the roadmap to distance learning technology: retooling traditional outreach by connecting distance...
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One Program’s Roadmap to Distance Learning Technology
Retooling Traditional Outreach Through Distance Learning
Kevin Erb, Janice Kepka, Jeff Mullins, Rebecca Power, and Ingrid West
University of Wisconsin Environmental Resources Center
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Agenda
1. Introduction of Conservation Professional Training Program (CPTP)
2. Why did CPTP decide to use distance teaching/learning technologies?
3. Moving beyond the traditional classroom4. Program needs and demo of tools in use5. Panel wrap-up/audience questions
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Using Distance Education Technology for Personalized Learning
Forum goal: participants will learn about one program’s
insights in using and adapting educational technology for non
traditional student learning.
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Distance teaching/learning in your programs?
• Share one idea you’ve had for using distance teaching/learning in your own programming.
• Advantages of using distance teaching/learning that have come to mind, or that you have experienced?
• Disadvantages or challenges of using distance teaching/learning that have come to mind, or that you have experienced?
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WHAT IS THE CONSERVATION PROFESSIONAL TRAINING PROGRAM?
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Great Lakes Regional Conservation Professional Training Initiative
• USDA/Land Grant University Great Lakes Regional Water Program• Cooperative Extension – Environmental Resources Center• Wisconsin Natural Resources Conservation Service
Building Partnerships Between Professionals, Landowners and The Land
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Partnership
Is a six state partnership (IL, IN, MI,MN,OH,WI) for sharing and leveraging resources and opportunities in conservation training
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Program Overview
State specific and multi state trainings for conservation professionals and Technical Service Providers (TSP’s) working with farmers and landowners
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Program Overview
Training programs cover a wide range of topics and issues but fall in three major categories:• Traditional Farming• Policy • Emerging Issues
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The Need
Create a multistate infrastructure to assist partners to create training partnerships• A Regional web
based needs assessment• Two day regional
round table
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The Challenge
• Broad Geographic Distance• Political Boundaries• Dwindling Budgets and Increasing Costs• Wide assortment of Agencies and NGO’s• Diverse areas of training needs• Varying levels of expertise in
• Course content• Technology
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Building Capacity
Working groups to create recommendations and implement strategies:• Organizational Framework• Curriculum Development• Web and Communication
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Goals for Using Distance Education Technology Tools
• Build successful partnerships
• Build a multi state E-learning program
• Identify and use distance education tools for
individualizing education outreach opportunities
• Engage non traditional students in the digital age
• Customize assessment tools to enhance outcomes and
achievement
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Assessing Infrastructure
Assess capacity of our partners both in technical knowledge and in infrastructure• Surveyed our partners • Developed a Matrix
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Create a Foundation
• Researching the technology• Learning and choosing the best fit• Developing our protocols for use
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MOVING BEYOND THE TRADITIONAL CLASSROOM
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Making the Transition
• We’re going to do this, so now what?
• Online delivery requires a significant change in thinking and planning process.
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Making the Transition
Step 1: Examine existing agenda, learning objectives and students.
• Take the opportunity to review overall learning objectives and make sure they are still relevant.
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Making the Transition
Step 1: Examine existing agenda, learning objectives and students.
• Review target audience and assess their preferred learning style / daily activity
– An audience who spends 90% of their worktime in the forest is not suited for 90% online training
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Making the Transition
Step 2: Appraise resources.
• Look for existing online content and compare to your handouts/resources/presentations.
– eXtension / Universities– Private sector materials
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Making the Transition
Step 3: Extend your timeline.
• Creation of online content takes much more lead time.
– Instructors must be appraised of new expectations– Walking in the day-of the program with a jump
drive is no longer possible
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Making the Transition
Step 4: Selection Process.
• What information would it be good for students to know beforehand? (online readings)
– Also good for information that changes regularly
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Making the Transition
Step 4: Selection Process.
• What is best taught by hands-on teaching or will generate many situation-specific questions? (traditional classroom or field)
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Making the Transition
Step 4: Selection Process.
• Which hands-on experiences can be done by students working in small groups via the web? – online collaboration projects– Communities of practice
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Making the Transition
Step 4: Selection Process.
• Are there short processes that can be learned best by watching someone? (video clip/JING)
• Are there presenters whose primary role is to show collaboration or partnerships, or emphasize the importance of the project? (short video clip)
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Making the Transition
Step 4: Selection Process.
• Longer processes/concepts that require explanation or detail after online readings? (narrated PowerPoint or live webinar)
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Making the Transition
Step 4: Selection Process.
• Evaluation documented confusion or a need to reinforce concepts taught?– follow up webinar– MENTORING
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Making the Transition
Step 5: Moving Forward.
• Identify resource people and systems (eXtension) to facilitate process
• Test website before release/course opening
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Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new challenges, opportunities to evaluate our impact.
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Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new challenges, opportunities to evaluate our impact.– Evaluate the process of creation
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Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new challenges, opportunities to evaluate our impact.– Evaluate the process of creation– On-the-fly progress (quizzes)• Moodle module routing based on answers
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Making the Transition
Step 6: Integrate Evaluation.
• Distance education technologies create new challenges, opportunities to evaluate our impact.– Evaluate the process of creation– On-the-fly progress (quizzes)• Moodle module routing based on answers
– Post-course online evaluations
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Making the Transition
Final Advice:
• Allow plenty of time to produce a quality product.
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TECH TALK & DEMO:BASECAMP
REGISTRATION W/RUBY-ON-RAILS
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Our Challenges
• Diverse audience with varying technology restrictions:– My entity vs. your entity– Just say NO to Google Docs, the “cloud”, others!– Security concerns relating to downloads (LiveMeeting)– Web cams not allowed
• Long-term support and hosting • We aren’t a typical model for distance teaching and learning.
This should be easy! These challenges didn’t go away.
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Resources
• https://dmc.wisc.edu/• http://www.uwex.edu/disted/conference/• http://depd.wisc.edu/• http://fyi.uwex.edu/edtech/– “Choosing Educational Technologies and
Methods”
The ERC has access to many levels of resources.
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How do we get there?
• Create a requirements list• Allow plenty of time to experiment• Develop implementation and evaluation plans• Implement incrementally as your comfort
level increases• Expect to train and support everyone
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Program Tech Needs
Need Technology We Use to Meet the Need
Project management Basecamp
Course registration/student tracking Custom-built web site
Centralized file sharing Basecamp/Drupal
Webinar Adobe Connect/WisLineWeb
Online course delivery Moodle (via eXtension)
Collaboration space Drupal/Adobe Connect/
Conference calls WisLine/Adobe Connect
Open-source site hosting UWEX Central IT Services
**Also need course designers, technical support staff and programmers
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Content DevelopmentTools
• Audacity – free tool used for creating audio recordings
• PowerPoint – native capacity for narrated slides• Camtasia – develop/edit training videos• Snagit – screen capture• Jing – create short how-to training videos• Wirecast – record/create videos of live courses
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Basecamp
• 37signals.com• How it meets our needs:– Document repository for regional team– Repository for course materials– Student resource collection (migrate to Drupal)
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Basecamp
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A Basecamp Project
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Registration
Features: Course catalog Student course tracking (plans to
integrate training plans) Payment/invoicing Registration
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Registration
http://conservation-training.wisc.edu
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Registration
Google calendar
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Registration
Click on title to see available sections
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Registration
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Registration
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Registration
Use this link to register walk-ins
Use this link to mark who completed the
section
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Registration
Thanks to:Rick Wayne, Systems ProgrammerUW-Madison, Dept of Soils
Open-source technology: Ruby-on-RailsHosted by Soils, moving to UWEX Fall 2010
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TECHNOLOGY DEMO:EXTENSION
COURSE DELIVERY W/MOODLESITE PORTAL W/DRUPAL
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eXtension
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Moodle
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Moodle
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Moodle
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Moodle
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Drupal
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Drupal
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Drupal
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Drupal
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PANEL WRAP-UP