A possible starting point for thinking about designing online courses???

Image by hazelowendmc via FlickrThis presentation has been designed as a starting point for anyone thinking about online learning. It's a very brief overview that looks at some of the outcomes and interactions that might be desired, along with a tool that may be used to help achieve this (with careful learning design). It is not supposed to be exhaustive...more of an indication of potential and something that leads to more questions.

 ICT Enhanced Learning & Teaching Potential 

View more presentations from Hazel Owen.

E-pilot - Enhancing students' literacy with ICT

Image by Getty Images via @daylifeThis Voicethread provides an overview of an e-Pilot  project with eight primary and secondary teachers that focussed on how digital content might assist in meeting the diverse literacy needs of their students.

The Voicethread gives and overview of all the initiatives being implemented by the teachers, the impact on their students' learning, and reflections from the teachers on their experience of being involved in this type of Professional Learning and Development.

The organisers and teachers would welcome your comments and responses recorded directly onto this Voicethread.

Virtually Engaged! Building Virtual Professional Development Communities

This is the Prezi I developed to go with a presentation I gave at Shar-E-Fest. The Prezi resource was designed to be used as a presentation at the 'top' level, but if you look closer, and drill down (a bit like a treasure hunt), you will find heaps more detail. Have fun!!!

The abstract reads as follows: "Current models of Professional Development (PD) provision are being evaluated. As a result, one of the mainstays of education intuitions, the generic workshop, has been identified as having number of fundamental flaws. Hand-in-hand with this is the request by teachers for increased PD to help them with ICT Enhanced Learning and Teaching (ICTELT) projects. The Virtual Professional Development (VPD) Model has been developed in response to these factors. VPD is based around a community of learning, with a goal to provide peer-supported PD around ICTELT.

There are currently ten tertiary, secondary and primary school teachers from a variety of locations ranging from Kaitaia to Canterbury involved in this pilot initiative. The national facilitator works with these teachers to develop their own highly-contextualised learning plans. After an initial face-to-face meeting the group now meets regularly using the Internet based webinar tool Adobe Connect to share skills, experiences and ideas and to enable peer mentoring relationships to build. Facilitated sessions are at a time and place which is flexible to each teacher\'s needs. These exchanges are complemented by interactions within a social networking space (Ning), as well as through access to their own \'sandpit\' courses in a learning management system (Moodle), where they have the opportunity to experiment and try out skills before going live with learners. Skill-sets and experience vary in the VPD group, and this is offering great opportunities for participants to take on facilitator and learner roles.

The main factors that are becoming apparent from the evaluations to date is that the VPD model could be effective for future PD initiatives. However unlike generic workshops, VPD is mainly 1) about affective factors - community, belonging and relationships; 2) a personalised, contextualised curriculum; and 3) an experience where upskilling takes second place to a teacher\'s own learning \'journey\' which is all about their identity as educators and their beliefs about learning."

Virtually Engaged! Building Virtual Professional Development Communities on Prezi

Please cite as: Owen, H. (2010, 27-28 September). Virtually Engaged! Building Virtual Professional Development Communities. Paper presented at the Shar-E-fest Conference.

Virtual Professional Development - what can that look like?

Image by hazelowendmc via Flickr

Virtual Professional Development (VPD) is a concept that can offer opportunities for teachers and other education practitioners to focus on things that are relevant to their students, their students' needs, and their own spheres of interest and beliefs about learning.

One project (in which Ethos has taken a key role) that has been trialling how a VPD community of interest might function, and how it might 'look' is the ICT Enhanced Learning and Teaching Virtual Professional Development Project currently underway in NZ, with funding from the Ministry of Education.


Communities of Interest, especially those where the formation of learning communities and consequent achievement of formal and informal learning outcomes, is central, are essentially non-hierarchical. The Virtual Professional Development (VPD) model is, therefore, attempting to locate non-hierarchical communities within hierarchical ones. Although, ideally, it might be suggested that a shift in the existing education paradigm would be a positive move, this is unlikely to happen within the timeframe of the development of the VPD framework. However, this does not create an insurmountable barrier, but rather is an indication of the types and level of support that may be needed to help VPD participant teachers to transition into a more fluid model of professional development, as well as coping with some of the restrictions and frustrations they may consequently encounter.

The focus within the communities is firmly on relationship building, contextualised learning, and personalised, negotiated learning outcomes for teachers (as well as their students). One of the key benefits of the VPD model is that the PD is completely contextualised within a teacher's school culture. Learning outcomes are negotiated by the VPD participants, and the skills they identify as important are directly related to the students with whom they are working. Facilitated sessions are at a time and place which is flexible to each teacher's needs. As a result, the content, tools and meaning of the PD are subsumed within the teacher's function of being part of their own school's/institution's community, rather than being the central focus as can happen with more traditional approaches to PD via generic workshops. Teachers will be scaffolded to help them and their school identify learning requirements, and access and share PD focussed on the needs of their students and school community (e.g. the eCapability Model). In turn, this will help schools align their planning with government priorities and initiatives such as national standards, NZC, Ka Hikitia and the Pasifika Education Plan.

To see this video full size go to: http://blip.tv/file/3785995

Knowledge creation/management and communities....

Image source: http://www.ewenger.com/

This is an informative, insightful interview conducted by CIO Insight with Etienne Wenger entitled Expert Voice: Etienne Wenger on Knowledge Management. I felt it, in part, addressed a couple of questions that arose in the Ning workshop Vickel and I facilitated with the Department of Management and Marketing this week on why one might cultivate communities between colleagues, learners, and a combination where appropriate.

The interview covers questions such as 'Who has used technology well to support a community?', 'Is there a risk of overmanaging communities?', and 'So the value of communities extends beyond the creation of knowledge?'.

The introduction to the interview reads:

"How is knowledge created? And what's the best way to put that knowledge to use? Those two questions have long been central to the work of Etienne Wenger, an independent researcher, consultant and author. The 49-year-old Wenger, a native of Switzerland, has spent his career spreading the concept of "communities of practice"—groups of people within organizations working together to create and apply knowledge."