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Dianne Krause

eLearn: Research Papers - The Peaks and Valleys of Online Professional Development - 1 views

www.elearnmag.org/subpage.cfm

opd etlo onlinelearning facilitation professionaldevelopment

shared by Dianne Krause on 12 Mar 10 - Cached
  • The key to successful online learning is what Gilroy calls the "social space" or "community of practice" (CoP)—an environment where teachers generate ideas and build knowledge and expertise through collaboration. Online communities go beyond superficial exchanges to create a space where teachers share and benefit from each other's expertise, jointly committed to developing better practices
  • Online discussion allowed me, and in many cases forced me, to rethink how I teach and what I teach.
  • Most participants characterized the discussion forum as a good format to ask questions and respond to each other, allowing for interaction among a broad range of participants and the ability to draw upon resources of others in the group
  • ...1 more annotation...
  • With communication having a degree of remoteness, teachers have a sense of anonymity, which makes some hesitant teachers more comfortable in expressing their struggles. This is called the "strength of weak ties"
  • Dianne Krause on 12 Mar 10
     
    "Online professional development (PD) fits today's fast changing K-12 educational environment where demands on teachers and re-certification require teachers to continually learn new and challenging content and pedagogy. Online professional development has the benefit of supporting teachers in their daily practice and connecting them with a network of like-minded professionals so that they can learn and share with each other."
Dianne Krause

Guidelines for Working with Adult Learners. ERIC Digest - 0 views

www.ericdigests.org/...working.htm

teacher pd professionaldevelopment onlinelearning facilitation opd etlo guidelines

shared by Dianne Krause on 06 Mar 10 - Cached
  • Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults.
  • Adults have a rich reservoir of experience that can serve as a resource for learning.
  • tend to have a life-, task-, or problem-centered orientation to learning as opposed to a subject-matter orientation
  • ...19 more annotations...
  • motivated to learn due to internal or intrinsic factors
  • herefore, adult learning in formal institutions can be viewed in terms of the direction and support needed by the learner in the following ways: learners need both direction and support, learners need direction, learners need support but are reasonably self-directing, or learners are moderately capable of providing their own direction and support
  • Even though learners may need both direction and support, they can still be involved in designing and directing their learning in meaningful ways.
  • Adult learner involvement in needs assessment initiates a partnership with the instructor
  • WWW question: Who needs What as defined by Whom, in which Who is the learners, WHAT are their needs, and WHOM are the definers
  • "How do we listen to adult learners before we design a course for them, so that their themes are heard and respected?
  • Developing an atmosphere in which adults feel both safe and challenged should be the goal
  • An ideal adult learning climate has a nonthreatening, nonjudgmental atmosphere in which adults have permission for and are expected to share in the responsibility for their learning.
  • Capitalize on the first session
  • Incorporate group work
  • Break the traditional classroom routine
  • -Use humor
  • Support opportunities for individual problem solving
  • equitable learning environment.
  • Consider their attitudes toward and knowledge about the variety of people they teach.
  • nstructors have a professional responsibility to accept every adult learner as of equal worth regardless of race, gender, ability, or background.
  • Think through the way they present their subjects or topics. T
  • Instructors must act on the belief that change and development are possible for all people and that their role is to assist the process in all learners
  • "Learning is part of a circuit that is one of life's fundamental pleasures: the [instructor's] role is to keep the current flowing" (p. 38). Instructors who have successfully engaged adults as partners by providing direction and support will have succeeded admirably.
  • Dianne Krause on 06 Mar 10
     
    ""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming. In discussing adult education, Knowles (1980, 1984) distinguished between teacher-centered and learner-centered instruction. He promoted the latter because it viewed learners as mutual partners in the learning endeavor (Merriam and Caffarella 1991). Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults. However, Merriam and Caffarella (ibid.) assert that "adult learning in formal settings, for the most part, is still instructor designed and directed" (p. 26). Given the wide support for learner involvement, the discrepancy between adult education theory and practice is perplexing. How can instructors of adults become more learner centered in their practice? This ERIC Digest suggests guidelines and strategies that can be used in formal settings by instructors of adults to involve learners more effectively. "
Dianne Krause

Adult Learning Theory - 1 views

www.ncrel.org/...te10lk12.htm

professionaldevelopment onlinelearning facilitation etlo opd andragogy

shared by Dianne Krause on 06 Mar 10 - Cached
  • Adults will commit to learning when the goals and objectives are considered realistic and important to them
  • professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
  • professional development learning and their day-to-day activities are related and relevant
  • ...6 more annotations...
  • direct, concrete experiences in which they apply the learning in real work.
  • provide support from peers and to reduce the fear of judgment during learning.
  • practice the learning and receive structured, helpful feedback.
  • small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.
  • diversity must be accommodated i
  • Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained
  • Dianne Krause on 06 Mar 10
     
    "Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators: "
Dianne Krause

Andragogy: Teaching adults - 0 views

edweb.sdsu.edu/...index.htm

pd professionaldevelopment onlinelearning facilitation etlo opd andragogy

shared by Dianne Krause on 06 Mar 10 - Cached
  • Adult learners are volunteers
  • Andragogy: Teaching adults
  • Adults often seek out learning opportunities in order to cope with life changes
  • ...7 more annotations...
  • hey are not always interested in knowledge for it's own sake. Learning is a means to an end, not an end in itself.
  • Learners have a tremendous amount of life experiences. They need to connect the learning to their knowledge base. They must recognize the value of the learning.
  • Use problem oriented instructio
  • Instruction should be about tasks not memorization of content.
  • Don't be afraid to give up control.
  • open ended questions
  • Four keys to adult learning Let adults direct themselves in the instructional process Integrate new information with previous experiences Make sure the information is relevant Make sure the information is readily useable for the learner
  • Dianne Krause on 06 Mar 10
     
    ADULTS LEARN DIFFERENTLY than young people. But more importantly, their reasons for learning are very different. Andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners.
Dianne Krause

Access & Equity - Everyone Online - 0 views

accessequity.flexiblelearning.net.au/...index.php

learningstyles learning professionaldevelopment onlinelearning facilitation etlo opd

shared by Dianne Krause on 06 Mar 10 - Cached
  • Dianne Krause on 06 Mar 10
     
    Access and Equity in eLearning online tutorial developed by the Australian Flexible Learning Network. This interactive tutorial provides a concrete look at the difference between universally designed and non-universally designed web-based resources as they impact people with various disabilities, and includes pointers for how to design and/or adjust web-based learning environments to make them more accessible.
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