Marian Thacher, OTAN

How It Works in California Funded by WIA Title II to provide services and support to adult education programs for improving programs and student learning outcomes. CALPRO: Professional Development CASAS: Assessment, Accountability, and Evaluation OTAN: Technology and Distance Learning

Why 24/7 Professional Dev.? In this climate of low/no budget for PD No travel time or cost Anyone can access any time from anywhere Easier to get information to a dispersed and fragmented staff

Why 24/7 Professional Dev? More and more education is going online Online learning is a required skill We have a new digital social environment Social networking Mobile phones User-created content Virtual worlds

What are the challenges? We need to offer timely, engaging, interactive PD opportunities Instructors and staff are getting used to online learning and interaction Matching offerings to needs without the interactions we are used to

What are the Delivery Models? Webinars, online workshops, virtual meetings Self-directed online courses Facilitated Online Courses Electronic Professional Learning Communities (e-PLCs)

What are your concerns?

Online Workshops Online workshops 37 topics Offered several times each year Some are recorded and posted

Administrators Forum, DL Forum Administrators Forum, Distance Learning Forum Live online sessions Recorded and posted for later viewing Handouts, links, support materials available

CASAS Professional Development: Spring 2010 Workshops via Web Conferencing Self-paced courses via Moodle Professional Development

Web Conferencing Over 60 Web-based topics now available CASAS Resources CASAS Implementation including e-Test California Accountability, EL Civics TOPSpro New titles with more detailed descriptions of technical concepts

Registering Registering for CASAS Webinars

California Winter ConsortiumConsortium Internet video –Debra Jones and field panel discuss WIA II performance, successful practices, and setting local performance goals Also focus on NRS Performance goals for 09-10, transitions to the workplace and post-secondary education and training Video available for viewing in early March

Webinars Two per asynchronous online course Administrators Forum series: The I‐BEST Model for Transition to Work, 2/18 CA College Transition series

Post‐Secondary Transitions Webinar Series December 1, 2009: Follow up to Institute and Summit January 26, 2010: Curriculum and Instruction February 23, 2010: Counseling and Support March 30, 2010: Collaborations and Partnerships Tuesdays from 2:30‐3:30

Moodle site for any instructor Orientation and training Networking Tech support Sharable courses coming soon Course Hosting with MoodleHosting

CASAS Self-Paced Courses 7/24 Available starting February 2010: CASAS Initial Implementation Training CASAS Beyond Implementation Training CASAS Appraisal Testing CASAS eTests Basics *New* Using Assessment for Classroom Lesson Planning *New*

CASAS Self-Paced Course

CALPRO Self-Paced Courses Orientation for New ABE Teachers Orientation for New ESL Teachers Learner Goal Setting online.org/onlinecourseschedule.asp online.org/onlinecourseschedule.asp

Questions We Considered How can we support independent learning? How can we build flexibility into the instructional design?

Learner Goal Setting in Adult Education Programs Course launched 12/1/09 In first week since announced (12/8-15), 50 adult educators have registered for the course Sample Course

CALPRO Facilitated Courses 15 classes offered on eight different topics Content experts facilitate discussions over four weeks Asynchronous format allows flexibility in accessing course content and interacting with colleagues

CALPRO Facilitated Courses Topics include Effective Lesson Planning Enhancing Learner Persistence Managing the Multilevel ESL Class Optimizing Instructional Planning: Management, Monitoring, Reflection Using Questioning Strategies to Improve Instruction

Questions We Considered What is the role of the facilitator? How is content organized? How do we accommodate different learning preferences? How can we promote learner persistence among online participants?

Understanding the Adult Learner, Session Seven other course titles available; 15 classes offered in Sample Online Course – Fall ‘09

CALPRO Facilitated Course

1. Built in cyberspace 2. Contain activities that are enabled by information technology or information communication technology 3. Participants determine content and direction 4. Relationships among PLC members evolve with communication Lin, F. et al. (2008) Characteristics of Virtual PLCs

1. Increase capacity to add and integrate new members 2. Allow sufficient time for participation 3. Pay attention to shifts in different “ecologies” 4. Notice changes in roles and responsibilities 5. Embrace and manage conflict 6. Explicitly share common practices and knowledge Correia and Davis (2008) Advice for Sustaining Virtual PLCs

Principal barriers: Access Acceptance Utilization Other factors: Lack of Time Experience Knowledge Absence of motivators McCann (2009) Most Common Barriers – e-PLCs

ABE Initiative

Group discussions Posted documents Calendar Member pages Blogs Links Photos, video Polls

Technology training and mentoring Mentors support site mentors support colleagues Site-based projects Networking and statewide connections Application available March 1 TIMAC

Web site Blog Wiki Videos TIMACTIMAC – the 24/7 part

CALPRO Tech Team (team of Connect experts who will support subject experts in developing synchronous online training) Teaching Critical Thinking (team developing synchronous online training) CALPRO’s Use of Wikis to Promote Collaboration among Development Teams

Leadership Institute wiki

Virtual Workroom for Multilevel ESL Instructors and electronic Professional Learning Community (e-PLC) Asynchronous Research-based e-PLC employs social networking tool, Ning

Content: in teaching their classes, what do adult educators of ESL most often ask for? What are their greatest challenges? Format: What technologies can best support the access and use of research-based PD in multilevel ESL instruction? How do you sustain a virtual PLC? What are the most common barriers to e-PLCs? Questions We Considered

Virtual Workroom for Multilevel ESL Instructors Portal Overview of Content

Centerpiece: New Podcast SeriesPodcast Series Audio podcast series Sample pre-listening page

Application Activities linked to e-PLC

e-PLCe-PLC using Ning (social network site):

Discussion Forums Related to CALPRO Virtual Workroom

Contact Information CALPRO – CASAS – OTAN – www. otan.us Marian Thacher