Train the trainer -Continuous professional

development(Mobimooc2012)

Dr Jacqueline BatchelorUniversity of Johannesburg

jbatchelor@uj.ac.za

Illustrations: Magi Wechsler http://www.at-coalition.org/itf/report2010.html

Training levels

Master Trainers

Regional Trainers

Local trainers

Workshops

5 days

2 days

1 days

5 hours

Cascading training

Concerns beyond Training level 2

• Decreased training duration

• Domain knowledge• Lack of experience• Quality of support

ICT Spectrum (Anderson,2010)

Factors influencing choice of ICT’s• Physical limitations - Electricity supply• Level of competencies• Number / variety / compatibility of tools• Connectivity• Policy issues• Timeframe / time zones• Speed / clarity of services• Context and cultural issues• Curriculum demands• Collaboration across borders• Ownership and accountability• Personal vs institution owned devices• Degree of Technology permeation

Emerging Technologies

• They are technologies which arise from new knowledge, or the innovative application of existing knowledge;

• They lead to the rapid development of new capabilities;• These technology concepts are projected to have

significant systemic and long-lasting economic, social and political impacts;

• They create new opportunities for and challenges to addressing global issues; and

• They have the potential to disrupt or create entire industries.

mLearning Framework GSMA (2010)

Integrating Technology• Perceived as a wicked problem within teaching circles. It

is demanded at policy level but neglected at operational level.

• Multiple role players not well coordinated with hidden agendas looking for the quick fix

• Driven by an utopian outlook of recent research agendas restricting theory building.

• Rapid changes in the field with options that change before they can be deemed appropriate solutions

Strategies are polarised

• Top down versus participatory solutions

• Global versus local solutions

• Technological versus social solutions

• Optimism versus pessimism

Role of Technology

• Learning ABOUT

• Learning WITH

• Learning THROUGH

To bring about experiences not possible without technology

Mobile cloud opportunities• We need to make creative use of existing and emerging

infrastructures and innovations– next generation mobile devices– mobile broadband– cloud computing to provide mobile PLE– virtual worlds– immersive environments– collaborative webs– context aware learning– deep tagging tools– social operating systems / personal web– semantic-aware applications– smart objects

Ethics of responsibility

• Future Ethics

• Social Ethics

• Ethics of Nature

• Ethics of Democracy

Teaching and Learning Theory• The teaching and learning environment

comprises people, technology, resources, physical and virtual environment

• A move from knowledge transmission to generative knowledge models

• Perceived and real pedagogical affordances

• Blended teaching environments

Exploiting the affordances of mobile technologies

Positive affordances• Immediacy• Collaboration• Reflection• Interaction• Dialogue• Authenticity• Locality• Context• Inquiry• Preferences

Negative affordances• New literacy skills• Privacy• Costly• Coverage - connectivity• Time consuming

Pedagogical considerations

• Content analysis• Audience analysis• Goal analysis• Media analysis• Design and development approach• Implementation methods and strategies

Comparing Pedagogy to AndragogyIn The Modern Practice of Adult Education (1970), Knowles defined andragogy as "an emerging technology for adult learning." His four andragogical assumptions are that adults:

1) move from dependency to self-directedness;2) draw upon their reservoir of experience for learning;3) are ready to learn when they assume new roles; and4) want to solve problems and apply new knowledge immediately

Andragogy asserts that adults learn best when:• They feel the need to learn• They have some input into what, why, and how they

learn• The learning’s content and processes have a

meaningful relationship to the learner’s past experience

• Their experience is used as a learning resource • What is to be learned relates to the individual’s

current life situation and tasks• They have as much autonomy as possible• The learning climate minimizes anxiety and

encourages freedom to experiment• There is a cooperative learning climate• There are mechanisms for mutual planning• Accountability – how do they know they know?Taken from: http://web.njit.edu/~ronkowit/teaching/andragogy.htm

Exploring and valuing diversity

Broad definition of cultural diversity: Culture, is more than race or ethnicity. It encompasses values, lifestyle and social norms and includes issues such as different communication styles, mannerisms, ways of dressing, family structure, traditions, time orientation and response to authority.

(Mentor: national mentoring Partnership http://www.mentoring.org/

Culture shock

• Age• Gender• Socioeconomic status• Race• Ethnic background• Sexual orientation• Conflict management• Role of authority and

family• Perspectives on time

REMEMBER TO BE YOURSELF

Trainer mind-set

• Provide new perspectives on old issues• Give advice on how to move forward• Show understanding of organisational context• Present clear, direct feedback on

behaviour/needs• Create good rapport & trust• Encourage and support in on-going

relationship• Monitor progress• Grow and develop cause champions

I See You - AVATAR

• Connect with the human being • No techno-centric approach