Increasing Technology Adoption through Certified Digital Educator Programme

2018 ◽  
pp. 17-34 ◽  
Author(s):  
Chee Leong Lim ◽  
Nurhanim Hassan
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Blended Learning ◽  
Development Program ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Learning Skills ◽  
Face To Face ◽  
E Learning ◽  
Training Modules

In this chapter, the certified digital educator (CDE) programme is developed with the aim of providing the academics with an on-going training that will lead to the e-learning certification. Formulated as part of continuous professional development program for academics at Taylor's University, the CDE programme provides opportunities for the academics to equip themselves with related e-learning skills through the byte-sized training modules offered in addition to the existing blended learning and face-to-face session. Through CDE programme, all current e-learning-related training modules currently being offered to the academics have been re-categorized under four e-learning packages, which represent the four essential skill components required by the academics to effectively able to apply technology in their lessons. Upon completion of this program, the participants are awarded the certified digital educator certification that certify them as competent e-learning practitioners.

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program

2012 ◽  
pp. 274-289
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers’ professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

scholarly journals Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program

2017 ◽  
Vol 26 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Myra Viljoen ◽  
Isabel Coetzee ◽  
Tanya Heyns
Keyword(s):  
Professional Development ◽  
Critical Care ◽  
Nurse Practitioners ◽  
Development Program ◽  
Critical Care Nurses ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Nominal Group ◽  
Consensus Method ◽  
Critical Care Units

Background Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners’ attendance rates at these programs is low. Objective To explore critical care nurses’ reasons for their unsatisfactory attendance at a continuous professional development program. Methods A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. Results The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Conclusion Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program’s importance and are involved in the planning and implementation of a program that focuses on the nurses’ individual learning needs.

A Blended Learning Course for Teachers' Ongoing Professional Development in Greece

2010 ◽  
pp. 1-24
Author(s):  
Charalambos Mouzakis ◽  
Constantinos Bourletidis
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Blended Learning ◽  
Development Program ◽  
Opportunity To Learn ◽  
Evaluation Process ◽  
Ministry Of Education ◽  
Web Based ◽  
Teachers Perceptions ◽  
Face To Face

The purpose of this chapter is to describe the design, implementation and evaluation of a professional development program for teachers initiated by the Greek Ministry of Education and Religious Affairs in cooperation with the National and Kapodistrian University of Athens. The course focused on multicultural education and bullying in schools as it was realized through blended learning whereas the methodology applied was a face-to-face meeting and 250-hour web-based learning. The evaluation process aimed to involved teachers’ perceptions toward different aspects of the blended training process. The quantitative and qualitative results indicate that the teachers were satisfied both with the opportunity to learn at home at their own pace as with the opportunity to develop knowledge and skills in relation to their work. The results brought to light arguments, controversies, and problems related to the course. Finally, some recommendations that would improve the effectiveness of courses employing blended learning methodologies are given.

scholarly journals Е-НАВЧАННЯ АСИСТЕНТІВ УЧИТЕЛІВ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

2018 ◽  
Vol 66 (4) ◽  
pp. 231
Author(s):  
Iryna P. Vorotnykova ◽  
Nataliia V. Zaierkova
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Information Search ◽  
Postgraduate Education ◽  
Educational Environment ◽  
Continuous Professional Development ◽  
E Learning

The article defines the necessity of involving e-learning of teachers’ assistants in postgraduate pedagogical education to ensure their continuous professional development on the job. The authors have studied the European experience on inclusive teaching and learning and e-resources that can be used in postgraduate pedagogical education of teachers’ assistants. In this article you can find the results of e-learning readiness survey of teachers’ assistants and their choice of postgraduate education forms: intramural, distance learning, blended learning. The authors have analyzed which forms of instructions meet the needs of teachers’ assistants: individual programs of professional development, online consultations, e-coaching, blended learning. The conditions for e-learning implementation in postgraduate education have been defined, they are as follows: the availability of informational and educational environment (multimedia-materials, distance learning on inclusive education, online group for mutual help and messaging, online expert help: teachers and experts available for online consultations, Q&A and managing forums); digital competency of the learners (information search and sharing ideas via the Internet; developing e-resources for inclusive education); motivation of teachers for continuous professional development and their willingness to cooperate online. It is proved that e-learning is an essential precondition for continuous professional development of teachers’ assistants. The model of teachers’ assistants’ e-learning in postgraduate pedagogical education has been presented. We defined examples of didactic tasks during the implementation of e-learning and examples of implementation based on the usage of information and communication technologies (consultations, communication of educational information, sharing experience, monitoring and evaluation). E-learning for teachers’ assistants allows to: determine their personal speed, time and the sequence of learning; create individual learning paths within information and educational environment and develop personal learning networks.

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