Increasing Engagement in Professional Development
The worst professional development experience I have ever had was about two years ago. I went to training on how to use Edgenuity. The experience was so mortifying because the person who presented the training only had a PowerPoint slide and presented it lecture style the entire time. Sure, the presenter showed videos and showed us how to use the program, but it was all teacher centered. I didn’t remember how to do any part of the program once I left! Ritzhaupt et. al., (2020) states hands on activities that require participation from the learner, good visuals, and realistic representations are all powerful ways to hook the learner. This particular training was definitely missing activities that required participation to increase participant engagement. Two tools that could be used to increase teacher engagement in a training that I have designed recently are Edpuzzle and Pinterest.
The training that I have designed its hands on and all components are done virtually. The training can be done in a live classroom setting or it can be done via distance learning. The training is modeled after typical classroom day using before, during and after strategies. The original version of my training has teachers coming in reading a quote on distance learning and responding via polleverywhere.com. One tool I have decided to incorporate is edpuzzle. EDpuzzle is a teaching tool used to place interactive content into pre-existing videos from a variety of sources, such as TED or YouTube, or into videos you have made. To create an EDpuzzle account, navigate to EDpuzzle.com.
“Active learning engages teachers directly in designing and trying out teaching strategies, providing them an opportunity to engage in the same style of learning they are designing for their students” (Darling-Hammond, Hyler, & Gardner, 2017). Teachers can first watch a short video with responsive questions on distance learning before the quote response. The video below shows how to use EDpuzzle.
The second tool I would use, which is quite unique to use in a training, is Pinterest. As of now my training ends with the learners using FlipGrid to share new ways they can use the tools during the training in their own classroom. This is part of my evaluation phase of the training. According to Ritzhaupt et. al., (2020) evaluation helps us to determine whether our instructional implementation was effective in meeting our goals. The goal of my training is for teachers to learn at least three new strategies they can use in the next six weeks. I could substitute FlipGrid and use Pinterest instead! I would just create three boards titled: Before, During and After. Learners can then pin one additional way to use the tool that was incorporated during that part of the lesson to each board! I will give a brief survey first to see which tool teachers need more experience with, then I will decide which one to use. The graphic below tells how to use Pinterest as it relates to Bloom's Taxonomy.
References:
Skyler,
ReplyDeleteAll of the tools you mentioned in your blog are great resources for teachers to use in a virtual setting. I most recently cam across a new to me tool called Snap Camera. It is just one of many video production tools. Ritzhaupt et al. (2017) state that there are “dozens of authoring tools with varying costs”(ADDIE explained: Development, 2017, p.11). Snap Camera is free to use just like the tools you mentioned. Additionally, Gerety (2018) suggests that “video and audio have an affinity with orality that literacy lacks” (p.16). We have the tools needed at our fingertips. The hard part is determining which to use and acquiring the skills needed to use it effectively.
Reference:
Gerety, F. M. M. (2018). Digital guru: Embodiment, technology, and the transmission of
traditional knowledge in kerala. Asian Ethnology, 77(1), 3-31. Retrieved from
http://ezproxy.montevallo.edu:2048/login?url=https://search-proquest-
com.ezproxy.montevallo.edu/docview/2231820903?accountid=12538
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M.,
Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W.
(2017, December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Skyi,
ReplyDeleteI enjoyed reading your post and all of the tools you are planning to use for your training! EdPuzzle is one I've been wanting to try, but haven't had the chance yet! With the uncertainty of the school year, I feel finding a tool to present virtual learning is important. Wildberger and Lee state, "authoring tools are software programs used to develop online content." I found Articulate Global (2020) to have a great authoring tool option in Storyline 360. This could be a good investment at the district level if they wish for teachers to create virtual content or to use in training teachers.
References
Articulate Global. (2020). Build Highly Interactive E-Learning Courses with Storyline 360. https://articulate.com/360/storyline.
Wildberger, W., & Lee, B. R. ADDIE Explained: Development. http://www.aritzhaupt.com/addie_explained/development/.
Ms. Booker,
ReplyDeleteI had the opportunity to use EDpuzzle last year before we all hit the COVID19 nightmare. I loved the engagement and ensuring essential information comes through in the instruction. At first, I didn't think of the skill level of students using digital devices. My district is not one-to-one concerning digital devices, and I should have conducted a "pilot test of the learning material" (Rithzaupt, Development, Testing and Editing, para. 1). The students needed instruction to use a Chromebook, and I had assumed they were ready to go for instruction. Some students were prepared, but others were not. It taught me a good lesson for instructional design. I now include a tutorial for students as they come into my class for using Chromebooks and several programs I use throughout the school year. The current use of digital devices "is significant, and their uses in education, personal learning, and workplace learning continues to become impactful" (Grant, 2019, p. 380). Pushing the use of technology is excellent for education, but we must make sure our students are ready.
References
Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research & Development, 67(2), 361–388. https://doi-org.ezproxy.montevallo.edu/10.1007/s11423-018-09641-4
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Development. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.