NYC Work eLearning

So where I thought I would start is taking each one of the elements shared in the "8 Things", and try to share an idea that focuses on one of the elements specifically, but obviously, each idea can have multiple elements. Here is each element with the corresponding letters to identify them in each activity. Voice (V), Choice (C) , Connected Learning (CL), Problem-Finders/Solvers (PFS), Reflection (R) , Self-Assessment (SA), Critical Thinking (CT), Opportunities for Innovation (INNO) Below is each element, with the rationale on why it is important, and then one or two ideas, that could be large or small, and not necessarily delivered on a typical professional development day

"While my experiences with online professional development came out of a need to reach several teachers while working within a limited time frame, the additional benefits and improved learning that happened because of it were a pleasant surprise. It is important to note that if done correctly, creating a PLC is not about simply moving traditional professional development to an online format. A true PLC is a community of learners, all contributing and collaborating toward a common goal. When you create and nurture this culture of sharing, you benefit from the collective intelligence of the group. It also gives a voice to every staff member. By creating learner-centered PD, the learning is more meaningful and mirrors the type of learning you hope to see in the classroom. Additionally, by creating an ongoing community of learning, staff developers and principals are able to provide more effective support just when the teachers need it. An online presence allows a teacher to feel supported at all times and not just during the hour a professional developer is sitting with them in a meeting."

"This policy brief provides concrete, actionable recommendations for state policymakers. There are five key issues in the iNACOL State Policy Framework: 1.Create Competency-Based Education Systems 2.Improve Student Access and Equity 3.Measure and Assure Quality from Inputs to Outcomes 4.Support Innovative Educators 5.Support New Learning Models Through Connectivity, Data Systems, and Security"

ED Surge "How Districts Get Personal"

"n order to provide enough time for teachers to work together effectively, such models frequently require schools to overhaul their schedules or arrange for a delayed-start time (Sawchuk, Nov. 10, 2010b; Sawchuk, March 3, 2010). Such practices can be paired with other opportunities for deepening practice, including observing fellow teachers and working one-on-one with classroom-based "coaches," or content experts (Keller, 2007). Other variations of site-based professional development include the Japanese practice of lesson study, in which a teacher creates and teaches a model lesson. The lesson is observed and sometimes videotaped so that colleagues can analyze the lesson's strengths and weaknesses and determine how to strengthen the lesson (Viadero, 2004). Hard data on which professional-development models lead to better teaching are difficult to come by. In essence, professional development relies on a two-part transfer of knowledge: It must inculcate in teachers new knowledge and skills such that they change their behavior, and those changes must subsequently result in improved student mastery of subject matter. Unsurprisingly, the complex nature of those transactions renders the field of professional development a challenging one to study. Much of the research conducted on professional development continues to be descriptive rather than quantitative (Sawchuk, Nov. 10, 2010c). "

"make their compliance e-learning more interesting and impactful. 1. Focus on behaviours not policies If the organisation requires people to read the whole policy, e-learning should not be the answer - put in place an effective system of tracking completion and the right carrots and sticks. What e-learning should be used for is providing realistic ways for learners to practice the desired behaviours and providing the minimum viable knowledge to do this. If you get the attitudes right, people will refer to the policy when they need to. Several entries successfully boiled the underpinning policies down to just a few key messages which could then be communicated in engaging ways. This may take significant trust from your subject matter experts, but this is increasingly the direction of travel that regulators are taking (away from 'tick box' compliance). 2. Make the learning part of a campaign Once you have defined the key messages about how you want people to behave, think about it as a communications campaign. E-learning is just one channel within the overall campaign. There has been much already written on this, so I won't dwell on the benefits of campaign thinking and spaced practice e.g. improved memory, social learning, buzz, ease of learning transfer back into the workplace. Some entries applied campaign thinking very effectively. 3. Pre-test Life is too short to be told things you already know so that your employer is legally protected. It's a far better use of everyone's time if learners have a pre-test. This means that the people who need the learning get it and those who don't don't (pre-testing enables a variety of routes through the learning). To make this viable, the questions in the pre-test need to be challenging and really robust. The amount of learner time that you'll save more than justifies paying for additional instructional design expertise if you need help to step up the quality of questioning. 4. Use role filters Learne

"I'll argue that what is useful is making better decisions. That is, the ability to explain what's happened and react, or predict what will happen and make the right choice as as consequence. This comes from model-based reasoning. What sort of learning helps model-based reasoning? Two types, in a simple framework. You need to process the models to help them be comprehended, and use them in context to make decisions with the consequences providing feedback. Yes, there likely will be some content presentation, but it's not everything, and instead is the core model with examples of how it plays out in context. That is, annotated diagrams or narrated animations for the models; comic books, cartoons, or videos for the examples. Media, not bullet points. The processing that helps make models stick includes having learners generate products: giving them data or outcomes and having them develop explanatory models. They can produce summary charts and tables that serve as decision aids. They can create syntheses and recommendations. This really leads to internalization and ownership, but it may be more time-consuming than worthwhile. The other approach is to have learners make predictions using the models, explaining things. Worst case, they can answer questions about what this model implies in particular contexts. So this is a knowledge question, but not a "is this an X or a Y", but rather "you have to achieve Z, would you use approach X, or approach Y". Most importantly, you need people to use the models to make decisions like they'll be making in the workplace. That means scenarios and simulations. Yes, a mini-scenario of one question is essentially a multiple choice (though better written with a context and a decision), but really things tend to be bundled up, and you at least need branching scenarios. A series of these might be enough if the task isn't too complex, but if it's somewhat complex, it might be worth creating a model-based simu

"Using a Conversational Tone in your eLearning Courses Thursday, 02 October 2014 14:50 Written by Ruth McElhone In my last blog post, I explored the Modality Principle from the book Elearning and the Science of Instruction by Ruth Colvin Clark and Richard Mayer. In this post, I've decided to examine another principle in the book - the Personalisation Principle in Chapter 8. The chapter examines 3 types of personalisation principles but I'm just going to review the first principle. The first Personalisation Principle in this chapter supports using a conversational style of writing in our online modules. Using a conversational writing style can help explain the content in simple, plain English. "Based on cognitive theory and research evidence, we recommend that you create or select e-Learning courses that include some spoken or printed text that is conversational rather than formal." (Clark and Mayer, 2011) There has always been some debate that if we put content in a conversational or informal style, this can 'detract from the seriousness of the message'. Just because you are using an informal style does not mean that the content should be sloppy or use slang terms. It's all about keeping things simple. It should feel like a conversation, not a lecture while still feeling professional."

"Essential Elements in Designing Online Discussions to Promote Cognitive Presence - A Practical Experience"

with graphic

"The framework takes three perspectives of digital badges (motivation, pedagogy, and credential) and correlates each of these perspectives with three different concepts of the open movement (production, access, and appropriation). "Open badges represent an intriguing way to design, structure and reward learning through digital media, open systems and online networks, say the authors, "…[and] when designing an overall system it will be critical to identify and explicitly design for the potential obstacles or areas of opportunity…in this frame, the goals, implementation, and consequences attached to badges are linked to the concerns of teaching, learning and structuring education systems to enable these practices.""

"How Teachers Are Learning: Professional Development Remix Jun 1 · FREE A detailed guidebook to help administrators find tools that fit the needs of their teachers and their professional development strategy. This report contains: Product Reports. We have included analyses on 28 of the latest tools in personalized professional development for administrators to sort, mark up, and compare side-by-side. Our "PD Learning Cycle" Framework. We share our methodology for comparing how products can fit together to complement one another. Comparative data. We provide data that allow administrators to compare purpose of each tool, the amount of time teachers must spend on each tool and which tools give them credit for their work. Powerful insights. We share emerging insights on the products currently available. We also identify the emerging sets of valuable products and features, as well as tips for successfully implementation

"This guide is organized in two main sections. Section I provides our working definition of distance education and anatomizes its many modes and models, dissecting their strengths and weaknesses in terms of instructional quality and effectiveness. Section II focuses on methods, collating best practices and lessons learned about teaching and learning from successful global distance education models. The guide also contains a glossary of terms, a reference section for further Web-based information on distance learning programs and approaches, and an extensive bibliography of the sources cited within the guide. Where available, we provide website addresses for every program discussed here. We also provide the URLs of websites that offer free content, but not those of commercial websites, which can typically be accessed online by searching for them by name."

"1. Understand the Goal of the Course This the main reason why you are creating the course - it's the primary objective. Make sure everyone is on the same page as to the purpose of the elearning. 2. Collect Content Assess what content currently exists and map that against what needs to be created. The gaps you discover are what need to be covered in the course content. 3. Define the Learning Objectives Each course should have objectives, and those objectives should relate back to the overall goal of the elearning program as defined in #1. 4. Create Assessment Criteria What good is elearning without measuring its effectiveness? Before creating courses, you should define what you will measure, and how this data will be collected. 5. Use Templates Where Possible For your storyboard, and courses, you should use elearning templates to help speed-up content development. Templates also let you focus on the content instead of the design - perfect for tight timelines. 6. Choose a Design Model Certainly optional, but it is helpful to understand the lifecycle of your course development, and models like ADDIE or SAM can ensure everyone is on the same page as to development and delivery expectations. 7. Select Design Elements Are you going to rely on simulations, videos, graphics, and text? If so, define each of the elements in accordance to the material you are going to deliver. For example, software training via elearning often benefits from simulations. 8. Choose an Authoring Tool There are many out there (Articulate, Captivate, iSpring, etc.), so you'll want to do your research on which tool is ideal for your situation - including type of content, timeline, and budget."

"Top 10 Graphic Design Tips That eLearning Professionals Should Be Familiar With"

Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application