http://youtu.be/WLXa1kEMooU

If you click on the writing anywhere on the page it will replay the video and audio from that point.

This is a list of workshops offered by The National Centre.

This image is licensed as CC Atribution which means:
to Share — to copy, distribute and transmit the work
to Remix — to adapt the workUnder the following conditions:

Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).

These statements provide the rationale for choosing a blended delivery model for this module.

“This research shows that blended learning provides an
effective model for meeting the needs and learning styles of busy
teaching professionals because it allows for a more flexible study
schedule than a lectures only course (Swenson & Curtis, 2003).”

“Blended learning offers more flexibility to learners because some of the
learning takes place at scheduled face-to-face times, while other parts
of it may occur online at their convenience.”

“With blended learning, the collaborative possibilities are numerous.
For example, teachers within the same school can collaborate in face to-
face sessions that focus on “hands-on” material development or
review, and then share their thoughts and experiences online as they try out the materials. The online discussions could be with their
colleagues in the same school or beyond their school with other
teachers engaging in similar activities. The blended model would also
appear to support the “critical friends” approach to professional
development that aims to increase student learning by creating
school-based teacher communities whose members carry out practice
centered collegial conversations” (Curry, 2008; Dunne, Nave, & Lewis,
2000).

“Blended learning programs can be designed to extend to
a full school year or even longer because teachers do not need to be
removed from classrooms for extended periods in order to participate.”

“Face-to-face sessions can coincide with professional development
days.”

“Similarly, if teachers from other schools and school systems are brought into the online conversations new ideas and suggestions can be introduced and discussed.”

“Some aspects can  be dealt with online and the more hands on activities
which with face-to-face interactions. An added advantage of blended
learning appears to be that teachers are able to immediately try out ideas
in their classrooms that are proffered in the online community rather
than waiting, thus providing the opportunity for “just-in-time” professional
development” (Northrup & Rasmussen, 1999).

(Voogt, Almekinders, van den Akke & Monen, 2005). Their study suggested that blended programs can help teachers better understand and implement technology into their classrooms and, to a lesser extent, adapt exemplary materials for their own settings.

evaluation-plan.pptx

* Can the module be run repeatedly without major alteration (for efficiency), for several years? – probably what do you need to consider for this to happen? This will depend on the results of an evaluation of the pilot and the first iteration after that wont it?  Yes,  some things might change over time as we get more experience with embedding l&n. For instance, we do not know yet whether the Assessment Tool is a good measure of gains in l&n, there may be more reliable ways to measure this.

* Is there going to be enough continuing student demand to cover the costs? – Depends on the costs . Also it depends on the needs of the tertiary sector – how can you ascertain this? needs analysis perhaps which can be part of your evaluation plan, and is best done prior to spending too much time developing the course. The costs involved for developing the course have so far been negligible as the course has partly fallen out of other work I have been doing anyway. PD that was being delivered anyway has been pulled into this more permanent course.
* Will the fees/income cover the costs of operation? – Depends on the numbers of participants. there may be a formula used by Finance regarding the number of paying students you need to break even, and to make a profit. It is worth finding this out so you are making decisions based on accurate estimations, and organisational policy. Heather Day should have this information. My role in the Learning Centre is to support staff with l&n issues in their courses, so once again, some of the costs of delivering this course will come out of “business as usual”.
* Do you know the real costs of operation? – Mainly the facilitators time (quantity still unknown). also overheads for the organisation. one would hope that the more sustainable the operation of delivering the course, the cheaper it is. If doing this course leads to better success and retention of students then the course will hopefully pay for itself.
* Is the teacher workload realistic? Does it rely on enthusiasm and commitment? If so, what happens when that runs out or people move on? (There should be a number of qualified literacy and numeracy specialists in the institution to take over the role.) this is where co-teaching is wonderful, because theoretically there is always someone in the know, and will prevent increases in workload having to train new facilitators all the time. It also helps with continuity. Collaboration in the development of resources is also important in keeping workloads manageable, and re-using resources which are already openly available. The use of OER where resources are readily available and able to be customised and adapted easily is more sustainable. You also have the advantage of a national community contributing to the literacy and numeracy initiative. Yes, this is a national initiative so there are external pressures which will support the continuance of this focus on l&n.
* Can the module be taught without the original author? (Probably if there is a good platform for content). Again this depends on the use of an open collaborative process, and co-teaching approaches. You are right if content is well designed for self-directed learning the learners can make use of it without a facilitator. Ideally embedding l&n will become “business as usual” and the concept of embedding l&n into vocational delivery will seem obvious to all.
* It is important to think about continued access to any linked learning resources and whether they are copyright cleared for the period. Is a continuing institutional subscription needed for any linked electronic materials? (Most national content is freely available and should be around for many years). what is the copyright licence on the materials – CC by attribution? This could impact on using it on platforms such as WikiEducator. Also how is the site where the material is housed maintained – governments change, and web sites are dismantled. Materials from TEC are copyright to the crown – does this mean they belong to the NZ tax payer? They are readily available and free now, so unless the focus changes (and perhaps in the future the need to address l&n in tertiary education will go) I imagine the resources will still be available.
* How self-contained is your course? Is it connected to other courses that might change? Can you design your course so that it has no dependencies? (Very self contained) Why and how is it self-contained? It does not have any pre-requisite for entry, it does require the participant to have learners.
* Where are the materials and supporting notes going to be stored? (Wikieducator, Moodle, national education websites) are these reliable sites, i.e., well-maintained by reputable organisations, well-funded etc? It might pay to back up some resources to DVD in case a website disappears.
* What arrangements do you have for course evaluation, and how does it feed back into the operation? (System of evaluation already in place for institution) you would probably want to add to this now following the presentation about evaluation and the ADDIE model of design. Formative evaluation through the phases of analysis, design and development is critical. I guess you will link to your evaluation plan? The organisation does summative evaluation well, including annual review, but this is like “the ambualnce at the bottom of the cliff” for a new course. Good point,  I will create a separate post for evaluation.

* What arrangements do you have for course maintenance and redesign? – (Part of a programme of study) yes this is part of annual review, however maintenance evaluation is not done well by the organisation. When do you expect to review the currency of materials and conduct a “proper” maintenance evaluation to ensure quality of the materials and strategies, technologies and learner experience still prevails, that is, they are keeping up with trends in the tertiary sector? I would expect this to be ongoing. Also if one of the main methods of learning is action inquiry then methods will be continually evaluated.

Also think about the workloads for students, and the access to the materials once the learners leave the organisation. It is not a sustainable design if learners have to re-invent the wheel and re-develop materials if they go elsewhere to work and need to use them. That is why having open access to the materials within a collaborative community is so important – this also helps retain currency without too much extra work by individuals. Would you agree? Very much so, which makes me think more about the mix I will use between Moodle and wikieducator, I think I need to put more material into wikied, and less in Moodle.

This is the above table as a PDF:  CCEL table

As with other courses in the GCTLT, a facilitator will need to be appointed to oversee the course and provide the blend of self-paced online activities with the f2f and group activities.

As teaching staff are moving more towards delivery of their courses using  Moodle as a platform for the content, additional training in creating digital support materials for their students would be valuable. A literacy and numeracy lens should be applied when viewing all content developed for students. Training of  EDC staff to apply the L&N lens when working alongside teaching staff would also be beneficial.

When viewed in general terms, there are minimal resourcing requirements for this course other than sufficient time allocated for the facilitator.

Costs associated with training to embed literacy and numeracy

Room and computer lab hire for f2f training
Here is a link to a developing Implementation PLAN

http://wikieducator.org/Embedding_Literacy_and_Numeracy_Module/Assessment

After consultation with Heads of Schools it is apparent that the PD demands on staff can be onerous. This module has been designed in such a way that completion of the module will occur naturally for all those tutors embedding L&N into their courses.