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An overview of performance testing and key considerations before adding performance elements to an assessment process. A real-world example is provided as the authors describe why and how Microsoft launched labs in their technical certification program, and lessons learned.
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TYPE: CORPORATE LEARNING, PROFESSIONAL DEVELOPMENT
While adult and workplace training were quick to adopt the use of online learning, many of these efforts have not advanced far beyond taking presentation slides or video recordings from formerly in-person training and making them available on learning-management systems. Compared to formal education, adult and workplace training has been much slower to iterate and improve upon early digital and virtual educational methods, leaving online learning that is viewed as neither engaging for the end-user nor effective at achieving intended outcomes. The COVID-19 pandemic and resulting lockdown added urgency to this problem, with many organizations being forced to either improve upon existing virtual training methods or finally completely replace in-person training with online options.
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TYPE: PROFESSIONAL DEVELOPMENT
While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other faculty have chosen to remain focused on their teaching in the classroom. However, COVID-19 has rapidly and without warning ushered all higher ed teaching and learning into emergency remote environments. By now, many who support faculty in transitioning courses have received varying levels of participation and are examining ways to increase support opportunities.
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TYPE: PROFESSIONAL DEVELOPMENT, MANAGEMENT
Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success.
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TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
The onset of the COVID-19 Pandemic had major effects on all aspects of higher education, including the way in which courses were taught. Literally, overnight, courses that were taught face-to-face were moved online, and face-to-face instructors of those courses became online educators. Now, several months into the pandemic, it has become clear that instructors at colleges and universities today must be able to teach both online and face-to-face, and they must be able to move from one medium to the other as circumstances dictate. However, that is not easy to do, as learning to teach online takes time, and involves a good deal of effort.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
In the wake of COVID-19, both K-12 and post-secondary institutions have had to transition from traditional learning in the classroom to teaching and learning through various online and or e-learning platforms. With such an abrupt transition, it's important for educators to explore the effectiveness of e-learning among their student populations. Moreover, this narrative discussion is facilitated by a program director who oversees an adult education English as a second language program located in Atlanta, Georgia. The director maintains the opinion that various modes of online learning are not the best learning method for all student populations and specifically adult English language learners.
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TYPE: OPINION, PROFESSIONAL DEVELOPMENT
EFFA (Ecole de Formation Funéraire Alyscamps), through a seven years development plan, introduced an offer including blended learning, 100% e-learning solutions, and virtual classroom. Our happy students are adults from 18 to 65 years old who have now the option to choose how they want to attend their training based on their availability and learning possibilities. Three project phases allowed us to integrate new pedagogical technique and to develop a framework for teachers to introduce new ways to teach, to handle a virtual classroom, and to redefine the own teacher's role and self-image. This case study explains how EFFA completed first an analysis to understand if our way of teaching, our goals, and our offer were still aligned with society and the labor market; and then we worked on deciding and implementing what was required to provide our clients with the best skills possible to gain employment and remain in ...
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TYPE: PROFESSIONAL DEVELOPMENT
This project used blended learning and virtual connections to infuse global perspectives in U.S. curriculum by preparing pre-service teachers with intercultural competence, understanding of global issues from diverse viewpoints, and the ability to use online technologies to develop critical thinking and digital literacy. Global themes were addressed in online synchronous sessions with teachers in other countries and purposefully combined with pre-readings and online and classroom discussions.
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TYPE: PROFESSIONAL DEVELOPMENT, INTERNATIONAL ONLINE EDUCATION, K-12 BLENDED AND ONLINE LEARNING
There are two commonly identified obstacles to use of open educational resources (OER) and open educational practices (OEP) in global contexts. These obstacles are awareness and relevant skills. The focus of this article is participant experiences in a cMOOC designed to address these challenges. In June 2018, a group of post-secondary educators engaged in an open course they identified as useful for increasing their awareness and their capacity for finding and using OER.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
Many of today's educators who seek new experiences are considering positions as electronic moderators (e-moderators). However, the transition from overseeing a physical classroom to managing a virtual learning environment can quickly become overwhelming and confusing. With limited supports and training opportunities available, e-moderators can struggle to find a balance between course content delivery and consistent candidate communication. This article has a twofold purpose. It first seeks to define and clarify the e-moderator role, particularly as it relates to online teacher professional development in Ontario. Next, the author outlines six strategies for success, targeting specific areas including setup, planning, time management, online presence and feedback.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT
