pd ... can be so much more than a nice morning tea
TRANSCRIPT
PD … can be so much more than a nice morning tea
Presented by:
Sharon Altena
Southbank Institute of Technology
About me
Sharon AltenaEducational Designer Online@Southbank team Southbank Institute of Technology.
About eLearning at Southbank
• Involved in eLearning for the past six years
• Use Blackboard as our LMS
• Dedicated online team
• 24% of courses have an online presence
• Institute goal 30% online by 2010.
About you
What is your role?
A. Educational/Instructional Designer
B. Teacher
C. Manager
D. Other.
About you
What is your organisation?
A. TAFE College
B. Private RTO or Corporate
C. University
D. Other.
About you
Where are you located?
Question
What strategies are you using to develop the eLearning capacity of your staff?
Workshop outline
1. What Southbank has been doing to develop the eLearning capacity of teachers
2. The problems with current approaches
3. What research has to say
4. What we did
5. Questions and comments
One and Two day F2F workshops
What Southbank has been doing
What Southbank has been doing
Lunchtime Blackboard Specials
What Southbank has been doing
Online Breakfasts
What Southbank has been doing
Customised workshops andone-on-one training
What Southbank has been doing
Presentations at the Teaching and Learning Conference
What Southbank has been doing
Community of Practice
What Southbank has been doing
Online@Southbank support web site
What Southbank has been doing
Self-paced online courses
What Southbank has been doing
Print-based support resources
What Southbank has been doing
External providers of professional development
The problem
The problem
We are not making sustainable change to the practices of teachers
Estimated 15% of teachers implement what they learn in a professional development workshop.
How effective is PD?
My research
about how to make sustainable changes to the classroom practices of teachers.
What the research has to say …
Research tells us …
Professional Development must:
• have institutional support• be continuous• be related to the classroom• be individualised• include follow-up support• include mentoring• provide opportunity for collegiality.
What we did?
Developed an …
What we did?
The program would focus on developing:
• Advanced skills in Blackboard LMS• Online facilitation skills• Customisation of toolboxes
• New technology skills
• Writing for the web skills.
What we did?
Underlying principles:
• Blend of online and face-to-face workshops• Showcase eLearning best practice• Opportunity to be an online student
• Opportunity for self-directed learning
• Peer learning.
What we did?
Based on research we proposed to:
• take teachers offline for one day per week for a semester to develop their eLearning capacity.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
Based on research we proposed to:
• Offer scholarships to two teachers from each faculty across the institute
• Determine a “set” scholarship day.Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
Based on research we proposed to:
• require teachers to develop a blended online course that they would teach in Semester 2, 2007.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
Based on research we proposed to:
• Engage nine eLearning mentors to support teachers in the program.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
Based on research we proposed to:
• conduct a needs analysis of program participants to enable us to customise training and include self-directed study opportunities.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
Based on research we proposed to:
• prepared a detailed proposal for Institute management requesting them to support and fund an Online Teaching Scholarship program.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
Professional Development must:
• have institutional support • be continuous • be related to the classroom • be individualised • include follow-up support • include mentoring • provide opportunity for collegiality.
What we did?
• Prepared a Scholarship application form which included a needs analysis.
• Received 36 applications for 16 places.
• Developed our Online Teaching Scholarship around the needs analysis.
What we did?
Scholarship program – Digital Story
The program
Writing for the web
New Technologies
Building an online course
Online Facilitation
Blackboard Certified Trainer
Blackboard
OR
Customising Toolboxes
The program
• Podcasting
• Blogs
• Wikis
• Digital Storytelling
• Ivocalize
• Optimising images
• Hot Potatoes
• QuizGame Master
• MovieMaker
• Dreamweaver templates
• PowerPoint
• Learning Units
• Voiceboards
Semester 1 Expectations
• Fully participate in all workshops and program activities.
• Build a blended online course.
• Establish a minimum online presence in three other courses.
• Prepare a new technology, Blackboard, toolboxes or online facilitation workshop.
Semester 2 - Expectations
• Teach blended online course in Semester 2
• Prepare a brief report to a faculty staff meeting on the scholarship program
• Co-present a two hour workshop at Teaching and Learning conference in July
• Conduct two local PD events for faculty staff
• Assist four teachers in faculty to develop a minimum online presence.
Examples
• Scholarship program – Online course
• Sample courses developed by teachers
Feedback from teachers
Tania Vint
Ross McLennan
Program Outcomes
Outcome AchievedWrite and develop a blended or fully online course 17
Prepare a training session on Blackboard, facilitating online or a new technology that can be reused to train additional staff
16
Complete a Facilitating Learning Online course including assessment 17
Complete a Writing Online Course including assessment 17
Complete an intensive Blackboard training course to an advanced level
17
Customise part of a toolbox that can be used online 17
Set up a minimum Blackboard presence for at least three courses to be taught in Semester 2
51
Conduct a breakout session at the Teaching and Learning Conference 8
Program Outcomes
Outcome AchievedPrepare and deliver Scholarship report to faculty meeting 17
Prepare and deliver professional development workshop to faculty staff
34
Development of minimum online presence 68
New blended or fully online courses taught for the first time 19
What Southbank has found …
Professional Development must:
• have institutional support• be continuous• be related to the classroom• be individualised• include follow-up support• include mentoring• provide opportunity for collegiality• have measurable outcomes.
Conclusion
Any Questions or Comments?