Adult 640 #10: Instructor Role

TPACK Modules:  College & Career Readiness Educator Professional Development

The modules that I am creating for the CCR (AKA GED) adult educator are a forward-thinking move on the part of specialists as well as me, the developer.  Transitioning educators, many of whom are retired from the K-12 workplace, from a traditional face-to-face experience to that of an online medium is both exciting and daunting. It is my understanding that the digital skills of the CCR adult educators varying in skill level, interest and comfort.

I have given considerable thought to my role in these learning modules. My strengths lie in pedagogical and social roles as opposed to that of managerial and technical.   As indicated by my Gallop Strengths Finder survey results, my role as an online instructor is best utilized through the pedagogical and social dimensions.  I neither enjoy nor gravitate to technical components of course instruction.  My strength and passion is in developing educators as opposed to managing them.

A system’s based approach to learning and change is, I believe, the optimal setting for planning online learning events for adults. In hospital settings, medical teams place the patient in the center of a discussion.  Welcoming all who interact with the patient, the doctor, pharmacist, therapists, social workers and family sit at the table and share in the medical decision planning.

If the above model works in a medical setting, why not use it in an online instructional setting? Educators with strengths in each of Berge’s four dimensions sit at the table.  After years of working in isolation as a public educator, I think that it’s vitally important for each individual to share in the creation, dissemination, and management of learning.  Understanding how each component supports the adult learner helps to provide a positive learning experience. When placing the adult learning in the center of the learning, those who sit at the table support the learning.

We are told repeatedly in adult learning that feedback is a gift.  Unfortunately, it’s often challenging to give as well as to receive if individuals lack skill in doing so.  One of the modules in this set of learning events engages CCR adult educators in exploring and developing feedback to engage learning. It’s an area of challenge for me.  Doing so in a digital setting omits the personal component of learning that is crucial to the development of a learner.

Conversely, becoming the professional inspirer in a digital setting would engage me as the instructor in creative, real-time thinking applicable to the work of the CCR educator.  The concept of a “Community of Practice” is a familiar phrase.  What is often unfamiliar is how to create and participate in one.   The learners in these modules may welcome a hybrid of synchronous and asynchronous learning experiences as opposed to an entirely asynchronous module. It is my hope that these modules will inspire those who engage in creating communities of practice behaviors through the learning events.

My role as the Interaction-Facilitator will be crucial to the success of this series of modules. The democratic environment described in the case study read for this week’s learning described an instructor who felt comfortable in an online discussion forum.  The Google+ environment is an area where I have comfort in scaffolding discussions from previous coursework.  It’s a medium that is free and easily accessible.  It is also closed to those outside of the learning community, which may help individuals who are hesitant to participate feel more comfortable in doing so.  Modeling social presence is a skill developed through numerous experiences, both in graduate and MOOC learning environments.

The organization for which these learning modules are created is composed of specialists who possess skill and expertise in the managerial and technical areas.  I am well versed in organization and planning of learning events for children and am developing my skills in as an adult educator.  The feedback that my peers in this course provide by asking questions are the eyes that are necessary for me to move outside of my head.  The ability to scaffold learning for adults in previous coursework considers the principles of andragogy as opposed to that of instruction for children.

Understanding how a student perceives a course is often quite enlightening! Quite frankly, surveying learners at the conclusion of a course seem counterproductive to me. By asking the questions in the dimension of instructor roles: Pedagogical, Social, Managerial, and Technical at a time other than just the conclusion of the course would allow me to provide greater service to the learner.  Understanding the degree of social presence needed in order to facilitate a successful learning is important to me as an instructor. The summary of the descriptions and issues of online instructor roles is useful when considering how I fit in this new methodology and where I need support.  Understanding how a student in this module might perceive my role as an instructor, as presented by in the case study,  is an essential tool for instructional planning.

Something to chew on…

Feedback allows for a better learning experience for future engagement with a module. Which strategies or methodology when communicating with learners?

Resource:

Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S. H., & Su, B. (2005). Exploring four dimensions of    online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.

 

Adult 640 #8: Learning Module(s): Avoiding the Kudzu…

Pretty creepy, yes?  I’m trying to keep it all balanced and with a clear end in sight.

We have all heard the saying about not being able to see the forest for the trees.  After much thought and consideration, what I initially proposed for my project is a task that I will complete outside of this course. While what I learn from it will certainly influence how I approach my project, the route that I propose provides a medium through which to engage adult learners in the learning objectives of this course.

 

The modules that I will create for individuals who provide education to adult learners will include Andragogy, Cultural Literacy, Lifespan Issues, Creating a Flipped Classroom and Feedforward.  Two components will comprise each model, one for training and resource for the adult educator as personal development. The second section for integration of learning into teaching and resources for the adult student as professional development.  The division of each component into learning, teaching, and resources should allow participants to complete sections To comply with the outcome objectives for this project, each section is approximately 30 minutes in length, with each module 90 minutes in length.  Sections can be completed and considered as a stand-alone and able to be engaged prior to use of those which follow.

The objectives identified are drawn from the Workforce Integration Opportunity Act (2014) (WIOA)  In a nutshell…

The term “workforce preparation activities” means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for the successful transition into and completion of postsecondary education or training, or employment.

Andragogy

Adult Educator:  TSW-

• develop awareness of and the academic understanding of andragogy,
• use critical thinking skills for planning and education purposes

Adult Student: TSW-

• describe self as an adult learner
• develop self-management skills
• utilize resources for learning
• apply skills for transition to post-secondary, training and future employment.

Activities: YouTube Videos, Podcasts, Readings & Asynchronous discussion

Assessment:  Learning Needs Resource Assessment (pre), Quiz,

Framework:   Knowles: 5 Assumptions of Adult Learners, 4 Principles of Andragogy

Cultural Literacy

Adult Educator:  TSW-

• define culturally responsive teaching
• explore own possible cultural biases
• identify dimensions of equity

Adult Student:  TSW-

• exhibit competencies in working with others
• develop skills necessary for successful interaction with culturally diverse groups as one transition into post-secondary, training and employment

Activities:  YouTube Videos, Podcasts, Twitter Lists, Digital Role Playing, Blog Reading

Assessment: Pre and Post Assessment correlates with the objectives stated above.

Framework:

Ready for Rigor: a framework for Culturally Responsive Teaching Dimensions of Equity

Lifespan Issues

Adult Educator: TSW-

• build an understanding of learning styles, behavioral and educational needs of diverse learners
• engage assisted technology for instructional use
• exhibit practice with career readiness and workplace skills

Adult Student:  TSW-

• learn self-management skills,
• show understanding of diverse learners in the work setting
• use assisted technology for learning
• plan for transition from post-secondary education to training to the workforce

Activities:  Microsoft Windows 10 Assisted Technologies, Closed Captioning, subtitling, Creation of YouTube Accounts, Let Me Learn

Assessments: Let Me Learn Inventory, LRNA (Learning Resource Needs Assessment-Pre/Post), Asynchronous Board Discussion

Framework:  Workforce for adults with disabilities

Flipped Classroom

Adult Educator- TSW:

• Define a “flipped” classroom
• Explore examples of classrooms
• Participate in a mock classroom setting
• Acquire skills to create and manage a classroom

Adult Student-TSW:

• Show competencies in utilizing resources
• Develop a working relationship with peers
• Use digital skills to acquire information

Activities: Create a screencast, explore professional learning community, read blog posts to create Community of Practice, develop YouTube channel, readings of the theoretical basis

Assessment: Learning Needs Resource Assessment (LNRA-pre/post), participation in Flipped Learning Activity, Analysis of Flipped Learning Lesson, think-pair-share, pre-recorded lecture

Framework:  Boom’s Taxonomy-(remembering, understanding-at home/applying, analyzing, evaluating and creating-in class).

Feedforward

Note:  This is a new concept and one that I am currently exploring.  I will certainly flush it out with time. Feedforward, as opposed to feedback, which comes after work, is submitted for evaluation.) 

Adult Educator:  TSW-

• learn feedforward as a mechanism to impact future student growth
• develop skills to coach adult students
• coach adult students in-goal setting and self-evaluation strategies

Adult Student:  TSW-

• engage in activities to develop critical thinking skills, measurable outcomes
• develop self-management
• use knowledge gained through coaching to inform transition from post-secondary, training, and employment

Activities:  PODcasts, Blog reading, engaging Twitter accounts, join Adult Education Community of Practice through a Tweetdeck

Framework:  The Community of Inquiry model is suitable for this module of learning. 

Something to Chew on…

What I’ve outlined about could become mini-courses. While it seems overwhelming, adult educators should be able to access the components that are of value to them at the moment.  It’s not quite a “grab and go” method of learning, yet chunking it will make it manageable.

Resources:

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [June 14, 2018] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

College and Career Readiness Standards for Adult Education. (2017, May 10). Retrieved June 14, 2018, from https://lincs.ed.gov/professional-development/resource-collections/profile-521

 

 

 

Adult 640 #6: Learning Module(s)-Revealing the topic

          The Virginia Adult Learning Resource Center is an organization housed within Virginia Commonwealth University.  Specialists provide face-to-face, online training as well as individual support for Virginia Adult Education trainers. VALRC partnered with the Virginia Literacy Institute in 2003 to form an organization to support Adult Educators in both the private and public sector.

The topic that I have selected for this project is two-fold.  The first component is to review, evaluate and update the Career and College Readiness Standards (CCRS) for English Language Arts and Mathematics.  The online module begins with an introduction to the program. The standards are written for the education of adults who have either not earned a high school diploma. An additional component, English Language Proficiency Standards is a new component of the online program which will be included in the overall module. Many of the adult learners are individuals for whom English is not their first language. The transition for this program is a move from calling the program a General Equivalency Diploma program (GED), to one which engages learners with preparation for either a career or further education after successful completion of the program.  When students complete the current GED test, the score indicates if the student is prepared for community college or a four-year academic program.  The module training will reflect this change in philosophy.

GED transitions to become CCR

The current module uses the platform, Storyline, and was last created approximately (3) three years ago. The organization desires to have the two existing programs, along with the introduction, updated. There are individual activities for participates to complete which introduces Adult Educators to the Career & College Readiness Standards. The inclusion of English Language Proficiency (ELP) to the Standards training provides a more complete image of the expectations for both educators and learners.

Individuals who provide adult education instruction are expected to participate in this training. Training partners may include community colleges, public school systems, correction institutions as well as nonprofit organizations. Trainees are identified by managers or administrators. Participation may be a prerequisite for an individual who transitions from one component of a program into one which educates adult learners.

Many of the adult education instructors are retired K-12 instructors who wish to teach 1-2 classes per week. Others work full-time positions and provide CCR instruction in the evening.  A common misunderstanding regarding CCR education surfaces with those who have taught in a K-12 setting.  The educator is well seasoned in their discipline and in how to educate learners in their previous setting.  The methods and practices of andragogy, are often unfamiliar to those with experience in working with children. A transition from the simple completion of a GED to that of preparing for a career or college is an important component of adult education. Many adult educators are Caucasian, in their mid-50’s, moderately well-educated and find digital technology challenging.  Those who have experience in public education may have a bias against the concept of “standards.”

Learning through this module provides physical, digital and possibly generational distance. The lack of physical presence on the part of the facilitator, the natural progression of an electronic module (i.e. “clicking” through a program)  coupled with the individual frustrations with technology impact the Transactional Distance of learners. Educators who lack familiarity with a learning management system, or who may live in an area with limited bandwidth also find the completion of a module an impediment to understanding CCRS.

Education specialists have struggled with how to unpack the standards in such a way as to make it as relevant and as balanced as possible in a digital setting. Through a conference call, they expressed to me that the delivery of the standards is found to be clunky. They expressed that when planning for the revision of the three (3) modules and the creation of the fourth (4th)  is that participants are not able or willing to provide an extensive amount of time to complete the modules. It’s important for me to understand that the current length appears suitable. They desire that what is presented to adult educators be meaningful as well as provide ways in which to engage learners in thinking more critically about the standards, how they impact the facilitation of learning and preparation for a meaningful career.

When I work through the current model, the graphics of the Community of Inquiry (COI) model, (SP, CP, and TP along with Perception, Deliberation, Conception and Action) will be an important lens with which to view the current training. The continuous movement of arrows and circles suggest that there isn’t an ending.  One’s presence in an educational experience should be fluid.  It will be my challenge to discover how to infuse COI to best support and enhance the participant’s learning experience. While I assume that the module will include components of the COI coding template, it will be interesting to see which digital tools are used and which might be of value to the learning. I may find it useful to enhance the template for descriptors.  

I’m really excited about the opportunity to work on this learning project for VALRC.  Several of the specialists in this facility have matriculated through the Adult Learning program at VCU.  The interim director has taken this course in the Teaching and Learning with Technology track.  When discussing the learning in the first three (3) weeks of the course, we were able to discuss the module using the nomenclature of e-Learning!  The specialists who spoke with me on the conference call have provided a wealth of materials for me to use as a starting point for this project.  I have received permission to access the training this week.  I will have an abundance of support, encouragement, and enthusiasm for this learning module. Most importantly, the module is of use and support for literacy across the Commonwealth, which is of great importance to me as an Educator.

Too much to chew on…

I wish that I had an audio recording of the conference call.  While I took a wealth of notes, I am now worrying that I may have omitted something of importance.  I won’t sweat it too much. I’m sure that there will be multiple opportunities to blog about this project.

 

Adult 640 #1: Going the Distance

Hello, everyone in cyberspace!  In my “brief” introductory blog I shared a little bit about my background in with the Adult Learning program.  My transition from 20 years as a public school educator to that of an adult educator began well before starting the MEd program at VCU.  Through a myriad of volunteer experiences, Cub Scouts, Virginia Master Gardener program, Literacy Volunteers, UVA Art Museum Docent, UVA Hospital Volunteer and Auxiliary President, I have coached and instructed adults informally.

My elearning experiences are rather broad from that of “über” professional quality presentations to those that are cheesy and of poor quality. I’ve engaged in classes as both a peripheral learner as well as an engaged participant. I’ve completed four (4) MOOOCs:  #edcmooc-University of Edinburgh, #etmooc-University of Regina, one through the Metropolitan Museum of Art (MoMA) and one through the University of Virginia, The Kennedy Half-Century.  The two (2) elearning content courses were exhilarating.  It was so much fun to see how excited educators and learners from as close as VCU to those around the globe engaged in elearning and digital experiences.  Learning how to navigate time zones outside of the USA to participate in “Quad-Blogging” Google Hangouts was a little bit of a learning curve, but certainly well worth it.  The #etmooc exemplified how weak links are really willing to be helpful to virtual strangers.

I have taken one (1) course that was entirely online and have a son who participated in a Virtual Virginia AP course.  Both were a disaster and left a true distaste for distance learning.  My participation in this course occurs after three (3) years of healing.  My son has sworn to never take another online course.  I am willing to put the past behind me and give this method of instruction another try.

My goals for the course, in addition to becoming a convert to distance learning, is to be exposed to the seminal work of the distance theorists (if there can be any in such a short period of time) and to engage the goals for the course with my learning  through Adult Literacy & Diversity, Design & Delivery of Adult Learning Programs as well as those in Lifespan Issues of Adults with Learning & Behavior Issues.  Phew…

When I have free time I love to go to museums (DC), knit, garden, bake and read.  Much of my time during the last fifteen (15) years has been spent being a soccer parent and all that it entails.  I’ve volunteered in many aspects of the area where I live.  I enjoy giving my time and talents to others.  Most recently, I began volunteering at the Adult Learning Center in my hometown.

My impressions of the reading selection sans blogger overload

Historical and Conceptual Foundations: 

• I assume that this course will have a high degree of transactional distance.  Will other tools in addition to Blogs and Twitter be employed to permit multiple perspectives to be seen at one time and in one location?
• I “think” that the Community of Inquiry Framework is new for me.  I love frameworks and the use of a lens as a tool for how to consider events, theories, learners, and experience.
• Connectivism is very powerful and one that I experienced first hand through two (2) MOOCs. It was not a learning theory presented in my Adult 601 course in 2011.  I hope that it is now included.

Current Trends in Distance Education:

• When referring to a current trend, will technological pedagogical content knowledge place the knowledge in the center with the learner on the outside?
• When a Distance Learning instructor employs the lens of self-regulated learning theory, does the instructor do so with universal standards?  Does the learner know what it means to engage self-regulation?

Teaching: 

• TPACK-  this phrase is one that I will use and probably talk about in my sleep.  My expectation is that the instructors of this course are well versed in TPACK and will model their specialized knowledge so that I will have scaffolding in place for me to be successful. Scaffolding is my “thing.
• As a gardener I was taught, “Right plant, right location and the plant will thrive.” As a distance educator, I expect to follow this maxim when considering the best tool for the learning event that I am creating.  No “grab and go” here. I want my students to thrive.
• Helping learners to develop a sense of agency along with the necessary executive functioning skills to complete a task independently is a head-scratcher.  There is no one concise answer, but one that I know will be of importance to the learning event that I’ll create for this course.

Learning: 

• Group development through distance education sounds challenging.  I am wondering if Schwarz included this concept in his Field Guide for Facilitating groups?
• SRL-SELF-REGULATED LEARNING (yes, I’m shouting) How will the learning event provide for those with varying intellectual abilities?
• Educator as the Reflective practitioner, where have seen this phrase before-Oh, all over Oliver Hall.  Welcome back an old friend from Org Learning, Chris Argyris and Double Loop Learning-how can I engage distance learners to consider their own beliefs and assumptions about the learning event?

Future Directions:

• Distance Learning appears to have hit the floor running and is just now stopping to take a breath. In the future, will time and attention be given to how the key components of Teaching and Learning with Technology can reflect the needs of the learner with those of both the institution and the workplace?

This week’s activities:

• Blogging is expected by those into the Adult Learning Program.  It has the ability to transform learning, discussion, and thinking.  It is valuable when individuals are willing to participate, including the professor.  A blog isn’t a place for professorial writing.  It’s an opportunity to engage your thoughts with others.  I find video footage and links useful ways to filter in a greater amount of content that I may not have considered.  Sometimes the presentation of questions or a topic by the instructor is a useful mechanism for those who either find it difficult to write or for those who suffer from digression.
• Twitter can be very useful when I remember to open it up. I’ve found that individuals follow me when I use the tools and tags correctly.  The social scientist Brene Brown suggest that one “Have a strong back, a soft front and to be civil” when encountering those who have differing opinions and values.   I value civility and feel that it’s essential to the practice of inclusion and diversity.  I don’t have time to follow individuals, regardless of their academic or cultural worth, who use the tool irresponsibly.

 

SOMETHING TO CHEW ON-

 

I think that a screencast of how to establish a blog or Twitter account would be useful for those unfamiliar with those platforms. It’s a marvelous tool for this learning experience. I’m a visual person and scaffold, as you already know, is my favorite learning word!  How do you learn best?