Blending Techniques
From LiteracyTentWiki
Subject: [ProfessionalDevelopment 1083] Blending techniques
From: Taylor, Jackie jataylor at utk.edu
Date: Mon May 14 10:44:12 EDT 2007
To our Guests:
Thanks to all who have jumped into the discussions early! Please
continue posting your introductions - it is helpful to know your
interests so that we can better target our questions.
Last week, several subscribers expressed an interest in blended
techniques, both in teaching with adult learners and in providing
professional development. What are the considerations for blending? Some
questions to address might be:
- Why do you use blended techniques?
- When do you blend?
- Where does one start? (Content, delivery methods, etc.)
- What strategies have you found effective?
- How might the considerations for blending differ from other
methods?
- Etc.
Thanks ~ Jackie
Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu
Subject: [ProfessionalDevelopment 1092] Re: Blending techniques
From: Marian Thacher mthacher at otan.us
Date: Mon May 14 13:24:19 EDT 2007
Jackie asked:
When do you blend?
My opinion - whenever you can! Online learning is great for the
convenience, but there is no substitute for being in the presence of
others, reading body language, having little side conversations and jokes,
bonding. It's possible to do this online, but harder.
Do others disagree?
Marian
Subject: [ProfessionalDevelopment 1095] Re: Blending frequency
From: Holly Dilatush-Guthrie Holly.Dilatush-Guthrie at ccs.k12.va.us
Date: Mon May 14 16:22:57 EDT 2007
Marian, all,
I concur with Marian -- "whenever you can!"
[I also think/hope that if "nibbles" of the ease and promise of online learning were eked out, there might be less, "I can't learn that/It's not for me" syndrome]
Holly
Subject: [ProfessionalDevelopment 1103] Re: Blending techniques
From: Leslie Petty lpetty at twmi.rr.com
Date: Mon May 14 17:29:21 EDT 2007
I agree, but think that there's more leeway when talking about distance
professional development than when talking about distance learning for
our students. Our experience shows that while teachers may appreciate a
blended approach, it's really critical for almost all adult learners
working at a distance (though I know that's taking us off topic a bit).
Leslie Petty
Subject: [ProfessionalDevelopment 1106] Re: Blending techniques
From: Bonnita Solberg bdsunmt at sbcglobal.net
Date: Tue May 15 00:54:41 EDT 2007
I want to share the experience we are having with an innovative and slightly blended approach to PD; please bear with me because it takes a bit of explaining.
PD in the ESL department of Oakland Adult and Career Education is a teacher driven project, guided by a commitment to bring the department into a twenty-first century educational model. (If I can find a web reference to the model we are using, I will forward it tomorrow from work). All ESL teachers are invited to participate in the three hour weekly meeting at which we plan the training for the full staff. The focus this year (and probably next) is ongoing assessment as part of daily lesson planning at each ESL level that will eventually evolve into a consistent assessment process. The goal is to have assessment aligned with curriculum across levels and aligned with State Standards. We began by contacting other programs to determine if they had developed ongoing assessments that would address the four skills: reading, writing, listening and speaking. No program had what we were looking for, so in midyear we changed course and decided to develop our own assessments.
We do not know what our final product will look like because each teacher-learner provides input into the evolving system--that is the beauty and the uniqueness of the process. Our program includes all stakeholders willing to participate in the process of development, which I don't believe could not have taken place "on line". A distance learning would not have allowed the rich exchange we have had, in person, at staff meetings with the full faculty present. Nor would it have fostered PD driven solely by learners, because we sometimes change our course from week to week. Developing our own PD is a messy undertaking; it does not flow smoothly, is uncharted and often frustrating. We are not always on target or have a plan that is clear and understandable. However, we are fulfilling important objectives: to develop leadership qualities in our teaching staff, to present PD that is developed by the stakeholders, and to increase the number of stakeholders who, because of
involvement and training we provide each other, support the concept and implementation of assessment tools that can be documented and shown to other teachers, our students, administrators, and funding sources. The learners are stakeholders in a model that moves us from where we are to where we want to go. Last week, one of the teachers volunteered to set up a Yahoo email account for the PD assessment training. Her contribution filled the need to have more time to share assessment tools, discuss questions, address concerns and to involve an even wider audience who may not be able to attend all the meetings.
I do not believe our objectives could have been met by distance learning alone or with the sole use of technology. I know of no other venue that allows learners to decide the "course of the course" at the level we have in Oakland. Still, I understand having distance learning and technology based courses available for those unable to attend meetings, the freeway flyers that many of us are or have been, the difficult schedules our busy lives subject us to. In addition, not all programs have the same goals as do we, so they would not choose the model we have.
Just wanted to share another perspective.
Bonnita Solberg
Teacher on Special Assignment
Oakland Adult and Career Education
Subject: [ProfessionalDevelopment 1108] Re: Blending techniques
From: Dlhargrove at aol.com Dlhargrove at aol.com
Date: Tue May 15 09:52:23 EDT 2007
I agree Marian... nothing takes the place of the social interaction that
occurs when two or more people are together in a room. Distance learning is a
"plugin"... if you will, that allows learner additional ways to enhance their
learning.
Deb
Subject: [ProfessionalDevelopment 1110] Re: Blending techniques
From: Steve Quann steve_quann at worlded.org
Date: Tue May 15 11:41:15 EDT 2007
Social interaction is certainly a benefit of F2F, but I wonder about
those that might tend to the introverted side and want more time to
reflect than is allowed in a classroom discussion. And then there are
those that prefer to express their ideas in writing. I think this is why
I like the blended approach since it allows for multiple modes of
learning.
Steve Quann
World Education
44 Farnsworth Street
Boston, MA
617.482.9485
Subject: [ProfessionalDevelopment 1111] Re: Blending techniques
From: James, Kathryn kathryn.james at lancaster.ac.uk
Date: Tue May 15 12:04:15 EDT 2007
I would agree with this, but of all the distance learning courses I have
been involved with it is advantageous to have a least some contact and
if it has a social angle as part of it even better. It is always good
to 'know' who one is speaking with.....
Kathryn
Kathryn James
Literacy Research Centre
Institute for Advanced Studies
Lancaster University
Lancaster
LA1 4YD UK
E-mail: kathryn.james at lancaster.ac.uk
Website: http://literacy.lancs.ac.uk
Subject: [ProfessionalDevelopment 1112] Re: Blending techniques
From: Crystal Hack chack at cait.org
Date: Tue May 15 13:17:24 EDT 2007
Hi,
In response to Kathryn, Steve, Deb, and Marian:
I even like to send a picture of me, sometimes my son and I, or my sisters
and me...just so people know who they are talking too, learning from,
working with. I find it helpful to put a face with a name at a distance.
I have been half tempted to send one here so that people can put a face
with my name. I think it really helps to bring a personal aspect to at a
distance. Sometimes some of the personal aspect and connection gets lost
when using technology. We all realize that.
Other things I try to do, is make mistakes on purpose at times and not on
purpose other times :-), so I can apologize for my errors and prove that
sometimes technology trips me up too. I also use emoticons. And feel
that I am informal in my writing style in a lot of situations to come
across as more personable. I think people can sense my personality when I
am in the room with them but to convey that via the web or a
videoconference is another story.
I like the social aspect of in-person but have found I have quite a
professional online social life, for lack of better terms to describe it.
I have really gotten to know many, many instructors across IL and in other
states via email. I don't think that the at-a-distance aspect stops the
socialization, I think it is just a very different socialization process
to get to "know" who you are speaking with.
I remember when I started with at-a-distance presentations, meetings, etc.
I was worried sick. I know that part of what makes me successful is the
way I can connect with an audience, peer group, learners. I knew I had to
step out of my comfort zone and try to find a way to connect using
different means. Through trial and error I believe I have done that with
some level of success, but it did not happen easily and I still think I
can improve. It is my hope that even here, on this list you can feel the
sincerity with which I write and are beginning to feel connection to me
and are finding value in what I share. :-)
And if I can find a pic of me where I look 25 and thin...I will send it
your way.
Have a great day.
NOTE: I will be on the tappedin chat on Thursday evening. Check the
schedule and if there is anything you would like to chat with me about
join me on Thursday. I feel I can share a lot about online content
development processes and procedures and presenting at-a-distance, as well
as implementing distance learning at the program level for students.
Crystal
Subject: [ProfessionalDevelopment 1113] Re: Blending techniques
From: Tim Ponder tponder at zhost.net
Date: Tue May 15 13:56:51 EDT 2007
Hi All,
This looked like a good time to remind everyone of the resource page at
http://nmercury.educ.kent.edu/aalpd/aalpd1.html which is being developed as
part of this activity. The idea behind this page is to provide several types
of supplemental multi-media resources for this discussion and to follow up
with a short case study in what it takes to create the media, how it can be
made available and how it can be used as a stand alone resource or as
something like a Podcast for ongoing dissemination of information. On this
page you can find a link to an audio file of part one of the panel
discussion as well as video in two formats, where you can see the
participants including Crystal.
Best,
Tim
Tim Ponder
Ohio Literacy Resource Center
tponder at literacy.kent.edu
Subject: [ProfessionalDevelopment 1115] Re: Blending techniques
From: Taylor, Jackie jataylor at utk.edu
Date: Tue May 15 14:13:11 EDT 2007
Hello Kathryn, Steve, and All,
Kathryn, of the distance learning courses in which you either
participated or that which you designed, is there a useful or innovative
model that you might share with us? Traditionally it seems that
face-to-face sessions are bridged with an online opportunity in between.
What are some creative blends that you've seen or designed?
Steve, what models have you found effective in allowing for reflection
time?
All:
What are some blends you have found effective in reaching multiple modes
of learning, and what are the considerations involved? What are some of
the distance "plug ins," what was the impetus to use them, and what are
the practical considerations involved in using them?
Thanks,
Jackie
Subject: [ProfessionalDevelopment 1116] Re: Blending techniques On Behalf Of Bonnita Solberg
From: Anneliesse Prahl aprahl at ircc.edu
Date: Tue May 15 14:14:40 EDT 2007
Your journey caught my attention. I would like to know how you structure
your weekly meetings to fit in all your teachers. Are these teachers
from an ESL Adult Education Program or are these professionals getting
ready to become ESL teachers?
from what I can read you prefer a classroom setting for your training.
However, as Steve Quann was saying, there are some who need that extra
time to reflect and give extra impute.
Have you thought about creating a blog for your teachers? I am
particularly inclined toward the interaction that takes place in a
classroom or a round table where everyone can give/receive support and
contribute. But I can't help but wonder if an extension of that round
table in cyber space would be a helpful tool for you.
Anneliesse Prahl
Indian River Community College
ESL Program Trainer
English as a Second Language Program
(772) 462-7398
aprahl at ircc.edu <mailto:aprahl at ircc.edu>
Subject: [ProfessionalDevelopment 1129] Re: Blending techniques On Behalf Of Bonnita Solberg
From: Bonnita Solberg bdsunmt at sbcglobal.net
Date: Tue May 15 21:43:48 EDT 2007
Thanks for your inquiry Anneliesse. All of the participants on the committee are currently employed by OACE. We have contracted teachers from 60%FT to full time, and part time teachers as well as substitutes. Our meetings are scheduled 12:30 to 3:30 each Wednesday; we provide lunch. This is our round table discussion. If a teacher is scheduled to teach at that time, we provide a substitute and the participant is paid at their teaching rate. If they are not scheduled to teach, we pay the participant at the In Service rate. The teachers on the committee train staff members who do not have enough time to participate in the committee during staff meetings and at a retreat for 2 days in spring. All participants are paid at the Professional Development rate. All staff training is developed and facilitated by committee members, which is itself a study group.
We do have the Yahoo email account going, but will look into the blog concept. I am technology illiterate and don't relate well to technological venues I have not had experience with. I do have colleagues who will assist me in this. Each of us on the committee has time to reflect between sessions, and that is often what spurs the change in the direction..
This configuration-- a teacher committee designing PD, then facilitating groups teacher-learners by ESL level--is exceptionally valuable in our department because we are knee deep in a paradigm shift that is stressful to many of us. The web site reference for the guie is "Learning By Doing", a book written by Richard and Rebecca DuFour, Robert Eaker and Tom Many. The book can be found for sale at http://www.solution-tree.com; type in "Learning By Doing". I have no affiliation with Solution Tree. The guide we are using is titled "Cultural Shifts in a Learning Community." Our "shift" is in the use of assessments.
Bonnita Solberg
Teacher On Special Assignment
Oakland Adult and Career Education
Subject: [ProfessionalDevelopment 1118] Resource Page
From: Sandy Goodman sandy_goodman at worlded.org
Date: Tue May 15 14:43:02 EDT 2007
Hi Tim - I'm not sure in writing "resource page being developed" if we
should find anything besides the video at this point? I enjoyed the
video yesterday, but did not find anything else at the other end of your
link - should I? - Sandy Goodman
Director, New England College Transition Project
New England Literacy Resource Center
World Education
44 Farnsworth Street
Boston, MA 02210
Phone: (617) 482-9485 ext. 514
Fax: (617) 482-0617
www.nelrc.org
www.collegetransition.org
Subject: [ProfessionalDevelopment 1119] Re: Resource Page
From: Tim Ponder tponder at zhost.net
Date: Tue May 15 15:00:21 EDT 2007
Hi Sandy,
I think you hit the old page as I was correcting a typo, but I am glad you
mentioned this. What has been added since yesterday are additional formats,
but the same content.
The second part of the panel discussion needs quite a bit more editing than
the first and will be posted through the rest of this week and into next
week. I will be sure to update the list as new content is posted.
Best,
tim
Subject: [ProfessionalDevelopment 1123] Re: Blended techniques: Socializing
From: Dafne dygonza at yahoo.com
Date: Tue May 15 15:54:51 EDT 2007
I totally agree with you, Crystal. Creating rapport is
important in f2f courses but it is crucial in
e-learning.
In our EVO sessions, we devote the first week to
getting acquainted, sending photos, a bio, and sharing
about our lives. In the Becoming a Webhead session, we
have a wiki where participants post their photos, the
country they live in, their contact information (Yahoo
and Skype ID, for instance) and their bios:
http://baw07participants.pbwiki.com
In this way, we start putting faces to ideas. We also
have our weekly threads with the photos of the
participant who sent each of the messages:
http://baw07.pbwiki.com/week1threads
We have also found that synchronous sessions bond
people together. This is especially true in the
community of Webheads in Action. For five years we
have been meeting live every Sunday at noon at Tapped
In and other synchronous platforms, and some of us
have developed a tight friendship. We not only talk
about academic stuff, we talk about our families, our
hobbies, problems, etc.
In these 5 years we have had the opportunity to meet
several webheads f2f, and the common feeling is that
when we see our online friends f2f for the first time,
is like seeing and old friend.
When I had the oral presentation of my doctoral
dissertation, in Spain, my family could not be there,
but 3 webheads travelled to Valencia from other
countries to be with me. Isn't this nice :-)
Hope to meet synchronously with you some time!
cheers,
Dafne
Subject: [ProfessionalDevelopment 1124] Re: Blending techniques: recordings
From: Dafne dygonza at yahoo.com
Date: Tue May 15 16:08:22 EDT 2007
Thanks for this resource, Tim! I have bookmarked it in
my del.icio.us :-)
Recordings (podcasts, videopodcasts, webcasts) are
excellent resources for blended and online learning.
Having people geographically apart makes it difficult
for all to attend live sessions. However, if these
sessions are recorded, they can be accessed
asynchronously by those who were unable to attend.
Many people (me included) go back to these recordings
to listen to them without the pressure of having to
listen, read, text-chat that we have while in a
presentation (sessions in a virtual room ask for
multitasking skills).
Here's a page with the live presentations we had in
our BaW-07 e-workshop:
http://baw07.pbwiki.com/Chat_sessions
bfn,
Dafne
Subject: [ProfessionalDevelopment 1126] Re: Blending techniques
From: Noreen Lopez lopezns at comcast.net
Date: Tue May 15 18:25:14 EDT 2007
All:
It seems to me that blended learning is the ideal because it can combine the
best of both f2f and distance learning. But blended is not always an option.
And there are benefits to online learning.
Teachers who had participated in an online course responded to my
questionnaire (prepared for a NIFL report) in some very interesting ways. I
asked if they liked online PD, less, the same or more than other forms of
PD. I also asked if they learned less, the same or more and how it affected
their teaching. While only 29% enjoyed the online more than other
professional development, 55% and 58% respectively felt they learned more
and changed their teaching more as a result of the online course, when
compared to other forms of professional development.
This was only a small group so we can't make any generalizations. However,
it may be an indication that many of us would like to have f2f PD rather
than online, but because of the time that is allowed for more reflection,
and the interaction between each learner and the facilitator, plus
interaction among learners, there is the opportunity for more learning to
take place and that learning does affect our practice.
Jackie, I know NCAL did some professional development in CT and used a
blended approach that started with f2f, allowing for familiarizing
participants with the technology. This was followed with distance PD and
then closed with another f2f meeting. I believe the experience was a
positive one. It would be nice to hear from someone in CT who participated
and could provide some further information
Noreen Lopez
Subject: [ProfessionalDevelopment 1131] Re: Blending techniques
From: Marian Thacher mthacher at otan.us
Date: Tue May 15 23:55:09 EDT 2007
It's interesting you say that, Crystal. I agree. When we do online Breeze
meetings and workshops, we usually have the webcam on, at least for the
first 5 or 10 minutes, just to let people see who they are talking to. It
helps. I was trained on another system by a guy in Canada. His webcam was
low res and the picture was jerky, but I still liked seeing him. It just
gave me more of a sense of him as a person. I guess that's an argument for
synchronous if it's practical.
Marian
- Hi, In response to Kathryn, Steve, Deb, and Marian:
- I even like to send a picture of me, sometimes my son and I, or my sisters and me...just so people know who they are talking too, learning from, working with. I find it helpful to put a face with a name at a distance.
