Maximizing Learning, Implementation, and Reflection with Creative Professional Learning Models Janine Lim Associate Dean, Online Higher Education Andrews University janine@andrews.edu | Twitter: outonalim Handout and links at: blog.janinelim.com Mentoring, blended learning, just-in-time learning, personalized learning, personal learning networks, xMOOCs, cMOOCs, LOOCs, collaborative projects, and more! Come for a fast-paced look at a selection of methods and models for facilitating learning for others or jump-starting your own learning. (don’t go too fast; go more in depth with Jazz)

My perspectives… ...Teaching ed tech online since 1999 ...videoconferencing since 1998 Associate Dean, Online Higher Education Andrews University 300+ online courses 20 online degrees Moodle & ed tech support USDLA Board Member ...Griswold Christian Academy & AVLN

The thoughts and ways of God in relation to His creatures are above our finite minds; but we may be assured that His children will be brought to fill the very place for which they are qualified, and will be enabled to accomplish the very work committed to their hands, if they will but submit their will to God, that His beneficent plans may not be frustrated by the perversity of man. Photo credit: US Department of Education PP 638.1

What online PD have you experienced?

Which types of professional learning can done online in some form? Awareness Practice Sharing Peer Coaching Mentoring More: i.e. raise awareness, transfer content knowledge, mentor, build skills, share pedagogical knowledge… Awareness Practice Sharing Peer Coaching Mentoring Togetherness? Sharing resources? Lesson planning? Transmission of information? Practice team teaching? Brainstorming? Skill development? Study groups etc. – see the pics I took Plus academic credit vs. not…

Observation and reflection Kolb’s Experiential Learning Cycle Concrete Experience (doing / having an experience) Observation and reflection (reviewing / reflecting on the experience) Abstract Conceptualization (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) Which parts of this cycle can be supported in online PD? http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php My story of tech integration workshops: 1 hour workshops All day workshops 8 evenings over two months Online over 6-8 weeks – actual practice in the classroom and reflection

Models of Online Professional Learning+ Mentoring Multi-Site f2f, Online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

Mentoring via Webcams Norman’s Skype idea… similar – except they are just connected all day… and both teaching… just in moments between or when students are working they can touch base

Models of Online Professional Learning+ Mentoring Multi-Site f2f, Online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

Blended Learning Example 123VC: Jazzing Up Your Curriculum with Videoconferencing 3 countries: U.S., U.K./Wales, and Canada & several states Summer weeklong workshops 2005-present Collaboratively presented and developed ISTE article; blending online, f2f & videoconferencing Photo Credit: Jazz Workshop, Creative Commons Licensed

Jazz Workshop Content Simulations (Exchange, Read Around the Planet, Math Marvels, MysteryQuest, ASK, etc.) Guest speakers (Not just talking though!) Project creation (Collaborative work via small group videoconferences) Reflection (Blogs, discussion etc.) Photo Credit: Jazz Workshop, Creative Commons Licensed

Jazz Workshop & Time Zones   Times Mon Tues Wed Thurs Fri 1 hour Local Web 2.0 and Videoconference resource instruction 2 hours 10-12 EST 9-11 CST 8-10 MST Simulations of collaborative videoconference formats such as Read Around the Planet, Monster Match, Math Marvels, MysteryQuest, and the ASK program. 4 locations meet together for simulations. Group Presentations 12-1 EST 11-12 CST 10-11 MST Lunch and/or local instruction Grand finale celebration 1-2 EST 12-1 CST 11-12 MST Guest speakers, featured zoos and museums that offer videoconference content. 8 locations meet together for guest speakers. 30 min 2-2:30 EST 1-2 CST 12-1 MST 2:30-3:30 E 1:30-2:30 C 12:30-1:30 Small group planning time with groups created across state borders. 4 locations split into 8-12 point to point videoconferences. Reflection blogging Jazz Workshop & Time Zones Photo Credit: Jazz Workshop, Creative Commons Licensed

Jazz Workshop “Local Time” 30-60 minutes before the 2-hour simulations 1 hour between simulations and guest speakers (30 min for lunch; 30 min for local time) 30 minutes between guest speakers and small group work 30 minutes at the end of the day (depending on time zone) Total Minimum Daily Local Time: 2.5 hours of instructional time Photo Credit: Jazz Workshop, Creative Commons Licensed

Facilitators Lead Facilitators Organizing materials Deciding guest speakers Leading some presentations Mentoring new facilitators Facilitators Each site has a local facilitator Contribute in varying degrees Photo Credit: Jazz Workshop, Creative Commons Licensed

Participant Learning Styles Kinesthetic Learning Visual Learning Photo Credit: Jazz Workshop, Creative Commons Licensed Small Group Presentations Hands-on Learning

Tech Tools Skype backchannel chats Videoconferencing Flickr photo collection Blog reflections GoogleSites for team written lesson plans

Jazz Learning Principles Situated Learning Differentiated Instruction Photo Credit: Jazz Workshop, Creative Commons Licensed

Models of Online Professional Learning+ Mentoring Multi-Site f2f, Online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

The Broadcast Model Plus Web 2.0 Supported Interaction Streaming video Recorded video Bandwidth, hosting, access Vimeo, H.323 videconferencing streaming & recording

Deliberately Planned Interaction Social network supported interaction Planned “silent” time for activities: pair share / reflection / online explorations etc.

Respond on Multiple Networks

Biochem class – via videoconference - iclickers polleverywhere.com

Online Conference: Multiple Simultaneous Webinars

Models of Online Professional Learning+ Mentoring Multi-Site f2f, Online, & VC The Broadcast / Large Scale Options The “Just in Time” Learning Model Personal Learning Networks MOOCs Critical Components for Success

“Just in Time” Learning Select or be assigned competencies / outcomes Choose self-paced modules to meet those outcomes Creating a learning plan; choosing modules to address those areas; put in the stuff we are working with on Moodle… (Beth Kabes is doing Blend Ed)

Models of Online Professional Learning+ Mentoring Multi-Site f2f, online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

Personal Learning Networks David Warlick. Growing Your Personal Network. http://connect.ala.org/files/33226/cooke_pln_article_pdf_17059.pdf

Connectivism Learning Theory

Twitter as Professional Development

Shirky’s Participation Graph Frequent significant contributions Wikipedia Flickr communities Twitter Comments on blogs 20% of the people do 80% of the work The challenge of these optional learning communities Infrequent participation / the long tail Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York, NY: The Penguin Press.

Models of Online Professional Learning+ Mentoring Multi-Site f2f, online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

Two Types of MOOCs Connectivist MOOCs are more social and focused on deriving meaning of the learning experience with others, Virginia Commonwealth's Becker said. And they allow students to participate through blogs, RSS feeds and other decentralized methods, said Downes, a senior researcher for Canada's National Research Council. By contrast, x MOOCs emphasize content mastery, centralizes courses on one website and uses automated grading tools to support hundreds of thousands of students.

Massively Open Online Courses (MOOCs) Google+ Hangout Flickr SoundCloud Also tell about architecture professor taking a MOOC or two per semester Course tag (ds106) to aggregate content created onto the main site Individual blog YouTube Individual web domain ds106 radio live audio feed Source: ds106 Packing List: http://ds106.us/docs/Packing_List Twitter feed: #ds106 hash tag

Models of Online Professional Learning+ Mentoring Multi-Site f2f, online, & VC The Broadcast / Large Scale Options The “Just in Time Learning” model Personal Learning Networks MOOCs Critical Components for Success

What do you think is critical for success? Ask them – what do you think is critical for success?

Scaffolding with Supports Cheat sheets: simple instructions with screen shots for each tool used Phone numbers: who to call? tiered level of support Facilitators for large groups Mechanism for smalls schools to interact PDF agenda, resources, instructions, handbook. Printed ahead of time.

AVLN to Adventist Learning Community Integrating Technology in Service Learning Technology for 21st Century Learning Teaching Online in Higher Education (K12 version coming 2019)

www.andrews.edu/distance

Questions… Comments… Janine Lim Associate Dean, Online Higher Education Andrews University janine@andrews.edu Twitter: outonalim Handout and links at: blog.janinelim.com