Participation,Engagement, and Completion

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Subject: [ProfessionalDevelopment 1137] Wednesday Q: Participation, Engagement, and Completion
From: Taylor, Jackie jataylor at utk.edu
Date: Wed May 16 05:58:39 EDT 2007

PD List Colleagues:
How can we, collectively, make progress on the issue of participation in online and blended professional development? Clearly, you have already shared many useful strategies for engaging participants and the hardest to reach, as well as tools for blending to meet the needs. So is there more to add? Consider the following:

  • _Why_ is it difficult to promote online and blended professional development?
  • What is the perception 'out there' about online or blended PD?
  • What are more strategies for recruiting participants?
  • What are effective strategies for reaching the mid-range of 'the bell curve'?
  • How are we doing at connecting online and blended PD to meet practitioners' practical needs?
  • How are we doing at engaging teachers throughout the online and blended learning experience? What does it take?
  • Given that online learning is not nearly as transparent as F2F interactions, what strategies do you use to make our online work transparent to stakeholders?
  • What are the incentives and/or requirements for participation in online PD in your area? What works best?
  • What keeps online and blended learning interactive, vital?
  • What does it take to see everyone through to completion? How do you attain high completion rates?
  • What constitutes completion and thus "success?" Seat time? Accurate completion of work? Implementing change in practice? Other?
  • What policies or statewide practices do you see that your area needs in order to better utilize online and blended formats?
  • Other Qs?

Teachers, we especially need to hear from you on these issues. How can we reach you best?

Dig your heels in, please.

Yours...Jackie Taylor

Subject: [ProfessionalDevelopment 1138] Participation, Engagement and Completion
From: Katrina Hinson khinson at almanid.com
Date: Wed May 16 07:34:36 EDT 2007

I've been reading through the emails on this the topic of online professional development. Don't get me wrong, I love f2f interactions and workshops but at the same time, I'm a huge advocate for an online professional development community. Because we have so many part time instructors who work full time jobs and can't attend training when the rest of us might be able to - getting the bulk of our staff to gether at any given time is extremely difficult. When we try Saturday training, we may get 15-20 people to show up but the others refuse to come. What I'm learning is that the same reasons that people have for not attending a f2f workshop often are the same reason they don't want to participate in an online learning environment - time. In my area, we have a large number of part time instructors who all work additional jobs or who take care of aging/elderly relatives when they're not teaching for us. They already feel that there is too much on their plate and one more option of any kind just won't fit.

One of the things we've tried to implement is caputring a f2f workshop in digital format and uploading it as a powerpoint slide or video clip depending on how we captured the data, and then making that available for people who could not attend the actual workshop. We're also looking at how to provide online professional development opportunities for our instructors on an ongoing basis.

One of the obstacles that we face is dealing with coordinators and administrators who do not see the computer as a tool or resource but see it as a negative. These people tend to want nothing to do with the computer and would prefer that the students have nothing to do with them too. Finding ways to help bridge this gap has been difficult.

We haven't really considered the guidelines we'll put in place when we get a formalized online program in place. At the moment, it's all a work in progress- but one of the things we would like to see if a portfolio of ideas from the participants who participate in the online professional development - we want to see that they've taken something that they've learned, modified it and made it their own. Likewise, we want to see instructors in f2f workshops doing the same thing. Katrina Hinson

Subject: [ProfessionalDevelopment 1139] Re: Wednesday Q: Participation, Engagement, and Completion
From: Katrina Hinson khinson at almanid.com
Date: Wed May 16 07:48:59 EDT 2007

  • _Why_ is it difficult to promote online and blended professional development?

People are afraid to try something new
People may not think it's as meaningful as face to face interaction
People may think they're going to learn anything useful

  • What is the perception 'out there' about online or blended PD?

I think this is true of the perception of most "online" anything when it comes to academics - people see it as an easy way out when the reality may be that the online environment is more intense.

  • What are more strategies for recruiting participants?

Partner a new person with someone that's done it before - help overcome the anxiety. Have those that have participated before share their stories with others. Word of mouth in a positive way could be the best too.

  • What are effective strategies for reaching the mid-range of 'the

bell curve'?

  • Given that online learning is not nearly as transparent as F2F

interactions, what strategies do you use to make our online work transparent to stakeholders? I think you need to be as honest in the online environment as you are F2F but you have to use more care with your words beause the reader on the other end can't see your expression or your face and he/she may not know if you're serious or joking, sarcastic or not and as a result can read more into a comment than you think possible or that you meant.

  • What are the incentives and/or requirements for participation in

online PD in your area? What works best?

We don't have incentives and the only requirement is that we have to have 12 hours of PD each year. But even that requirement is not "enforced". Online professional development is a new concept in our area and one that is only just now being explored.

  • What keeps online and blended learning interactive, vital?

Making full use of all the resourcs possible - realtime chates (with our without video), streamind audio, lively discussions, consistent and regular discussion on discussion boards.


  • What constitutes completion and thus "success?" Seat time?

Accurate completion of work? Implementing change in practice? Other?

Perhaps it's not just one of these but some combination of all of them with seat time being the least important and changing practice that impacts student success as the most important. I'm not sure how any of it would be verified in the long run though.

  • What policies or statewide practices do you see that your area

needs in order to better utilize online and blended formats?

Support and funding from adminstrators at the state and local levels to ensure that equipment is available.

  • Other Qs?

How do you help that teacher that would love to use technology in terms of professional development but he/she lacks a computer of their own, works a full time job in the community with limited down time and is reluctant to give up a Saturday for a face to face training. He/She wants training, knows he/she needs to know more in order to become a stronger ABE instructor but doesn't know how to "fit" it in. They like the idea of an online option - but lack the equipment. Katrina

Subject: [ProfessionalDevelopment 1140] Re: Participation, Engagement and Completion
From: Carol Clark CClark at hcesc.com
Date: Wed May 16 10:35:42 EDT 2007

You hit the nail right on the head. Online is much more convenient and will get to more people

Carol

Carol R. Clark
Workforce Learning Link

Subject: [ProfessionalDevelopment 1142] Re: Wednesday Q: Participation, Engagement, and Completion
From: Leecy Wise leecy at fone.net
Date: Wed May 16 11:17:26 EDT 2007

My take on today's issues is simple. We know and have discussed the fact that even when segments are ideally developed with lots of engaging activities and in an ideal environment, we still have difficulty getting people to participate. There must also be enough incentives to make up for the "sacrifice" of time and energy people need to commit. It isn't enough to put the carrot out there; there needs to be a reward for reaching for the carrot beyond eating it. The reward could be recognition, promotion, community, money, technology, anything that means something to the population targeted. I trained a group of K-12 teachers in this region who came to training after work for 3-6 hours a week for months. They excelled beyond my expectation and theirs. The incentive? They were each given a laptop if they successfully completed the course! Once they were hooked, they loved learning the skills, but what got them to stay long enough to get hooked was the laptop! ;-)

Subject: [ProfessionalDevelopment 1143] Re: Participation, Engagement, and Completion
From: Katherine G Kgotthardt at comcast.net
Date: Wed May 16 11:40:24 EDT 2007

Discussion Week ChallengeWhat are some tips for shifting from classroom teacher to on-line facilitator?

I do not have experience with developing or facilitating online PD, but I do have experience as a classroom teacher moving to an online environment that does not include video or audio. One change is that in doing so, you must move away from being a "speaker" and move more towards being a "writer." (Working in writing, I, of course, really enjoyed this transition!) This switch can be a real challenge, especially in online settings where there are no emoticons or audio/visual enhancements. We tend to rely on email, feedback, and discussion boards to stimulate interaction, and knowing your audience is crucial. This can be especially challenging when your audience is ESOL and/or learning disabled! And, as with any electronic communication, it sometimes takes several communications to clarify a single point; students must be proactive about saying, " I don't understand."

I assume the dynamics would be similar for teachers taking an online PD course: students must be given the opportunity and encouragement to interact. The online PD I have taken have been pure modules, not facilitated by an instructor. These left no room for interaction or questioning. I suspect it is difficult to get teachers to engage in this kind of course (I know I had a hard time with it). Sure, we "had" to take it, and some of the material was interesting, but I am not sure many of us got a lot out of the experience.

In terms of recruiting teachers to take and/or facilitate online PD courses, I think a live orientation by an excited, knowledgeable, accessible instructor/facilitator is crucial, especially for reluctant teachers who are uncomfortable with technology. These folks literally must be sold on the idea and see it as relevant to their areas of expertise. I would encourage the blended model to continue the interaction if possible.

Subject: [ProfessionalDevelopment 1145] Re: Participation, Engagement, and Completion
From: Miller, Jane Miller_J at cde.state.co.us
Date: Wed May 16 11:59:22 EDT 2007

Our discussions this week have been very interesting and informative for those of us who are as yet only considering on-line PD as an endeavor for the future. In Colorado, most of our teacher PD is still conducted F2F. However, we acknowledge that on-line PD would go a long way to overcoming the barriers of geographical distance that we face.

As a trainer, what I have noticed that works in favor of teachers' participation in F2F and may be a disincentive to participation in on-line PD is the notion of "dedicated time". When teachers overcome their barriers of transportation and family responsibilities, and do arrive at a study circle or training, they know that for those 3-6 hours, they can focus exclusively on learning about teaching. There will be no phone calls, no children needing lunch, no errands, no laundry, etc. Those PD hours are exclusively their own - to reflect, to learn, to share with colleagues, to ask questions, to plan.

With on-line PD a teacher can participate "anytime" that is convenient for her. I'm guessing, however, that for many teachers it is more difficult to find time "anytime" at home to dedicate to on-line PD than to find PD time by driving to a F2F training. At home, the demands of family members who are standing right there, household chores that are visibly piling up, and phones that are ringing int he next room take priority over on-line PD that can be done "anytime". "Anytime" might only occur at 11:00 p.m. when the teacher is exhausted. If she does manage to snatch a few minutes here and there - the PD is fragmented. When a teacher is out of the house - or workplace- to attend PD, it is evident to everyone around her that she is not available. When a teacher is at home, or in her office, it appears to all that she is available for interruptions.

A compromise situation might be to suggest that teachers drive a few blocks to their nearest public library (thereby minimizing travel time and cost) and participate on-line from a computer at the library where they can dedicate 2-3 hours to their own PD, free from interruptions.

Jane Miller
Colorado Dept. of Education
PD Coordinator

Subject: [ProfessionalDevelopment 1148] Re: Participation, Engagement, and Completion
From: Leslie Petty lpetty at twmi.rr.com
Date: Wed May 16 13:11:41 EDT 2007

I agree that teaching at a distance requires different skills. I suggest that a good place to get a sense of the skills required for teaching at a distance is the Distance Teaching Self-Assessment available at AdultEd Online (www.adultedonline.org). AdultEd Online, a joint project of the University of Michigan and the Sacramento County Office of Education (SCOE), is a free site dedicated to helping teachers learn how to better use technology in their classrooms or to reach learners studying at a distance.

The Distance Teaching Self-Assessment was designed to help adult ed teachers think about the skills they need to teach at a distance, but I think a lot of the skills also apply to facilitating online professional development. It includes video clips and examples to help teachers understand the skills distance teaching involves. It takes 10- 15 minutes to go through the assessment. At the end, it provides you with a profile and indicates the areas in which you are "skilled," might want to "get a little help" or "get training." It also has includes some suggested professional development resources.

Leslie

Subject: [ProfessionalDevelopment 1153] Re: Participation, Engagement, and Completion
From: Noreen Lopez lopezns at comcast.net
Date: Wed May 16 17:49:50 EDT 2007

Jane,
You bring up an interesting point about access and disruptions. In my survey of teachers who used online PD, 90% said they had easy access to the Internet at convenient times while working on their course. But almost 40% never used access from home. Unfortunately there weren¹t any questions about where they did access the Internet. My guess is that it was either at work, the library or a friend¹s. Though there could be many other options. Overwhelmingly the ³ability to work at my own convenience² was very important in the decision to take an online course. This was true despite the fact that only 19% of the respondents felt ³very comfortable² with technology before taking the course.
I think this lack of familiarity with the technology is one of the reasons teachers don¹t participate in online PD. I think that any way that can be used to familiarize teachers with the resources out there while they are in a f2f setting where they can get an orientation and technical assistance will help alleviate the concerns many teachers have about using the technology. This could be done at local in-service sessions and various conferences. Once teachers see how easy it can be to use the resources out there they are more inclined to take advantage of them. Noreen Lopez

Subject: [ProfessionalDevelopment 1156] Re: Participation, Engagement, and Completion
From: Cristina Mendes-Da-Costa C.MendesdaCosta at salford.ac.uk
Date: Thu May 17 03:53:20 EDT 2007

Hi Katherine,

I support you all the way.

I think moderation is one of the keys to a successful online training session. When it is well done, it enhances interaction, motivates contributions and helps generating new content; knowledge.

As it was also mentioned leadership is an important component of any learning session.

And that is the role and functions teachers should be assuming more and more in online environments: the role of the leader as opposite to a information transmitter (teacher) role.

Learning with and from others, making sense of the content, personalizing learning, in order for it to be significant for you, and creating bonds with people are some of the main features of an online program, I believe.

The mere displaying of information adds little to books, seminars, lectures and other I-tell-you-and-you-listen-to kind of teaching.

I value active, interactive learning.

Just my 2 cents

Cristina Costa <http://eduspaces.net/cristinacost/weblog/>

..........................................................

Learning Technologies Development Officer
Research and Graduate College <http://www.rgc.salford.ac.uk/>
University of Salford <http://www.salford.ac.uk/>
Tel: +44 (0)161 295 6751
Skype ID: navysternchen

Subject: [ProfessionalDevelopment 1157] Re: Participation, Engagement, and Completion
From: Leslie Petty lpetty at twmi.rr.com
Date: Thu May 17 07:33:47 EDT 2007

Cristina,
I agree whole-heartedly. One of the things we at Project IDEAL [(projectideal.org) a consortium of US states working on using distance education to serve adult learners] stress is that the teacher's role changes from classroom to distance teaching. Instead of being the content expert, the distance teacher becomes a facilitator to guide students as they work toward their goals. We've found that some teachers embrace this new role, while others are less comfortable with the approach. Because it's such a big change from the traditional classroom role, we believe that professional development - including courses and mentoring - are critically important to teachers as they make this transition.

Leslie

Subject: [ProfessionalDevelopment 1158] Re: Participation, Engagement, and Completion
From: Katherine G Kgotthardt at comcast.net
Date: Thu May 17 09:18:01 EDT 2007

Re: [ProfessionalDevelopment 1145] Re: Participation, Engagement, and Completion"Teachers, we especially need to hear from you on these issues. How can we reach you best?"

To be sure, a dedicated time away from distractions with some f2f time would make an ideal learning environment for me! I had to laugh when I read Jane's description of online instructors working from home (which would include me): if I had to count the number of interruptions I get even when I am alone in the house, I truly would never get anything done! This week, for example, I have worked through this list and my classes with a sick child at home, the phone ringing, the dog barking and a number of doctors' appointments. Focusing takes some real effort and practice. This is not my preferred method of working or learning.

My own enticement for learning about technology or anything new in my field is simply my love for learning. Learning and growth were strong incentives for me to enter education, and teaching follows as a natural progression of that passion (because if you love and believe in something, you tend to want to share it). Tapping into teachers' natural curiosity is one method of encouraging professional development. Relating the experience to their day to day routine further encourages the experience. Finally, accountability for the learning closes the incentive loop.

Best Wishes in Learning,

Katherine Mercurio Gotthardt

ESOL Distance Education Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
703-791-8387
http://www.pwcs.edu/curriculum/adulted/

Subject: [ProfessionalDevelopment 1160] Dedicated Time for Pursuing Online PD
From: David J. Rosen djrosen at comcast.net
Date: Thu May 17 09:46:31 EDT 2007

Jane and others,

Making "dedicated time" or "protected time" available for one's PD is difficult for most adult educators who often work long hours, sometimes at multiple jobs, and have many other family and community responsibilities. Dedicated or protected time for study in class or at home is, of course, also an issue for students.

Your suggestion -- to go to a nearby public library to do the online PD -- might work for some people, depending on whether they can get the needed time on the library computer, and if the web sites and software are available from the computers there.

Here are some other suggestions:

1) Funders could (and in many states do) require that teachers have a PD plan for the year. They could monitor programs to make sure that the plans exist and are getting attention. Funders could also provide tuition reimbursement for finishing online courses that fit a teacher's PD plan, lowering the barrier for taking the courses and providing an incentive for dedicating the time needed to finish the course -- getting the reimbursement.
2) Teachers -- and their students -- could each develop a "study plan" that they commit to. The plan could spell out which hours in the week they would be unavailable for other activities because they would be studying. The plan would need to be shared with household members, and perhaps colleagues and supervisors, so that everyone would know not to interrupt them when they are studying. A sign on the door (or where there is no door, a "study hat" ) might be needed to remind family and colleagues that "this is my time to study". Also, a "phone off" policy might be needed during study time. Respecting the time of adults who need to study needs strengthening throughout our society.
3) Supervisors could tell teachers that they support their PD time, and that they will help them to protect it at work.

What other protected time strategies would you suggest?

David J. Rosen
djrosen at comcast.net

Subject: [ProfessionalDevelopment 1161] Re: Participation, Engagement, and Completion
From: Leslie Petty lpetty at twmi.rr.com
Date: Thu May 17 10:11:11 EDT 2007

It's certainly a challenge for us as adult educators when we do PD at a distance. But, our adult learners who study at a distance also face the same kinds of challenges. What can we learn from our efforts working at a distance that might be useful in supporting our students at a distance (I know this is a different take on things, but I really hope that the two sides can learn from each other).

Leslie

Subject: [ProfessionalDevelopment 1167] Re: Dedicated Time for Pursuing Online PD
From: Dr Elizabeth Hanson-Smith ehansonsmi at yahoo.com
Date: Thu May 17 12:21:32 EDT 2007

Just a note to add to David's excellent list:

At EVO we found that setting benchmarks for each week of study was very important. Studies indicate that students often give up online learning because they get so far behind in the course they know they can't finish it. Often online study is the last thing on someone's list -- whether teacher or student -- but if they know there is a point in time by which X (and Y and Z) must be done, they will set aside the time to do it.

So it's still "at their own convenience" but with a tight schedule.

--Elizabeth Hanson-Smith
Electronic Village Online

Subject: [ProfessionalDevelopment 1168] Re: Participation, Engagement, and Completion
From: mary belcher belcherkitty at shaw.ca
Date: Thu May 17 12:34:06 EDT 2007

Discussion Week ChallengeAbsolute awesome site; has given me direction re: how to get better equipped for part time ESL teaching job at a nonprofit; where evening attendance conflicts with poor transportation infrastructure/family needs/work schedules etc in a semi rural/small city catchment area and I'm being asked to generate increased attendence or else..
M.B.

Subject: [ProfessionalDevelopment 1175] Wed Q: engagement, participation, completion
From: Green, Catherine cgreen at air.org
Date: Thu May 17 17:22:31 EDT 2007

Dear Group,
I've read through the discussions so far on various topics related to engagement, participation and completion of online PD and have found them exhilarating. Many of the comments members have made have really resonated with me.

In particular, I wanted to underscore David (1137)'s notion of the importance of teachers/participants' having a PLAN. Without a plan, whether for your agency or as an individual, you may not really be able to achieve your PD goals. Without fairly well-defined and achievable goals, I am not sure how easily you can keep your commitment to online PD. To me online PD (especially if it's done asynchronously, largely through text) can easily go the way of exercise: despite my best efforts and intentions, exercise is the one thing that most frequently and easily escapes me when I get busy, and I feel I'm busy pretty much all the time these days. Does this sound familiar? How much face loss is there when you don't show up for your online PD class, in which you can see no one and there is no one from your own school or agency present to notice your absence?

Leecy (1142) stressed the importance of having incentives established by higher-level authorities. As Leecy said, you do have to offer something besides getting to eat the carrot that is dangled in front of you! Especially helpful would be for leaders--whether at the state level or the school administration level-to define job expectations in relation to PD expectations, and link this to such things as salary step advancement, special perks on the job, paid PD time, etc. that acknowledge the participants (Ps') PD efforts online: if possible, for the online course itself, use any combination of grades, payment, credits or CEUs, or other rewards to help stimulate participants' motivation to complete the course

Crystal (1112), among others, emphasized the special role that social networking can plan. Many people in the group here acknowledged the importance of the human touch-through pictures, voice, etc. This can help humanize the isolated experience of working alone on a computer. It can really take a LOT of self-discipline to "show up" for a class of "strangers" compared to working with a community you feel supported and respected by.

In addition to these, here are some of my own thoughts on what a facilitator can do to support participants to become engaged, participate and complete PD online. Please note the context: these suggestions all relate to teaching asynchronous, discussion-based courses which are entirely done online (not in a blended environment or with a site-based learning community). There is some carryover to other forms of online PD.

Leap to online facilitator:

  • I wrote an article on this subject, called "Net Gains," found in Extending Professional Contributions, PDLE series, Tim Murphey, ed. (TESOL, 2003). In it I encouraged ESOL teacher trainers who had only worked face-to-face to try training teachers via the Net and provided practical advice and considerations, based on my own experience in transition to this in 1998. Some of the points from this article are shared below.
  • Set realistic expectations for facilitator and participant alike; provide technical training before the course and provide tech support 24/7 throughout the process.

To help teachers participate in online PD discussions:

The facilitator could:

  • Recognize your special role as facilitator: draw Ps out with questions, encouraging them to share: state expectations for class participation, stimulate peer interaction: have Ps ask each other questions, reflect on similar or contrasting experiences and situations in their own schools
  • Create a needs survey & encourage participants to share meaningful info. in their intros.: use the information to help direct the course/discussion to meet their needs, interests and situations
  • Have Ps come up with questions they hope/want/need the course, or group, to answer (e.g., name one thing you want to explore more than anything else)
  • Summarize frequently and weave disparate threads into a rich tapestry: Jackie is doing this masterfully here! Brava!!
  • Make writing style conversational & put people at ease (you don't have to be extremely formal/dry in your writing style): create a persona - develop a rapport with participants from the get-go
  • Apply multiple intelligence theory to text-heavy online courses, in both the input and the activities you offer: provide many options for participants to respond to a subject in a variety of ways. At the same time, model good teaching that accommodates a wider variety of learning preferences. (For more information, see article I co-authored with Rosie Tanner on this: "Multiple Intelligences and online teacher education," ELT Journal, 59/4, Oct. 2005).


To reduce the sense of isolation teachers feel in general, especially when they are participants who are can neither hear nor see each other and are logging in to their computer alone, the facilitator could:

  • Give each participant a "virtual handshake" on Day 1 or as soon after they arrive as possible: break the ice when them, put them at ease with the new and strange environment
  • Establish a buddy system-best is their partner is someone they know from their current or previous school.
  • In large group (20 or more), establish small groups as well (4-5). Take care to make good blend of participants (interest, level of experience but also balance of online interaction-not all the silent Ps in one group).
  • Give people ownership & responsibility to shine: e.g, share what you're doing in your class/school; lead a discussion of X article and with a partner, come up with disc. questions, then co-facilitate the peer discussion
  • If the software doesn't do this automatically (e.g., as Moodle nicely does), create a photo gallery of participants so that everyone can "see" the others, or something that represents them visually, in class
  • Whenever possible (and time is sufficient), incorporate collaborative learning tasks so that participants work together to create something bigger and better than they could have done individually (take caution with this time-sensitive assignments in asynchronous learning environments for participants who have very limited and/or unusual times to participate).

I'm eager to hear what else you've found that helps support teachers in online PD. It's so reassuring to feel connected to this community of professional developers right here....

Catherine Green

Research Analyst, CALPRO
American Institutes for Research
2880 Gateway Oaks Dr., Ste. 220
Sacramento, CA 95833
Tel. 916-286-8827
Fax. 916-286-8840
Email: cgreen at air.org

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