Marian Thacher, OTANmthacher@otan.us

How It Works in CaliforniaFunded by WIA Title II to provide services and

support to adult education programs for improving programs and student learning outcomes.

CALPRO: Professional DevelopmentCASAS: Assessment, Accountability, and

EvaluationOTAN: Technology and Distance Learning

Why 24/7 Professional Dev.?More and more education is going onlineOnline learning is a required skillWe have a new digital social

environmentSocial networkingMobile phonesUser-created contentVirtual worlds

Why 24/7 Professional Dev.?In this climate of low/no budget for

PDNo travel time or costAnyone can access any time from

anywhereEasier to get information to a

dispersed and fragmented staff

What are the challenges?We need to offer timely, engaging,

interactive PD opportunitiesInstructors and staff are getting

used to online learning and interaction

Matching offerings to needs without the interactions we are used to

What are your concerns?

What are the Delivery Models?Webinars, online

workshops, virtual meetings

Self-directed online courses

Facilitated Online Courses

Electronic Professional Learning Communities (e-PLCs)

Online WorkshopsOnline workshops

37 topicsOffered several times each yearSome are recorded and postedwww.CAAdultEdTraining.org

Administrators Forum, DL ForumAdministrators Forum,

Distance Learning ForumLive online sessionsRecorded and posted for

later viewingHandouts, links, support

materials availablewww.otan.us/AdminForum/www.otan.us/DistanceLearning/forum/

CASAS Professional Development: Spring 2010Workshops via Web ConferencingSelf-paced courses via Moodle

Professional Development

Web ConferencingOver 60 Web-based topics now available

CASAS Resources CASAS Implementation including e-Test California Accountability, EL CivicsTOPSpro

New titles with more detailed descriptions of technical concepts

California Winter Consortium Internet video –Debra Jones and field

panel discuss 08-09 WIA II performance, successful practices, and setting local performance goals

Also focus onNRS Performance goals for 09-10, transitions to the workplace and post-

secondary education and trainingVideo available for viewing in early March

WebinarsTwo per asynchronous online course

Administrators Forum series: The I‐BEST Model for Transition to Work, 2/18 http://www.caadultedtraining.org

CA College Transition series

Post Secondary Transitions‐Webinar Series December 1, 2009: Follow up to Institute and

Summit

January 26, 2010: Curriculum and Instruction

February 23, 2010: Counseling and Support

March 30, 2010: Collaborations and Partnerships

Tuesdays from 2:30‐3:30

Moodle site for any instructorOrientation and trainingNetworkingTech supportSharable courses

coming soon

Course Hosting with Moodle

CASAS Self-Paced Courses 7/24Available starting February 2010:• CASAS Initial Implementation Training• CASAS Beyond Implementation

Training• CASAS Appraisal Testing• CASAS eTests Basics *New*• Using Assessment for Classroom Lesson Planning *New*

CALPRO Self-Paced CoursesOrientation for New ABE Teachers

Orientation for New ESL Teachers

Learner Goal Settinghttp://www.calpro-online.org/onlinecourseschedule.asp

Questions We ConsideredHow can we support independent learning?

How can we build flexibility into the instructional design?

Learner Goal Setting in Adult Education Programshttp://moodle.calpro-online.org

Course launched 12/1/09

In first week since announced (12/8-15), 50 adult educators have registered for the course

Sample Course

CALPRO Facilitated Courses15 classes offered on eight different topics

Content experts facilitate discussions over four weeks

Asynchronous format allows flexibility in accessing course content and interacting with colleagues

CALPRO Facilitated CoursesTopics include

Effective Lesson PlanningEnhancing Learner PersistenceManaging the Multilevel ESL ClassOptimizing Instructional Planning: Management, Monitoring, Reflection

Using Questioning Strategies to Improve Instruction

Questions We ConsideredWhat is the role of the facilitator?

How is content organized?

How do we accommodate different learning preferences?

How can we promote learner persistence among online participants?

Understanding the Adult Learner, Session 1

http://moodle.calpro-online.org

Seven other course titles available;15 classes offered in 2009-2010

Sample Online Course – Fall ‘09

1. Built in cyberspace2. Contain activities that are enabled by

information technology or information communication technology

3. Participants determine content and direction

4. Relationships among PLC members evolve with communication

Lin, F. et al. (2008)

Characteristics of Virtual PLCs

1. Increase capacity to add and integrate new members

2. Allow sufficient time for participation3. Pay attention to shifts in different “ecologies”4. Notice changes in roles and responsibilities5. Embrace and manage conflict6. Explicitly share common practices and

knowledgeCorreia and Davis (2008)

Advice for Sustaining Virtual PLCs

Principal barriers: AccessAcceptance Utilization

Other factors: Lack of

Time Experience Knowledge

Absence of motivatorsMcCann (2009)

Most Common Barriers – e-PLCs

ABE Initiative

ABE InitiativeGroup discussionsPosted documentsCalendarMember pagesBlogsLinksPhotos, videoPolls

Technology training and mentoringMentors support site mentors

support colleaguesSite-based projectsNetworking and statewide

connectionsApplication available March 1

TIMAC

Web siteBlogWikiVideos

TIMAC – the 24/7 part

www.otan.us/timac

CALPRO Tech Team (team of Connect experts who will support subject experts in developing synchronous online training) http://calprotechteam.pbworks.com

Teaching Critical Thinking (team developing synchronous online training)http://calprotct.pbworks.com

CALPRO’s Use of Wikis to Promote Collaboration among Development Teams

Leadership Institute wiki

AsynchronousResearch-based e-PLC employs social

networking tool, Ning

Content: in teaching their classes, what do adult educators of ESL most often ask for? What are their greatest challenges?

Format: What technologies can best support the access and use of research-based PD in multilevel ESL instruction?

How do you sustain a virtual PLC? What are the most common barriers to e-PLCs?

Questions We Considered

Virtual Workroom for Multilevel ESL Instructors

Portal Overview of Content

Centerpiece: New Podcast SeriesAudio podcast series

Sample pre-listening page

Application Activities linked to e-PLC

e-PLC using Ning (social network site):

Discussion Forums Related to CALPRO Virtual Workroom

Contact InformationCALPRO – www.calpro-online.orgCASAS – www.casas.orgOTAN – www. otan.us

Marian Thachermthacher@otan.us