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Tuesday, April 24, 2012

Selecting e-Tools for Effective Online Workshop Delivery for Teaching Adult Learners

Abstract

Although a non-practicing post-secondary teacher must practice the development of online e-tools for teaching, an inherent difficulty arises from the Web, which contains a bottomless availability of such tools.  Assessing the most appropriate and effective e-tools that support best practices, and the newest teaching paradigms, as well as ensuring user-friendly software compatibility, are the primary objectives of an online instructor.  While the online university carries a majority of the burden for assessing an online learner's software skills, the online instructor must also be prepared and willing to aid the online learner as well.  Identifying the best tools, and providing the most relevant information to e-learners is paramount to meeting those objectives, and achieving a successful learning environment.

Online Adult Learning

Several considerations impacted the choices made in the creation and delivery of a Workshop for adult teachers who are interested in teaching online adult learners.  Georgiades (2009) explained that instructors have a need to know what participants experience before facilitating an online course, and the best way to gain this understanding is to first be a participant.  The Workshop provides the registrants with both opportunities.

Considerations for Selecting the Tool for Workshop Delivery 

Deciding upon the use of a Web site for delivering a Workshop for adult learners was based upon previous experience with software created by Wix.com.  Furthermore, if the teacher learners attending the Workshop are physically present, the online Workshop can also be used in a traditional classroom with access to a Whiteboard and individual computer stations.  The Workshop can be presented synchronously and asynchronously.  Planning an online Workshop  avails the training to more attendees, and enables the attendees to have first-hand (hands-on) training with online training tools.  The Web site software was chosen because it provides a very large choice of professional looking templates, is free, has very good server reliability, and provides the developer with an ability to insert links (including social network links), graphics (clipart), audio and video clips, and is very customizable.  The Web site can also be accessed by attendees after the ice-breaking activity, formal pre-recorded presentation, modules, and exercises are completed. 

As part of the Workshop pre-registration process, registrants supply information necessary for an effective online Workshop.  For example, the registrants' "language fluency, accents, typing skill, and technical expertise" (Horton, 2006, p. 420) as well as available computer equipment, software, and connection speeds is provided.  The software requirements are also provided to registrants, and any pre-loading necessary such as for the Adope Flash Player, is completed prior to the Workshop.  Registrants are provided with the Workshop Web site address (http://www.wix.com/dlfpoppins/teachonlinelearners#!home|mainPage), and the Workshop program.  The Workshop design includes a beginning time  at 10:00 a.m. on April 30, 2012, for the ice-breaker.  The Workshop also includes six modules of differing lengths, six assignments generated from the modules, a post-course survey, a contact form, and additional helpful links.  During the synchronous ice-breaker, attendees are informed to link up (after the ice-breaker concludes) with the Workshop Web site to continue the Workshop by watching the introductory video, and to then proceed to the modules.  

Web Site Effectiveness

Training developers should ensure that training events help learners apply relevant  skills and knowledge.  The Workshop format is effective because it contains e-tools including e-mail, a discussion forum using a Whiteboard, a survey, audio and video conferencing, and take-away e-tools such as the attendees' personal portfolios and links to e-tools.  A good instructional design propagates the first phase toward designing e-learning, and "contributes concepts, procedures, and techniques" (Horton, 2006, p. 5) as do the other three phases ("software engineering, media design, and economics" (p. 5).  These considerations were taken under advisement, and the result is the online Workshop.  

By providing registrants with information beforehand of the technical skill, software, and hardware requirements, and the fact that all registrants are teachers, all participants should be able to learn from the Workshop.  The registrants are also provided a contact person before and during the Workshop in case of issues.  The Workshop delivers material useful for an educator considering to teach online, and the e-tools presented have been shown to enhance online learning. 

A review of the Workshop's materials and delivery environment would be conducted before scheduling.  "Rapid prototyping involves learners and/or subject matter experts (SMEs) interacting with prototypes and instructional designers in a continuous review/revision cycle" (McLaren, 2008, p. 5).  The survey responses after the Workshop are sent to the SurveyMonkey Web site at http://www.surveymonkey.com, and can be reviewed and shared with other workshop peers.  The Ice-Breaking Activity, the synchronous e-tool, aids classroom teachers transitioning to online instruction due to its similarity to face-to-face activities.  The participants are also exposed to self-directed learning activities because each module is completed when the participant wishes to do so although the directions indicate all modules, exercises, and survey should be completed by a certain date. 

The training materials supplied include videos on: Knowles' six learning theories, today's adult learner, the Blackboard/Oracle software, creating a learning management system, and delivering an engaging online class.  A 34 minute video is an introduction to the Workshop by Donna Ziegenfuss, University of Utah's Center for Teaching and Learning Excellence.  In the case of a "real" Workshop, the presenter would be the Workshop administrator (in this case, me). 

Conclusion 

The considerations for selecting the most effective tool for the Workshop delivery logically turned toward an e-learning venue.  By providing educators who are considering a transition to online teaching with a hands-on experience such educators gain exposure to the skills and technology used for online teaching.  Gaining such experience prepares such educators with first-hand exposure to the issues facing online students.  An online Workshop can also be presented in a hybrid method, which may aid educators who have not taught online before with a higher comfort level as transitioning to online teaching continues.  E-learning now occurs as soon as a child can reach the computer keyboard.  Challenging students who have such an early experience with technologies that only now (or recently) instructors have been learning remains a major challenge.  A lack of research on identifying best practices for online teaching even while learning paradigms are shifting every moment creates massive paradoxes.  What is effective teaching and effective learning retains an aura of mystery.

References:

Georgiades, J. (2009). Best practices for teaching and presenting live virtual classes and meeting.Retrieved from http://www.parsecinfo.nl/support/whitepapers/best-practice.htm

Horton, W. (2006). E-Learning by Design. John Wiley & Sons: San Francisco, CA: John Wiley       & Sons.

McLaren, A.C. (2008). Designing effective e-learning: Guidelines for practitioners. Distance Learning, (5)2, p. 47. Retrieved from ProQuest.

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