I first
began training several years ago without any formal education about training or
education. I was a platform trainer who
knew the basics of adult learning theory.
Due to my expertise in the subject manner, my sense of humor and my
personality type I was a competent trainer who kept the class engaged in
learning. In an effort to keep up with
technology and to be fiscally responsible, my employer developed a hybrid
curriculum that met for two weeks online and one week face to face in the
classroom. During the online weeks,
training is delivered over the phone to the class participants while we all
look at the Power Point Presentation that we had previously used in the
classroom. That is where my struggle
began and I started to question my efficacy in this new environment.
I work for a
governmental agency and I had no illusions about changing the system but I did
believe that I could make personal changes that would make me more effective by
developing expertise in online teaching.
Fortunately I became aware of this Introduction
to Online Teaching course. I began
this course with an expectation that I would simple have to tweak my delivery
style. Well that dream is over and
reality has set in. I have a great deal
to learn about my delivery style and available technology.
One of the
major things that I have struggled with online is engagement. I have felt disconnected from the class
participants and I have notice that the group process has not been developing
in this environment. The reading
assignments on “High Touch” have helped me develop some strategies in this
area. I have already learned that I can
engage the class early by sending a welcome letter and by being enthusiastic. I need to provide more feedback and be
encouraging. The expectation that the
class communicate with each other and provide each other with written feedback
will help with the group process and help the participants feel more connected
to each other. I am hopeful I will learn
more about how to engage and help the participants feel connected to me and
their peers.
As I moved
from my platform role of “sage on the stage” to my online role of “guide on the
side” we began talking about making the participants responsible for their own
learning. Although this was the
expectation, I soon learned that I did not have the tools or methods to make
this happen. To date I have learned that
I have lost the “watering hole” where participants can talk about learning
concepts and how they fit into what they already know. They cannot discuss with their peers how they
see implementing the new concepts and skills into their job. Finding an opportunity to create this
watering hole is another expectation I have of this class. Not only will the participants learn from
each other but they will feel more connected.
I have also
learned that the technique of presenting existing Power Point presentations to
transmit information is not the most effective way of making participants responsible
for their own learning. Our curriculum
is rich with detailed information that is based on research. My recommendation to our curriculum design
team will be to delete one unit and have the participants read the research
that was used to develop the unit. We
can then provide them the opportunity to respond in writing to what they have read;
how it relates to what they already know and the impact it will have on their
practice. I will recommend one unit
initially as a test unit. As I said, I
work for a governmental agency and change often comes slowly and after pilot
projects. Towards this implementation, I
need to also learn about cost effective affordable tools that can be used and
keep our security systems intact.
I am very
excited about this learning opportunity.
I have not been the best I can be in the online environment and I look
forward to enriching myself and meeting my goals. I know that this class can guide me in the right
direction if I put forth the effort and be responsible for my learning.
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