Characteristics of Successful Online Learning Experiences

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Subject: [PD 3370] Characteristics of Successful Online Learning Experiences
From: Jackie A. Taylor jackie at jataylor.net
Date: Mon Jun 15 13:17:12 EDT 2009

Hello All ~

When thinking about designing online PD, whether for distance educators or other practitioners, what makes the online learning experience "successful?"

  • Distance educators and others: From your experience as an _online learner_, reply to this email and tell us about a successful online professional development learning experience you had; one that was engaging and effective in helping you to improve your practice.
  • What were the characteristics of that online professional development experience? Consider methods like discussion lists (like this one), synchronous online chats, discussion boards, live webinars, etc.
  • Professional development staff and others, please tell us about the online PD you've seen to be effective at facilitating teacher change. What were the characteristics of that online PD?
  • As both Crystal and Leslie have noted, while "online" may be one approach to the PD, were there also other distance methods involved, such as conference calling and one-on-one technical assistance, that

were instrumental in supporting the online learning experience?

At the end of the discussion let's identify the themes based on our successful online learning experiences and those of others. We'll see whether we have incorporated these characteristics into our thinking on designing quality online professional development for training distance educators.

Thanks, and looking forward!

Best, Jackie

Jackie Taylor, PD List Facilitator, jackie at jataylor.net

Subject: [PD 3375] Re: Characteristics of Successful Online Learning Experiences
From: Lobaccaro Gina (DOC) Gina.Lobaccaro at state.de.us
Date: Mon Jun 15 14:01:20 EDT 2009

  • What were the characteristics of that online professional development experience? Consider methods like discussion lists (like this one), synchronous online chats, discussion boards, live webinars, etc.

I am currently working on my Doctorate degree in Educational Technology and I have taken many University of Delaware and many other Educational Technology courses online. I am just now learning how to teach/facilitate the courses.

I gain the most from the discussion boards - as it seems that many of the participants have as much/more/different perspectives and experience to share with the class. I can say the same about the discussion list, but I have not used it while taking a course. It is the collaboration that I seem to learn the most - (certainly this is not meant to downplay what I learn from the course facilitator/teacher).

During the last course I took - just this spring - we met online on Eluminate for a synchronous chat session. We had determined the conversation topics in advance and it went very, very well. I think that is fairly important- so that the teacher is prepared, somewhat, for the questions. It takes a very good teacher to manage the ongoing online conversation. Eluminate was all chat and some audio (no video) but I have wondered about using Skype for small group synchronous meetings with potential online students. I have used Skype frequently to talk to family in Hungary and friends who live in Florida and in the western US. As an online facilitator, I would like to make small group (no more than 3/session) visits on Skype available if there is a need for quick help since it offers audio and video and it is free.

I hope that offers a little to this part of today's conversation.

Gina Lobaccaro


Greatness is not in where we stand, but in what direction we are moving. We must sail sometimes with the wind and sometimes against it - but sail we must and not drift, nor lie at anchor. (Oliver Wendell Holmes)

Gina W Lobaccaro

Sussex Correctional Institution
Prison Education Program
Georgetown, DE

Subject: [PD 3376] Re: Characteristics of Successful Online Learning Experiences
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Mon Jun 15 14:24:03 EDT 2009

I was personally trained by the online director of my uniersity, who gave me pointers on the university's standards of course design, and gave me a sample template for an already existing course. He had no suggestions as to which presentation methods were appropriate to which content areas, how to include the "offhand" comments that were mentioned here onlist, or specific guidelines for different disciplines, etc. I more or less had to wing it.

I mostly learn from the students I have, not only if they're engaged. Best case, if they are, then a comment might spur a "teachable moment" for me, and I'd recall something I'd "meant" to say. Then things get lively, and even if the students might initially have had doubts--about their own ability, about the content, they confess that while they may be struggling they're learning something and loving it.

On the other hand, this mod I also have a hybrid class that's quite small, a transition to college class, where the synergy, either online or f2f, Sometimes it only takes one student to spur the rest, but this time it just didn't happen. Finally, in desperation, I prepared a Powerpoint based on Brookfield's critical thinking scenarios that they read for this class. I took this class as the criticall incident, laid out my assumptions, questioned them, and then had the students question them. It turns out what they needed was some hand-holding for assignments, which could have been easily done all along in the learning center, and it's rather late in the mod for it to make any real difference.

But I had another kind of less ego-satisfying "teachable moment," that will serve me well in future. This links with one of the questions as to whether online teachers need to be tech savvy: I say yes. I have had to troubleshoot for them, and, in the case of the handholding, be able to give them clear instructions as to how to access what was necessary to complete the assignnment. All of this to confirm that, yes, the teacher is faciitator/coach, and not the sole provider of content. 

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year

Transitions, Day Division and ADP
Post University, Waterbury, CT

Subject: [PD 3390] Re: Characteristics of Successful Online Learning Experiences
From: Lobaccaro Gina (DOC) Gina.Lobaccaro at state.de.us
Date: Mon Jun 15 16:49:13 EDT 2009

I am sending this from home... I found it on YouTube.... and I think it applies to our discussion- as it applies to pre-online training session. I hope it leaves a smile on your face for the end of the day. It is entitled "Goodbye Butts in Chairs".

Gina

http://www.youtube.com/watch?v=qeUdF5TzMMk

Subject: [PD 3391] Re: Characteristics of Successful Online Learning Experiences
From: Melinda Hefner mhefner at cccti.edu
Date: Mon Jun 15 19:00:32 EDT 2009

Well, as long as we're sharing YouTube videos, here's one that many of you may have seen but perhaps some have not. If you're not familiar with Michael Wesch's work, it is awesome and has implications not only for face-to-face instruction but online teaching and learning as well. No matter how many times I watch the video, I'm always inspired.

http://www.youtube.com/watch?v=dGCJ46vyR9o

Melinda

Melinda M. Hefner
Director, Literacy Support Services
Basic Skills Department
Caldwell Community College and Technical Institute
Hudson, North Carolina

Subject: [PD 3392] Re: Characteristics of Successful Online Learning Experiences
From: Leslie Petty leslie.lpetty at gmail.com
Date: Mon Jun 15 19:35:47 EDT 2009

Gina,It did make me smile at the end of a long day. But on a more serious note, we need to recognize that online professional training can be just an uninspiring and boring as the FTF trainings depicted here. The real challenge is to create training that meets the learners' needs, challenges them to think and stimulates professional growth. I expect that as this discussion continues we'll get some insights into the possibilities.

Leslie

Subject: [PD 3394] Re: Characteristics of Successful Online Learning Experiences
From: David Rosen DJRosen at theworld.com
Date: Mon Jun 15 21:22:07 EDT 2009

Colleagues,

On Jun 15, 2009, at 7:35 PM, Leslie Petty wrote:


But on a more serious note, we need to recognize that online professional training can be just an uninspiring and boring as the FTF trainings depicted here. The real challenge is to create training that meets the learners' needs, challenges them to think and stimulates professional growth. I expect that as this discussion continues we'll get some insights into the possibilities.


This discussion is Online PD.

This discussion and this discussion list (a community of practice) _is_ online PD. It has been planned. It has a moderator who can make adjustments so it is also dynamic and responsive, who can adjust and fine tune it's direction. The discussion is time-limited -- one week to talk about the designing online PD for those who want to learn how to teach (or improve teaching) online, but this topic can also be extended and re-visited on this discussion list. The discussion is being archived (in the NIFL list archives _and_ on the Adult Literacy Education Wiki, so it is both searchable using the NIFL search engine, and (more) readable as a discussion on the ALE Wiki. The discussion is not fleeting. It can be revisited in the future when it may be -- because you may have a different set of experiences, needs or goals -- more compelling. It includes some people who have been thinking about how to design online PD (including Crystal, Leslie and me and many more who have joined the discussion) and some people who have been or are now thinking about what they, as teachers who are learners, want to get out of online PD. It has people we can all learn from, with expertise in a range of online PD formats: CMS (courseware Management Systems), LMS (Learning Management Systems), telephone conferencing, videoconferencing, discussion lists, wikis, interactive online whiteboards, and other formats. It is participatory, so all can join in if they wish. Many already have!

Is it Meeting Your Needs?

How can this discussion best meet _your_ needs? Is it challenging you to think, stimulating your professional growth? Is it inspiring ? Have you asked your question(s) yet? Have you said what you want to get out of participating?

Is it engaging or boring?

Here's a guess: for those with their toes in online learning, some of the issues raised will be interesting. For those up to their waists it will be more interesting. For those who have been swimming in this stuff -- and maybe for those who feel they are drowning in it -- the discussion may offer some insights that will be confirming or dissonant with what they believe, and those insights will be helpful. For those on the shore occasionally glancing at this discussion, it will be just okay or maybe boring.

So in addition to good design, the use of highly interactive tools and well trained teachers, there are two other elusive elements -- 1) relevance/connection of the learning to the learner's own needs and goals; and 2) whether or not the learner has any/enough grounded experience in the topic being discussed.

People in this discussion who have taken an online PD course (whether successful or not) may find some of this discussion engaging because they have experienced online learning. Those who have taken and designed online PD may find more of this discussion compelling. People who have experienced using a wide range of tools for online PD may find this discussion vital to their work, may want to continue to be part of an online PD community of practice and may, for example, want to join the ALOPD to be part of an ongoing community of online professional developers struggling with issues like these daily in their work.

A discussion about something that you have done or are doing, that you care about, can be engaging. The same discussion for someone who has no experience, who has not met or struggled with any of the problems discussed, will probably be boring.

Do we need to add a new design element to the Guide: Introducing the Online PD Course (or other offering)?

A design element we did not include in the paper, I think because no one mentioned it, is how teachers are introduced to a particular online PD offering, how they could best understand what that course, webinar, discussion, article, or web page collection of resources was intended to do -- what kind(s) of practitioner (as learner) goals and needs it is designed to meet.

Let me give you an example that you may be familiar with, an example of how _not_ to introduce a learning experience. I have frequently been frustrated by conference brochures. Maybe you have too. The (space-limited) description and often "catchy" but uninformative title rarely gives me good enough information to know if the session will be interesting or useful to me. If there are learning objectives, they may help. What would be really helpful, however, is a blurb that says something like:

This session (title in plain language) is designed for (specific audiences such as "basic literacy teachers," "GED teachers", "ESL/ ESOL teachers"). It assumes that you have ( a little, some, a lot of) experience with (course management systems, teaching grammar, teaching pre-algebra, or whatever is assumed) and it will enable you to (learning objectives here). If you have questions about this session you can email the presenter at (email address) up to 12 hours before the presentation or tweet her/him at (twitter address) until 1 hour before the presentation.

The point is to get very good at introducing PD learning experiences (through text, a podcast/audio clip or a 1-3 minute video) perhaps providing an outline of what will be covered and some samples) so that potential participants have the information they need to make good choices, not waste their time, not be bored.

Those who offer PD -- the primary audience of this discussion list: How much have you thought about the best way(s) to inform potential participants about what you have to offer in online or in face-to-face PD? What other ideas can you suggest to make these introductions as rich and useful as possible? For example, look at what you may have written describing your online PD at http://wiki.literacytent.org/index.php/AlePDOnline How can it be improved? Does it provide all the information that's needed for a participant to make a good decision? Could it be clearer? More detailed? (There's no space limit on the ALE Wiki!)

Conference organizers: Have you thought about offering presenters the opportunity to put a link to an audio or video "trailer" of their presentation on your conference web site presentations page?

David J. Rosen
DJRosen at theworld.com

Subject: [PD 3396] Characteristics of Successful Online Learning Experiences
From: shirley Lawrence shirleyfaith at frontiernet.net
Date: Mon Jun 15 21:47:40 EDT 2009

Hi My name is Shirley Lawrence and I'm sorry I'm getting on a little late but never the less I want to respond.

I completed my master's degree in Adult Education and Adult Literacy last year (May 2008) from SUNY @ Buffalo State on on-line. I live in Rochester, New York.

I was very hesitant about on-line learning, one reason is that I did not think of myself computer literate enough to accomplish such a task. But was I pleasantly surprised. We worked on the program "Angel" and it did not take long to learn. We had discussion boards and live chats. We each had a many opportunities to facilitate some parts of the course. Our professors were very experienced in teaching online and that helped tremendously.

The learning experience, in my opinion outweighs the traditional classroom experience. I felt this way because students had to respond and that made learning much more fulfilling. This was truly a learner centered teaching experience. We taught each other, with the facilitation of the teacher. I believe online learning is a non-traditional learning experience, totally based on the experiences both academically and personal of the students, and all of our interest and specialties. It truly shows how important prior experience of adult learners is in the total learning experience within an adult learning environment.

Shirley A. Lawrence, M.S

Educational Relevance
Adult Professional Development Services
Adult Education Consultant

Subject: [PD 3397] Online Training/Development of Online Programs
From: Richard E. Mitchell rmitchell at mchenry.edu
Date: Mon Jun 15 22:09:04 EDT 2009

To All:

When thinking about designing online PD, whether for distance educators or other practitioners, what makes the online learning experience “successful?”


I actually have limited experience as a "student" in online learning. It is a different environment for learning as a "student," especially for those who grew up without having the option of online learning in their educational experience. I think this can be a problem for an adult GED student, as well as for an instructor, who has never worked or studied in the online learning environment.

It would probably be good for an instructor to take an online course in some subject, just to see how it goes. I think the instructor would learn a lot from such an experience. The internet definitely has some great teaching tools and some great possibilities down the road. I have heard a lot of instructors express doubt about teaching an online class, that they would not be "up" to it. It does become easier and easier to follow whats going on the more one does it. I have found that a lot of my students have difficulty expressing what they don't understand, since most communication is by e-mail, and I have found a lot of students do not have good written communication skills, which is an element that can be difficult at first in the online environment. (I usually provide my students with a cell phone number on which they can contact me, if they have issues they cannot resolve by e-mail.) I am sure the same would apply to an instructor, entering the online environment as an online instructor/facilitator/guide/guru/savant, or whatever term we would apply!

For those who have responded to this forum and stated they had to "wing it" and develop their own program, I would say my hat is off to you! That would be a tall order and a difficult task at best. I got into online instructing through an existing program. There are sites that are quite good at giving GED instruction or study guides, but the whole element of structuring a site, which tracks participation, interactive communication between instructor and student, online testing and quizzing, etc. would seem very difficult to design and facilitate. This interaction between student and instructor is a key element of success.

I think a "successful" online environment is one where there is accountability and two-way communication, if not multi-way communication as in discussion forums, or group chats, etc. Ultimately, a student has to be motivated to learn and I feel that those most motivated will do so, no matter what environment they use. I have had traditional classes where someone just stops coming, doesn't return phone calls, etc. People can lose their "spark" for a variety of reasons. I try to convey to my students that they will never replace what they missed in high school, and that they don't need to function at a 100% level of understanding of all of the subject matter. High schools have different levels of programs, from advanced placement to vocational training to special needs or life skills programs... we all don't learn the same things in high school, but we are expected to learn some basic "core" information. And even when we learn the core information, we may go on to different educational training and never use some of the things we learned in high school.

YouTube does have some great learning videos. It has received a bad rap (think of the various sports' celebrities who have gotten in hot water for "posting" or being posted there!), but that is part of the territory. A lot of sites ending in ".ru" will be blocked from schools or universities... those sites are in Russia, some of which are dubious, as in "porn" or crime, etc. But, there is a "lib.ru" site, which has almost all of the greatest works of Russian literature from all periods in one place, unabridged. Again, a great tool, if one wants to use it for good.

Richard E. Mitchell
McHenry County College
Crystal Lake, IL

Subject: [PD 3400] Positive Experience w/Online Learning
From: McGilloway, Susan smcgilloway at ccbcmd.edu
Date: Tue Jun 16 05:18:19 EDT 2009

Jackie, et. al.,

I am earning my MS Counseling in a hybrid program that is about 90% online with two 6 day residencies. The online experience I have had has been very positive. I find that the interaction among my fellow students and myself is more than I ever had in a face to face situation. Contrary to the opinion of many, online classes require greater participation and more time than a face to face class. I am fortunate that I have good written communication skills and am a visual learner; however, my online classes have videos and conference calls as well as online communication. There is a freedom in the anoninimity of the online environment.

One of the most outstanding benefits of online instruction is the flexibility. I am able to communicate with my instructor and classmates at any time day or night, post assignments at any time, and ask questions at any time. I don't have to wait until I go to class to ask a question or respond.

I am an extravert so was concerned that I would miss the people contact. I have found, however, that after a number of classes, I have been able to learn a great deal about my classmates and instructor by the way they communicate and express themselves.

As was mentioned, I think the greatest challenge for many GED learners is the lack of written communication skills. I do find; however, that one of the benefits of online learning is the opportunity to think through a response before posting rather than having to think on one's feet.

For me the online venue has been a remarkably positive one.

Susan McGilloway
Student Support Services Specialist/VIP Coordinator
Center for Adult and Family Literacy

Subject: [PD 3406] Re: Positive Experience w/Online Learning
From: mev at litwomen.org mev at litwomen.org
Date: Tue Jun 16 09:48:28 EDT 2009

Hi All

Susan's comment (below) and some others have raised a question in me that I often have about online learning -- especially if it's text heavy and asynchronous.

And that pertains to the reading and writing skills -- of adult educators -- needed to be successful in the DL forum.

In these DL conversations, there generally is discussion about good course design, multiple learning styles and the technology to match them, computer/tech requirements and skills needed by end users, and sometimes content.

But I wonder if there is research (or should be some research) on the actual reading and writing capabilities (for all level of learners) to participate in these forums. How much of these skills do we assume of each other because we are educators? I know of many educators who don't participate in the simplest of tech exchanges -- for example, listservs -- because they *say* they don't have the time. I think about myself as a listserv participant -- sometimes I don't engage because I don't feel like reading (or have the concentration to read) long posts and I know that posting will take some thoughtful time to get my thoughts into words that I'd consider "good enough" to be public! again, time & effort.

I believe this extends to any form of DL learning -- we assume a level of reading and writing capability that some educators may not have and therefore not be willing to have disclosed.

Some concerns about Reading --

  • What about educators with LD?
  • Or educators who just read slow (like me -- no way am I a speed reader)!
  • Or educators who really don't have the time or attention span or discipline to read and keep track of long posts or several long posts in order to follow the thread of conversation?

Following a face-to-face (or phone conferencing) conversation can be difficult -- BUT following multiple disjointed posts that go back a forth on various topics (e.g. a listserv -- or even a web board) calls for a different kind of focus and attention. Doesn't it? Is the comprehension skills needed for reading text in a book different that the type of reading comprehension needed for DL? How do we learn cyclical or spiraling reading rather than linear reading? Does this "disjointed" type of reading/learning suit some learners better than others? Again, it's suggests different learning styles but I would also suggest different kinds of brain functioning as well.

Some concerns about writing --
Let's face it -- many educators (like our students) just do not like to write -- for me the exhaustion can just be in typing (these days, I'm getting more included to pick up the phone for conversation that run to the keyboard)!

We all know that writing for listserv or DL situations may (thankfully, in some cases) slow us down to think more clearly about what we want to say before we type(write) - and still there are "flames" and many misunderstandings. -- Some folks just don't know how to write "tone" and some people just read "tone" when it may or may not be there (the writing connected again to reading). Is there a form of writing for these nuances that needs to be learned/taught? And because we want to be sure that what we type(say) is on point -- and carefully get our thoughts together and then compose what we want to say -- it's possible (oh some many times) that the moment has passed -- the conversation has moved on. As listserv moderators know, facilitating to keep people on point can be difficult in this environment -- but sometimes it just has to do with how long it takes people to compose their position (as well as how often they check their email or web board!)

And, of course, spell check notwithstanding -- DL exposes bad spellers, incorrect use of grammar, inability to proofread or edit, etc. Now we could say this is good in that it will help us all be stronger writers -- but we're assuming that people want to participate in that forum. Some people just don't write well (just like some people can't play the violin even after years of lessons)!

so - I don't want to belabor the point -- hopefully you know what I mean. We assume reading/writing difficulties among our students. But how do we also acknowledge reading/writing difficulties among educators? And this has nothing to do with academic achievement -- I know plenty of highly academically educated folk who can't write their way out of a paper bag....so, I don't want to get into a discussion about educator teaching-job readiness (that's for a different conversation!).

Thoughtfully,
Mev Miller
WE LEARN

(oh - btw -- is ALL content really suitable for online learning)?

On Jun 16, 2009, at 5:18 AM, McGilloway, Susan wrote:
I am an extravert so was concerned that I would miss the people contact. I have found, however, that after a number of classes, I have been able to learn a great deal about my classmates and instructor by the way they communicate and express themselves. -----

Subject: [PD 3419] Re: Positive Experience w/Online Learning
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Tue Jun 16 11:18:40 EDT 2009

Mev, This is a super point, and one which I emphasize to my online students; it loops around when learning writing is the subject of the course, and writing is the medium of communication. My solution is to take every opportunity, even discussion boards and journals, and comment (not necessarily correct, though they sometimes want that) on their writing: did what they want to say come through? could it be said better. I don't know of any research, but I'd appreciate it if someone did. The factor I'd add to your list of caveats for educators, which translates out probably as a learning disability at least in manifestation, is visual impairment. Until I got proper assistive devices, the computer, deciphering unfamiliar webpages to find links, the "right" place to put something, was quite difficult. Even in course design I miss a lot the first time around, because the magnification means I don't see the course as others do.

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP
Post University, Waterbury, CT

Subject: [PD 3423] Successful Online Learning Elements
Date: Kristin Kicza kkicza at collaborative.org
From: Tue Jun 16 16:04:24 EDT 2009

When thinking about designing online PD, whether for distance educators or other practitioners, what makes the online learning experience “successful?”

First let me say that my communication style tends to be direct. However, when you read my reply, think of me with a smile on my face :)

Although I knew this discussion started yesterday, I haven't had a chance to participate until now. When I signed on to view the discussion, several thousand posts (seems that way) were waiting to be read. What a daunting task I now face to catch up on what everyone has read...and where do I begin? The reason I mention this (just as an example) is that as a designer, it would be important to anticipate how learners/ participants would interact with the content.

What makes a successful learning experience: understanding where I am and where I need to go; feeling you are accomplishing YOUR goals and the requirements of the instructional program; being able to connect /apply the information being learned to my personal / professional experiences and knowledge; able to communicate easily (and feeling comfortable enough to do so) with the instructor/facilitator and peers; knowing the steps to reach a goal and a deadline to meet them; flexibility and empathy towards my life events as an adult; encouragement to continue and do my best.

How do we provide this: simple navigation, instructions; introduction activities; multiple communication methods; being organized, listening (reading), creating alternative lessons/ materials to support learning disabilities, blocking text, promoting social and pragmatic dialogue; setting clear expectations; small group and study buddy activities; etc (examples).

Subject: [PD 3424] Re: Successful Online Learning Elements
From: Marcel Kielkucki mkielku at kirkwood.edu
Date: Tue Jun 16 17:25:34 EDT 2009

I too have been trying to follow along but am just getting the chance to participate in the discussion. With that in mind, flexibility is a key element in any online learning environment. Even with this discussion, we have the ability to participate as time allows, which is great.

As we're looking at developing online opportunities, I think the flexible nature of online courses is a critical element. In some adult programs, teachers are only working two or three days a week for a few hours at a time, or they might be so busy helping students they may only be able to fit in a PD course for an hour or two a week.

While I know many benefit from synchronous methods, I believe that an asynchronous option should also be available.

Mr. Marcel Kielkucki
Kirkwood HSDL Coordinator

Subject: [PD 3438] Re: Successful Online Learning Elements
From: Melinda Hefner mhefner at cccti.edu
Date: Wed Jun 17 08:43:54 EDT 2009

I feel like a discussion hog by commenting on so many posts, but I have to post in response to yours since I so wholeheartedly agree. The concept that learning is space and time constrained is being challenged (an rightfully so, in my opinion) so flexibility is essential to reach learners. Some misinterpret flexibility as meaning having no strucure or organization in content or delivery which is not true. But it does mean that we need to reevaluate our ideas of learning taking place in space and time constrained environments.

Melinda

Melinda M. Hefner
Director, Literacy Support Services
Basic Skills Department
Caldwell Community College and Technical Institute
Hudson, North Carolina

Subject: [PD 3448] Re: Successful Online Learning Elements
From: Katrina Hinson khinson at almanid.com
Date: Wed Jun 17 10:33:49 EDT 2009

I think that with technology, being flexible is one of the key elements to successful online learning - whether you're the one creating the avenue for learning or using the avenue for learning. Technolgy today almost demands that users be flexible because the technology is always changing. A user can get used to one program today and find that it's obsolete tomorrow.

With regards to reevaluating our ideas of learning taking place in space and time constrained environments, one of the newer forms of online learning is M-Learning, mobile learning which uses a person's cell phone or handheld device. Dr. Lucy Haagen from Duke University recently gave a lecture on this topic. She highlighted that m-learning is fast occurring in other countries and lagging behind in the US due to the way our cell phone carriers operate but the gist of it is that for some students, accessing the cell phone is far more flexible than a lap top and in some ways far more affordable. She used an example from a remote part of Southeast Asia where power is an issue....but the students all attend class via the cell phone. I thought this was a great way to put changing technologies to use and it does highlight the importance of being flexible and the need to constantly reevaluate the technologies we are using.

Regards,
Katrina Hinson

Subject: [PD 3425] Re: Positive Experience w/Online Learning
From: Marcel Kielkucki mkielku at kirkwood.edu
Date: Tue Jun 16 17:29:28 EDT 2009

I agree with Mev's ideas as well. Reading and writing skills are critical in any online course, and could scare some away from them. On the other hand, they also present a great opportunity to have students work in a real-world situation on improving these skills

Mr. Marcel Kielkucki
Kirkwood HSDL Coordinator

Subject: [PD 3426] Re: Successful Online Learning Elements
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Tue Jun 16 19:50:38 EDT 2009

I have had good success with asynchonous models; as has been pointed out in this discussion, one of the advantages of discussion boards, blogs, or such asynchronous tools is that the person can think out the post before writing it, while in synchronous there would be the same disadvantages some have in participating in f2f classes, with the added "anxiety" factor (?) of having a technological medium attached to it. But the immediate feedback is also good; I mostly teach hybrid courses now, and that class time is often for troubleshooting, ensuring comprehension, doing group activities etc. Those in hybrid really insist on the f2f interaction.

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP
Post University, Waterbury, CT

Subject: [PD 3431] Re: Successful Online Learning Elements
From: Jackie A. Taylor jackie at jataylor.net
Date: Tue Jun 16 22:37:10 EDT 2009

Hello Kristin and All,

Kristin, you wrote:

"Although I knew this discussion started yesterday, I haven't had a chance to participate until now. When I signed on to view the discussion, several thousand posts (seems that way) were waiting to be read. What a daunting task I now face to catch up on what everyone has read...and where do I begin? The reason I mention this (just as an example) is that as a designer, it would be important to anticipate how learners/ participants would interact with the content."

Welcome to the list! :-) I agree with you wholeheartedly, and I appreciate you and others using this discussion as an example, because, as David Rosen pointed out, this IS online PD.

It is OK to "jump in" whenever your circumstances allow. I (and others) anticipate that. I also anticipate that not everyone will be in email all of the time due to work, travel, or family matters. This is why I created the Design Elements Wiki, which can be found by visiting:

http://wiki.literacytent.org/index.php/Design_Elements_for_Training_Adult_Educators_to_Teach_Online

See message #3361-you'll find ways you can monitor discussions elsewhere if the volume of emails becomes overwhelming. You can also set your subscription options to "digest format" to cut down on the # of emails in your inbox per day. To find a copy of this information:

1. Visit this link http://wiki.literacytent.org/index.php/Design_Elements_for_Training_Adult_Educators_to_Teach_Online .
2. See the box titled "Discussion Threads" on the right.
3. Click on the links under the box header "How to Get the Most =from This Discussion" for more information.

To reach your learning goals: Read, reflect, reply when you feel so moved, and, above all, ask your questions so that you reach your learning goals.

I know that the volume of posts can be daunting; heck, they're daunting yet amazing (!) to me if you want to know the truth. But-our culture is to participate when we can. This is why I posted Derek Wenmoth's Levels of Participation this morning (post # 3398). Some of us, I noticed today, were active but did not have time to be active yesterday. Some may be active tomorrow that could not be active today, and so forth. And that's OK.

This is a safe place to express ourselves. We learn more, the more we share, reflect, and stay open to new ideas. And those who follow after us will have the benefit of being able to learn from us. We are creating a valuable resource for the future.

Thank you for sharing your thoughts; I look forward to hearing more.

Best...Jackie

~~ Jackie Taylor, Online Facilitator, jackie at jataylor.net

Subject: [PD 3433] Day 2 Question
From: Richard E. Mitchell rmitchell at mchenry.edu
Date: Wed Jun 17 01:50:22 EDT 2009

Day 2: June 16
Discussion Topic: Online (and Distance) Design -

As an instructor and student of online classes, I have not have much hand at designing or contemplating what can be used in the design of an online learning environment. From what I have seen in e-mails directed to this discussion I find it is utterly amazing and there are so many possiblitities. I liked the "Survey Monkey" Janet put in the discussion.... what a great site! I will definitely find a use for it! Thank you Dr. Rosen for the tip regarding the instruction movies on the site http://www.mlots.org . There is some great stuff that has come my way without even looking for it!

I guess from the stand-point of someone who has taken online classes and has instructed using them, I find the more user-friendly, the better; interactive sites, where drawings are made, (such as demonstrating angles, acute, obtuse, etc.), or where feed-back or answers are given, are great learning tools; use of graphics to teach things is a spectacular teaching tool. I have found that when I review some suggested sites, I learn new ways of explaining things, or ways to make the explanation clearer in my own teaching. It seems the internet has a great future for teaching and is a great tool for teachers.

When a lot of the discussion seemed slanted to those designing or facilitating the design of online professional development, I didn't know if it was a place I belonged. But, it is a great adventure reading the comments and visiting other areas, and a lot of places I was unaware of! I find it is a great learning experience and I look forward to all of the discussions.

Richard E. Mitchell
McHenry County College
Crystal Lake, IL 60012

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