

> 

> The 'anti' side arguments tended to be centred around the following

> points:

> 

> € There are far too many distractions (e.g. email, phone, instant

> messages, pagers, bosses, co-workers, etc.) in most workplaces to be

> able to concentrate on deep learning while at your desk

> € There is no such thing as "do not disturb" in the modern workplace,

> you are "always available," so forget about the 'schedule time for

> yourself' argument

> € You need quiet time away from all the noise, distractions, and

> interruptions of your workstation to make real progress with eLearning"

> 

> Nigol's question is pertinent for designers of online learning for

> adult literacythis?  We might say -- I certainly have said this --

> whenever they can, whatever works for them.  Suppose however that

> they really can't do this on work time, that the level and kind of

> engagement that we expect is impossible with the demands and

> distractions of an adult education workplace, then aren't we really

> saying that we expect them to do this unpaid on their own time, and

> that we hope they do this because they are "professionals" and would

> want to improve themselves? Shouldn't we, instead, be paying them for

> this professional development time, and if so, how should we do it?

> Or shouldn't we provide monetary or other incentives for completing

> online (and other) professional development?

> 

> What are your thoughts?

> 

> 

> David J. Rosen

> djrosen at comcast.net

> 

> 

> 

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> 

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