Using Teams/Case Studies/Study Circles
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Subject: [ProfessionalDevelopment 1127] Re: using teams, case studies, and study circles
From: Dr Elizabeth Hanson-Smith ehansonsmi at yahoo.com
Date: Tue May 15 19:05:25 EDT 2007
Hi Listers--
This morning Jackie, my colleague in EVO, Dafne González, and I met at Tapped In, and our live chat turned to the problem of motivating teachers to learn more about technology and online training.
I really like the suggestions posed in Leslie's message below. Having a very real and practical need to meet is so important in motivating teachers/trainees, as is the use of teams or groups to problem-solve and turn out a product. I think online or blended learning works best under these conditions--especially where you have professionals who can perceive their needs very clearly. Both Daf and I have had experiences with educators who had no desire to learn or expand themselves or change the way they teach by one iota.
Does anyone have some suggestions for those types? (And it's not just resistance to technology but to everything...)
Fortunately, we don't meet too many of those types in EVO because our training is all voluntary--people come to us because they really want to learn more and share what they know.
Cheers--
--Elizabeth Hanson-Smith
EVO = Electronic Village Online
<http://dafnegonzalez.com/evo-07/index1.htm>
- Date: Sun, 13 May 2007 08:48:43 -0400
- From: Leslie Petty
- Subject: [ProfessionalDevelopment 1075] Re: Introductions
- To: The Adult Literacy Professional Development Discussion List
- Hello,
- I'm Leslie Petty, the Associate Director of Project IDEAL (www.projectideal.org). We offer online professional development about implementing distance education programs for adult learners and teaching at a distance for distance teachers and center administrators in our member states.
- We offer two different types of courses. For each course, we train facilitators in each of the member states to deliver the course to adult educators in their state (although there have been several cross-state courses). Our "introductory" distance course is designed to help adult education providers plan for a distance learning program within their agency. We felt that it was important that teachers who would be teaching at a distance had some experience as a distance learning /student/. This course takes a blended approach. It begins with a face-to-face session, in which participants are introduced to the course facilitator, other course members, the course platform and to key issues in implementing distance learning. In addition, an administrator and (typically) two teachers from each agency that is planning a distance program participate as a team - and turn in only one assignment per team - so they work closely together. It's a fairly traditional course, with assigned readings and assignments, all of which are focused on helping each team develop a plan for distance education at their agency. At the end of the course, teams have an action plan they can take and begin to use to implement their distance programs.
- Our second type of course is a study group; the concept is similar to the study circles conducted by NCSALL. Each study group focuses on a different topic. The first few centered on teaching and learning challenges of teaching at a distance. Teachers created case studies of challenging situations, and with the guidance of a trained facilitator, the class discussed (online) each case study, generating ways to handle the situation. Many participants in these groups reported significant changes in how they approached teaching as a result of their participation. The next iteration focused on evaluating online resources for distance teaching. Our newest study group takes more of a seminar approach (more readings, rather than developing a case study)and examines persistence among distance learning students. NCSALL was very generous in making their persistence readings and materials available to us and we adapted them to a different instructional format and narrower content focus.
- Among my major concerns are the quality of facilitation, applying what's learned in online courses to professional experience and the impact of online courses on educators.
- I'm looking forward to participating in discussions this week and learning from all of you.
- Leslie
Subject: [ProfessionalDevelopment 1147] Re: using teams, case studies, and study circles
From: Crystal Hack chack at cait.org
Date: Wed May 16 13:01:50 EDT 2007
Hello All,
I am going to take a stance that will probably ruffle feathers, but here
goes. :-)
What I have found is leadership by example in the area of technology
(interest and use) set by the administrator of programs has a great and
powerful impact on the instructors. Sometimes a mandate that says our
program needs you to learn how to learn/teach/research/communicate
at-a-distance more effectively is what is needed. An administrator should
take the role as technology leader with a vision for staff. The vision
should be shared and demonstrated. And the staff should do it because it
is right and good. It might not be what they want to do or are
comfortable with, but it is the best thing for the program and the
students. The old saying, "if you can't keep the pace, get out of the
race" comes to mind. I think we spend far too much time coddling, when we
should be leading by example. Technology integration should not be an
option at any level but an expectation for administrators and instructors.
This sounds harsh, I know. But reread my earlier post where I quote Jane
Stocker of South Suburban College, it is a testimony that supports exactly
what I am talking about. I also experienced this with Illinois's use of
an at a distance PD option. I was a critic of the use of the PD system
for several reasons that don't need to be shared in order to see that I am
guilty of allowing people to coddle me when it came to the use of the
system. I almost demonstrated the learned helplessness that I don't want
to exhibited by my adult ed students. I protested the use of technology,
and complained through every use. During this time I tried not to see the
good or the benefits of this at-a-distance PD opportunity because I did
not like it. Finally, I got a mandate thrown at me. The mandate was
two-fold. You will do this-Illinois is doing this and your negative talk
is bringing others down. This is expected of you. In other words, "keep
the pace, zip your lip, or get out of the race." Needless to say I now do
not say a negative word about the at-a-distance PD option Illinois uses
and will use it whenever called upon or required. I appreciate it as an
additional PD option in Illinois. I actually feel bad now that I was so
negative about it. But all the handholding and sweet talking and trying
to make it appealing to me is not what it took. It took realizing it was
expected of me by one of my administrator, he was using it successfully as
were others PD providers. He supported it and he very much expected the
same from me. Horizon Wimba is being used successfully for staff
development in Illinois and I can use it successfully anytime I need to.
- -)
In closing, I think finding a way for people to like technology and feel
comfortable with at a distance PD is something that we need to do. I do
not feel it is always the only way to get people to move forward. I think
we need to seriously consider that we all do things we don't like because
they are expected and many times those things we don't like turn into
things that are beneficial to us, our programs, and our students.
Leadership by example, a strong vision, clear expectations of staff (ie.
mandate in some cases), and staying the course might be the route to take
with some nay-sayers.
Crystal "Devil's Advocate" Hack :-)
Subject: [ProfessionalDevelopment 1154] Re: using teams, case studies, and study circles
From: Wendy Quinones wbquinones at comcast.net
Date: Wed May 16 21:56:40 EDT 2007
Crystal, you go, girl! Leadership on this issue is indispensable. At the
same time, mandates can sometimes be counterproductive. Not all teachers
are as adaptable as you -- some are pushed kicking and screaming into using
technology and never stop kicking and screaming, so they never have space
either to learn themselves or use it to help their students. I hope they're
in the minority -- or maybe they'll just age out pretty soon.
Wendy
Subject: [ProfessionalDevelopment 1164] Re: using teams, case studies, and study circ
From: Marian Thacher mthacher at otan.us
Date: Thu May 17 11:18:33 EDT 2007
I agree, Crystal, that one really good predicter of successful use of
technology, online PD, or probably anything else, is a commitment at the
top level. We have been doing a technology academy for teachers for three
years, and now are considering something similar for administrators. We
have to figure out how that will work best, but certainly the programs I
see doing the most with technology are the ones where the administrator
models, supports and expects it. What can we do to support administrators
in this direction? Any good models out there?
Marian
Subject: [ProfessionalDevelopment 1170] Re: using teams, case studies, and study circ
From: Crystal Hack chack at cait.org
Date: Thu May 17 13:47:29 EDT 2007
Hi Marian,
We do an implementation partnership in IL. This is basically a buzz word
title for working with all levels of the program to implement an
internet-based curriculum into their classroom, however that ends up
looking (supplemental, hybrid, or at-a-distance). The bulk of the PD we
do with this is at a distance PD (phone, video conference, email). I work
directly with the administrators for several weeks before instructor
professional development is even approached. I would be more than glad to
share more info about my work with the administrators, contact me via
email or join me in the tappedin chatroom tonight.
Crystal
Subject: [ProfessionalDevelopment 1227] Re: using teams, case studies, and study circles
From: missy slaathaug missythird at gmail.com
Date: Mon May 21 13:58:29 EDT 2007
Crystal, your story and comments are fascinating. I really agree with what
you said. One question, though - what finally turned your attitude around?
Why didn't you stay in your negative corner - what made you have an open
mind when all was said and done?
Missy Slaathaug
Pierre SD
Subject: [ProfessionalDevelopment 1249] Re: using teams, case studies, and study circles
From: Crystal Hack chack at cait.org
Date: Tue May 22 14:37:28 EDT 2007
Hi Missy,
Why did I not stay in my negative corner? Well, I pride myself in being
fairly positive. I also believe in supporting my peers in their efforts.
I saw them having success in various forms and I respect them and their
opinions so I wanted to support them. When it was pointed out to me that
I was being a little too negative and a little too vocal with my
negativity. I did some personal reflecting and decide that if we can arm
our PD toolbox with another tool and others can find success with it, that
is great. It does not have to be my "thing", but I can support my
colleagues in their efforts.
Personal reflection, professional responsibility and respect for my
colleagues in their professional development efforts is what it came down
to for me. The realization that it is not always about what I like or
don't like in PD, it is about what is for the greater good of the
instructors we are trying to serve in IL, that moved me out of the
negative and not necessarily into the positive, but into the supportive
corner.
Crystal
Subject: [ProfessionalDevelopment 1267] Re: using teams, case studies, and study circles
From: missy slaathaug missythird at gmail.com
Date: Tue May 29 15:24:34 EDT 2007
Hi Cyrstal,
Thanks for your introspective comments. I will certainly keep them in
mind. Sometimes we administrators and trainers need to give that gentle but
clear and direct nudge or wake-up call to get our reluctant teachers to do
this kind of reflection and reach for this kind of growth.
Thanks again.
Missy
