1. Maximizing Learning, Implementation, and Reflection with Creative Professional Learning Models
Janine Lim
Associate Dean, Online Higher Education
Andrews University
| 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)

2. 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

3. 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

4. What online PD have you experienced?

5. 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…

6. 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?
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

7. 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

8. 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

9. 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

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

11. 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

13. 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

14. 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

15. 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

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

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

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

19. 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

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

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

22. Respond on Multiple Networks

23. Biochem class – via videoconference - iclickers
polleverywhere.com

24. Online Conference: Multiple Simultaneous Webinars

25. 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

26. “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)

27. 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

28. Personal Learning Networks
David Warlick. Growing Your Personal Network.

29. Connectivism Learning Theory

30. Twitter as Professional Development

31. 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.

32. 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

33. 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.

34. 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:
Twitter feed: #ds106 hash tag

35. 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

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

37. 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.

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

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