Building Your Professional Community With Online Development
by Irene Sarno
by Irene Sarno
Effective professional development programs are essential for schools, companies or programs to achieve their desired goals. “Effective programs also become the vehicles for learning as an active process of transmuting new knowledge, values and skills into behavior.” (1982, as cited in Butler, J.A., 1992) As a substitute for traditional classroom based training, online development programs can provide a number of benefits. However, online development programs may also introduce many unique challenges.
First and foremost, all professional development programs should abide by the NSDC Standards for Staff Development of Context, Process & Content in order to improve the learning of all students. The program should also adhere to a well researched and thought out planning model. According to The Adult Learning Model for Faculty Development (Lawler & King, 2000b), the four well developed stages of preplanning, planning, delivery and follow-up, lay the groundwork for such professional development initiatives. (King, 2003, pg.65) In addition, the adult learning principles of “creating a climate of respect, encouraging active participation, building on experiences, employing collaborative inquiry, learning for action and empowering participants are especially important” in professional development experiences” (King, K.P., Tiago, A., Lawler, P.A., 2000) should be followed. Successful online learning communities, as systematically researched and evaluated by V. Charalambos, Z. Miuchalinos, and R. Chamberlin (2004, pp.138-139), have several of the following characteristics:
· They consist of people who cannot meet face-to-face because of place and time constraints and who meet online to work together on a shared task.
· The tasks and sub-tasks on which members work online are clearly defined and participants have a clear understanding of the expectations.
· A common sense of responsibility exists among participants towards the assigned task and peers.
· Easy access to technology and Computer Supported Collaborative Work (CSCW) tools is available to all members.
· The tools for communication are accessible and usable.
· There is good leadership and co-ordination of online activities.
· There are capable moderators that provide facilitation, help, guidance and support as needed to the members of the community.
· Ongoing interaction among members is based on constructive dialogue.
· A joint vision, control and ownership of the community, its goals and artifacts are equally shared among the members of the community.
· There is mutual support among its members and sub-groups.
· The rules that govern participation in the community are clearly defined.
· A system is in place monitoring member participation and behavior and a system to sanction certain inappropriate behaviors.
· It is a safe environment where participants can freely express their opinion and ask questions without the fear of being 'attacked' by others.
· Activities completed are evaluated regularly and feedback is provided in a timely manner.
· There is a certain degree of structural dependence that establishes the need for members to interact and share resources.
· Smaller groups within the community provide a peer-support group smaller than the larger community.
The benefits of successful online training communities are highlighted in Blackboard’s Educational Benefits of Online Learning (2000) and NSCD/NISI’s E-learning for Educators (2001). Both hail the use of multiple technologies as the primary supporter of enhanced learning. In addition to the use of computers and the internet, such alternative media forms such as pod and web casts, have become very effective learning enabling technologies. Student centered teaching approaches have become the standard, permitting the student to utilize materials that accommodate their individual learning style. Access to information, networks, people, and ideas provide significant resources and opportunities for exploration and reinforcement. By removing the reliance on physical attendance, this anytime/anywhere accessibility, increases the individual’s flexibility to learning. Online assessment tools provide instructor’s ways to build, distribute, and compile information quickly & easily. This, along with increased instructor accessibility, through the use of email, blogs, or on-line chat, reinforces student learning and heightens motivation. Lastly, students experience a sense of equality in their safe online e-learning environment. Each individual has the opportunity to participate in discussions, without feeling intimidated or anxious. In short, the opportunities afforded to online professional development can accentuate the e-learning experience.
Conversely, online professional development programs face numerous challenges as noted in NSCD/NISI’s E-learning for Educators (2001). Primarily, issues regarding resource and access inequality can severely inhibit e-learning. Therefore, it is the responsibility of the facilitators to provide a consistent online training experience across multiple technology platforms. Of course, costs associated with connectivity, hardware, software, tech support and assistance could be rather prohibitive. Thus, a sound implementation plan including support, documentation and regular upgrades is critical, as is the capability of executing the online training on the oldest deployed equipment. The developer must work to balance the use of current technologies to enhance learning not overpower it. An additional source of concern is the digital divide issue of imbalance of technical knowledge amongst learners. To assist in alleviating frustrations and avoid students becoming disillusioned, the NSCD/NISI recommends distance educators be dynamic & highly interactive with their students. The real challenge for e-learning is not in the use of technology to deliver the material but in using the technology to build on what we know about managing learners and how learners manage themselves.
E-learning is a viable alternative to traditional classroom experience. Online professional development can be a highly effective and very rewarding, yet challenging experience. Poor program design and implementation can inhibit learning, but with proper development, these programs can be effective vehicles for learning, as well as helping programs achieve their goals.
References
National Staff Development Council (NSDC). (2001) NSDC’s Standards for Staff Development Revised, Oxford OH:Author.
National Staff Development Council (NSDC)./ National Institute for Community Innovations (NICI) (2001) NSDC/NISI E-Learning for Educators, Oxford OH:Author.
Blackboard, Inc. (2000), Educational Benefits of Online Training, Retrieved from http://www.blackboard.com/
King, K.P. (2003). Keeping Pace with Technology: Volume Two: The Challenge and Promise for Higher Education. New Jersey:Hampton Press,Inc.
King, K.P., Tiago, A., Lawler, P.A. (2000). The Digital Divide: What does it mean for adult education?” Presented at: The Eastern Regional Adult Education Research Conference.
Univeristy Park, PA.
Lawler, P.A. & King, K.P (2000b). Planning for effective faculty development: Using Adult strategies. Malabar, FL:Krieger.
Butler, J.A. (1992). Staff Development. NW Archives - School Improvement Research Series Close-up #12. Retrieved from http://www.nwrel.org/scpd/sirs/6/cu12.html.
Charalambos,V.Michalinos,Z., Chamberlain,R. (2004). The Design of Online Learning Communities: Critical Issues. Educational Media International, 41(2), pp. 135-143.
First and foremost, all professional development programs should abide by the NSDC Standards for Staff Development of Context, Process & Content in order to improve the learning of all students. The program should also adhere to a well researched and thought out planning model. According to The Adult Learning Model for Faculty Development (Lawler & King, 2000b), the four well developed stages of preplanning, planning, delivery and follow-up, lay the groundwork for such professional development initiatives. (King, 2003, pg.65) In addition, the adult learning principles of “creating a climate of respect, encouraging active participation, building on experiences, employing collaborative inquiry, learning for action and empowering participants are especially important” in professional development experiences” (King, K.P., Tiago, A., Lawler, P.A., 2000) should be followed. Successful online learning communities, as systematically researched and evaluated by V. Charalambos, Z. Miuchalinos, and R. Chamberlin (2004, pp.138-139), have several of the following characteristics:
· They consist of people who cannot meet face-to-face because of place and time constraints and who meet online to work together on a shared task.
· The tasks and sub-tasks on which members work online are clearly defined and participants have a clear understanding of the expectations.
· A common sense of responsibility exists among participants towards the assigned task and peers.
· Easy access to technology and Computer Supported Collaborative Work (CSCW) tools is available to all members.
· The tools for communication are accessible and usable.
· There is good leadership and co-ordination of online activities.
· There are capable moderators that provide facilitation, help, guidance and support as needed to the members of the community.
· Ongoing interaction among members is based on constructive dialogue.
· A joint vision, control and ownership of the community, its goals and artifacts are equally shared among the members of the community.
· There is mutual support among its members and sub-groups.
· The rules that govern participation in the community are clearly defined.
· A system is in place monitoring member participation and behavior and a system to sanction certain inappropriate behaviors.
· It is a safe environment where participants can freely express their opinion and ask questions without the fear of being 'attacked' by others.
· Activities completed are evaluated regularly and feedback is provided in a timely manner.
· There is a certain degree of structural dependence that establishes the need for members to interact and share resources.
· Smaller groups within the community provide a peer-support group smaller than the larger community.
The benefits of successful online training communities are highlighted in Blackboard’s Educational Benefits of Online Learning (2000) and NSCD/NISI’s E-learning for Educators (2001). Both hail the use of multiple technologies as the primary supporter of enhanced learning. In addition to the use of computers and the internet, such alternative media forms such as pod and web casts, have become very effective learning enabling technologies. Student centered teaching approaches have become the standard, permitting the student to utilize materials that accommodate their individual learning style. Access to information, networks, people, and ideas provide significant resources and opportunities for exploration and reinforcement. By removing the reliance on physical attendance, this anytime/anywhere accessibility, increases the individual’s flexibility to learning. Online assessment tools provide instructor’s ways to build, distribute, and compile information quickly & easily. This, along with increased instructor accessibility, through the use of email, blogs, or on-line chat, reinforces student learning and heightens motivation. Lastly, students experience a sense of equality in their safe online e-learning environment. Each individual has the opportunity to participate in discussions, without feeling intimidated or anxious. In short, the opportunities afforded to online professional development can accentuate the e-learning experience.
Conversely, online professional development programs face numerous challenges as noted in NSCD/NISI’s E-learning for Educators (2001). Primarily, issues regarding resource and access inequality can severely inhibit e-learning. Therefore, it is the responsibility of the facilitators to provide a consistent online training experience across multiple technology platforms. Of course, costs associated with connectivity, hardware, software, tech support and assistance could be rather prohibitive. Thus, a sound implementation plan including support, documentation and regular upgrades is critical, as is the capability of executing the online training on the oldest deployed equipment. The developer must work to balance the use of current technologies to enhance learning not overpower it. An additional source of concern is the digital divide issue of imbalance of technical knowledge amongst learners. To assist in alleviating frustrations and avoid students becoming disillusioned, the NSCD/NISI recommends distance educators be dynamic & highly interactive with their students. The real challenge for e-learning is not in the use of technology to deliver the material but in using the technology to build on what we know about managing learners and how learners manage themselves.
E-learning is a viable alternative to traditional classroom experience. Online professional development can be a highly effective and very rewarding, yet challenging experience. Poor program design and implementation can inhibit learning, but with proper development, these programs can be effective vehicles for learning, as well as helping programs achieve their goals.
References
National Staff Development Council (NSDC). (2001) NSDC’s Standards for Staff Development Revised, Oxford OH:Author.
National Staff Development Council (NSDC)./ National Institute for Community Innovations (NICI) (2001) NSDC/NISI E-Learning for Educators, Oxford OH:Author.
Blackboard, Inc. (2000), Educational Benefits of Online Training, Retrieved from http://www.blackboard.com/
King, K.P. (2003). Keeping Pace with Technology: Volume Two: The Challenge and Promise for Higher Education. New Jersey:Hampton Press,Inc.
King, K.P., Tiago, A., Lawler, P.A. (2000). The Digital Divide: What does it mean for adult education?” Presented at: The Eastern Regional Adult Education Research Conference.
Univeristy Park, PA.
Lawler, P.A. & King, K.P (2000b). Planning for effective faculty development: Using Adult strategies. Malabar, FL:Krieger.
Butler, J.A. (1992). Staff Development. NW Archives - School Improvement Research Series Close-up #12. Retrieved from http://www.nwrel.org/scpd/sirs/6/cu12.html.
Charalambos,V.Michalinos,Z., Chamberlain,R. (2004). The Design of Online Learning Communities: Critical Issues. Educational Media International, 41(2), pp. 135-143.
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