I was reading Michael's post about taking his Web Design course to the next level and as I did I began reflecting on how we're going about revamping our PD workshops around flexible learning and delivery. I sighed that familiar sigh, "how do we get teachers' attention about our workshops?" and "what's in it for our teachers?".
I'm all for the 'go where the teachers are at' approach, and trying to work that way as much as possible AND (you were waiting for the 'but' right? ;oP) while this IS a sound approach to take, it also needs to progress teachers' skills and knowledge about flexible learning and delivery.
I often feel like I start from square one (teachers do too). It's a good place, safe, easy and most teachers are comfortable there. However, (OK that's more like a 'but') there seems to be a much wider gap between square one and step two. Maybe step one is a tad too comfy?
So, square one:
Explore the environment (in our case it's mainly WebCT), and see what the common tools do (Like linking a file, organising pages, loading documents). Teachers usually say that this is good, they can load their documents and subject info there and all students need do is download it - easy! :o)
Step two is more like:
Add communication tools and quizzes (including feedback surveys), get students talking, using the calendar tool, and so on. That's a bit more involved isn't it?
I'm going to guess that it is partly because teachers 'manage' in WebCT (and similar environments) rather than viewing it as a place for students' learning.
Why does it always seem that this gap between square one and step is the hardest one to bridge? Why do I still feel like this question places me back at square one - again?!
Baby steps are fine but a leap of faith is inspiring!
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