ࡱ> W(  74L/ 0|DTimes New Roman(0(z[ 0 DHelveticaRoman(0(z[ 0  DTimesicaRoman(0(z[ 0 0DMonotype Sorts(0(z[ 0 @DArialpe Sorts(0(z[ 0 G* .  @n?" dd@  @@`` vnp0 M/_     (   )-! #"+$-%&.(V[)W*X+Y,Z./]0^'0237&'(*,/\  <1 EF4#5:9=>?@ABCDGHJ_s      A@ A1  8c8c     ?1 d0u0@Ty2 NP'p<'p@A)BCD|E?@d g4/d/d@z[ 0p` p <4!d!dl 0pJg42d2d@z[ 0pN pp<4BdBdl 0pJʚ;ʚ;<4ddddl|- 0Xr0___PPT10 2___PPT9/ 0? %O =7%Becoming a NY-RIATT@NASDSE Instructor &  QWelcome! Our session will begin at 8:30 a.m. Please make yourselves comfortable.RR& R  6" Agenda Day 1 3   oAgenda and Program Overview (David) Introductions (David) History (Gary, (9:30) Break (10:10) Mentor Program (Gary, Greg, Lorrie, 90 min) Lunch (12:00 -1:30 ) University Partnerships (Gary, 20 min) Virtual Learning (David) Adult Learning Models: Making Them Work Online Break (3:15) Building Community (David) Dinner - The Online Mentor - Time - Tested Techniques pp p  q Agenda Day 2   9:00 Specific RIATT@NASDSE Instructor Guidelines 10:00 Evaluation 11:00 Specific RIATT@NASDSE Evaluation 12: Lunch 1:00 Troubleshooting 3:00 Resources 5:00 Dinner - Next Steps - Goals Setting Conclusion   wHousekeeping Details   !Coffee & snack breaks anytime Energy Breaks and Lunches Parking Lot, Student Lounge, Letters to discuss content, process, personal concerns Take notes from each other Take small steps toward a common goal: ensure all NY students with disabilities have access to trained AT Resource Persons "  Introduce Yourself    Name Experience(s) with Distance Learning Expectations for this training - what do you hope will happen? One thing you ve always wanted to do?    Relationships, Definitions   VESID, TRE, NASDSE, RIATT@NASDSE University Participation Distance Learning -  at a distance Web - Based Training - complete course Web - Assisted Training: Student communicates through web with instructor and has in class training technologies   ;'"Relationships, Definitions (cont.) #  Computer Mediated Learning On-line Instruction -with or without an instructor Synchronous Asynchronous RIATT@NASDSE - multimedia self - learning package supported by asynchronous communication & discussion   l6What was your first experience with virtual training?  7  Was it as a student or instructor? What form did it take? What was your attitude or preconceived notion before the experience? Did your attitude change? How?   MHistory     >(Outcomes   71999: participants courses CEUs Competency Certificates*2 2 8  OMentor Program   Local Participant Support   PMentor Guidelines   _Disseminate NY-RIATT@NASDSE program information Provide course advisement Motivate participants `  RCourse Advisement   1Talk with participants about their training needs 2  SMotivate Participants   Follow-up contact to those requesting information Motivate participants to obtain Competency Certificate Provide support and information regarding local resources   Q)Disseminate Statewide Program Information *  Coordinate Awareness of Assistive Technology inservice locally Handout Information Brochures Attend / present at relevant conferences Provide additional local resource information$ !   r Inservice    Awareness of Assistive Technology Video Participant Workbook Facilitator s Guide($/$/ S  TRIATT@NASDSE Support   Inservice Materials (at cost) Information Brochures (free) Follow up mailings (free) $10.00 reimbursement for every participant mentored in each class (mentors are responsible for gaining any necessary approval from their employers)   vLunch     tUniversity Participation   |5 universities currently (M.A., grad credit) 2 universities pending No NY university participation National need for Ed.S.!! }  uParticipation Options   RIATT@NASDSE Certified Direct recruitment through RIATT@NASDSE University credit All RIATT@NASDSE credit options (PDU, CEU, Comp Cert) Independent Partnership Direct recruitment through RIATT@NASDSE University credit NASDSE PDU & Comp Cert.LpRpR   9$4Differing Viewpoints: Virtual Learning - What is it? 5   Distance Learning is the decline of the American college campus and the rise of the American educational mind. Vicki Phillips  Distance Learning is . . . true education replaced by corporate - like pressure Unknown Your quote? rS rS    :#Advantages/Disadvantages   4What are the advantages? What are the disadvantages? 5  <&3What is the typical distance learning student like? 4  Voluntarily seeks more information Motivated High expectations Self disciplined More serious about classes/topics Older than traditional student   )Instructor Responsibilities: Facilitation *  TContent Facilitation Managerial / Administrative Facilitation Community Facilitation U  B+Content Facilitation   What it is Gentle guidance/coaching Directing understanding of concepts-critical thinking\ Introducing resources and how to use them - research skills What is is not &        D-&Content Facilitation - What it is not: '   Sage on the stage Help Desk Support Assignment/instructor evaluation G     C,(Managerial / Administrative Facilitation )  OBasic instructor guidelines ASHA/RIATT interaction Paperwork guidelines Grading P  G/0Managerial / Administrative Facilitation (cont.) 1  ZSetting Course and  Classroom Expectations Dealing with Students  comfort zone Staying on track - syllabus design Setting limits and rules Providing technology assistance   I0Community Facilitation   VGroup cohesiveness and harmony Interaction/discussion Collaboration Meta-communication W  J1TAsk: In What Ways Can We& Build Community? +  Assess the Situation. Get the facts. Generate possible solutions with green light, non- judgmental thinking. Select the best    fDInstructor Preparation   What do you do now to prepare students for online learning? If we don t train students to be online learners are we setting them up to fail? If we do, are they more likely to finish the course, learn more and do it again?   O4Instructor Preparation (cont.)   Attitude - comfort level with tools/methodology Time - how much do you have? Content Knowing your stuff Choosing what to present How to present concepts and procedures&USUS   Q5Student Preparation   PFear of unknown Nothing left to chance - no cues/assumptions Guidelines not laws Q  T6Adult Learning    Peersonalization Problem Solving (Independence vs. dependence Active Engagement Learning Styles a  V7Learning Styles   )Auditory Visual Kinesthetic Environmental *  X8Introverts vs. Extroverts   Introverts Internal dialogue Internal sense of privacy Establish /evaluate presence internally Extroverts External dialogue Establish/evaluate presence with non-verbal cuesL T C T C   ?* Community   Definition and Requirements to build / maintain A reason to connect Not small talk Learning vs. social community Encouragement of personal presence Group norms, expectations, boundaries, rituals (who decides?) Availability / encouragement of personal interactionsN0-0-   [:Types of Community   )Constructive Collaborative Transformative *  \;Group Dynamics   KLeader, mediator, participant, observer What role does the instructor play? L  ^<Encouraging Interaction   LQuestioning techniques Convergent Divergent Weaving Requiring participation?6!! M  jQuestions / Discussion     U Why Mentors?   gIncreased participation statewide Increased participant support Increased level of statewide competence h  VMentor Guidelines (handout)     mMentoring Goals    Given that we want to ensure that all NY students with disabilities have access to trained AT Resource Persons, in what ways might we recruit participants for our courses? Small groups of 4-5 Select recorder and brainstorm(10 minutes) Vote on top 3-4 strategies to share with the group Master list to be compiled, shared at TRE / NASDSE web sites, discussed online as part of instructor listserve :    n Commitment   )Team commitments. Individual commitments. *  oQuestions / Discussion     /8AEHKPRSUW Z ] _ ilnpqrtuvwxyz.0123456789:;<=>?@ABP  ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,?lKd@   d lA@  d`"  n?" dd@   @@``@n?" dd@  @@``PR    @ ` ` p>> ld( HX]P ^L y #    RB7 C DEHFPd @1?q 6 6 n(dx  G b q %(@B yx2  HG1?   ` wawa1 ?3oS  X Click to edit Master title style!!  D  Z\wawa1 ?&o  RClick to edit Master text styles Second Level Third Level Fourth Level Fifth Level!    S  B  s *vn ? GGG333 ,soaringb.ppt - Soaringx 0 0( x   <> ??P!   ^*     <C ?? !  `*    j  s * ??* -  &  <F ?? @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    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Body language Visual cues How did that feel? How uncomfortable was it? What was different about I from standing up? QUESTION PARKING LOT for questions to answer later STUDENT LOUNGE: for questions off topic but instructors have to go there (coffee service, hallway, etc.) RR R  H  0޽hdS ? ̙33  0 0\( $$ 0X 0 C * -    0 S  @   ^None of these are natural   H 0 0޽hdS ? ̙33(- 0 px( $$ pX p C * -    p S ~ @   z6Help them figure out their blob! Ask how will you use this in your job? Why do you want to take this course? Online learners have a better chance of being independent learners/thinkers -it takes less time to learn conceptually Demonstrate conceptual learning with Lesley s alphabet is it of value to them? can they index it, relate it to something else? Conceptual learning takes less time! Transference!   H p 0޽hdS ? ̙33/ 0  |,(  |X | C * -   ~ | S $~ @  ~ .2. Most students have never been in online class so explain level of detail to make them feel comfortable e.g., with postings, facilities and with tools. Other exanmples? 3. Be familiar with concepts how long I ll teach, cover What I say I ll cover. Separate class - ask what they want (beginner, advanced) 4 no flaming, solicitation, lurking, prevent by giving passwords to msg board and require participation, use private email to ask students to participate see glossary 5. One sysop per course. I want people who can teach not troubleshoot! But sysop and facilitator need training on how to work together!dc&       H | 0޽hdS ? ̙330 0 VN0( x X  C * -   ~N  S ~ @  ~ 1. Group cohesion defined: all listen to each other and all have common goal. Create/ maintain sense of honesty so people feel free to speak their mind like regular class. Don t answer own question or it will kill interaction. Instructors build group cohesiveness by reading all posts and combining them back to class in new format 2. Use specific assignments, weaving of posts 3. Dittto plus encourage discussion among 2-3 different people with differing viewpoints 4.1 step past active listening - it s active communication: is this what I heard you say? Here s how I reacted to it. Is this what you intended? 5. My biggest job - get these people to talk and understand each other. Activity - look at posts booklet!!   H  0޽hdS ? ̙334 0 `F( x X  C * -   ~  S T)x @  ~ HMethodology - am I comfort with letting people learn independently because they ll learn more? If not change that attitude!Research on benefits says ----I have to be online with content/concepts vs procedures. 2. Choose content: white board, virtual tours (web searching game-make it simple for them to find. Sky s the limit with imagination) chat, power point presentation; application sharing. 3. Take time needed for everyone to get it. Use parking lot as marketing tool for your next class. If people ask questions off topic or out of your area of expertise. Students will spend more time on class than instructor. Instructors need to network &share resources. Analogies- students need a bridge to understand what the thing is being compared o. E.g. obsolete directions (street address v.relative from where I am now. Followup with chat. Synchronous tool everyone has own mic2t t  H  0޽hdS ? ̙33* 0 n(  X  C * -   ~  S *x @  ~ pDefine: band, church, tribe Share norms, rituals, appreciation for differences Instructor sets pace but participants establish norms, e.g., do you want everyone to post, use acronyms, proper grammar? Avoid small talk by having group est common goal, critical thinking techniques, discussion Encourage social, but keep separate 2. Whole, small group, 1:1 st; :1 w/ chr, Emoticons as personal presence. Make happen with facilitator, agenda, dyads, process, intro s sm and large grp activity.GZm    `            H  0޽hdS ? ̙33~5 0 >6p(  X  C * -   ~6  S Fx @  ~ 1. Ask class to list 2. Review of initial posts. Why do intros? Ice breakers, needs assessment. Do intros with a purpose! Give guidelines for intros & purpose make them have communication with someone else. E.g. find someone you have a similarity or difference with. Or pair off and discuss ____. Be careful with sarcasm! Eliminate if, but however, not; tell them relevant stuff you have to offer to course; If you ask people to post, ask them to respond do 3. Let hem help establish rules. Rule setting as a form of evaluation and est. group cohesion! E.g., ask class how do you feel about grammar? Jargon, abbreviations. Note: some people come to Dl cuz its thir only acess to community. Alwys give handbook, up front support material in format they re used to. It s our responsibility (st & T) to make sure you learn this. BA B  H  0޽hdS ? ̙336 0 KC(  X  C * -   ~C  S  Tx @  ~ 1. Call by name, recognize & identify them with an idea of theirs -personalize comm. With idea, thoughts, how they communicate. 2. Analogy of teaching a baby to walk. Doent set sel up to be a help desk. Encourage them to link with each other, make the P.S., struggle, learn on own! 3. AE - st. directed learning - they decide what how when they learn. G/T psychology applies here!&      H  0޽hdS ? ̙33<7 0 ( $$ X  C * -   ~  S d\x @  ~ 1. Words and pics 2. Wav files, real audio 3.offline Hands on activities (asynchronous) but be careful not to overload them with too much of each Synchronous -powerpoint, balance with variety e.g. whie board, flip chart Envionment: students are responsible for their own comfort. Tell them up front:  Figure out best time, lac, light, location to take this course. I.e., give hem tools to manage their own learning - different activities for diff places                       ^    u      H  0޽hdS ? ̙338 0 R(  X  C * -   x  S hx @  x TIntroverts make better online learners Extroverts - we take away their body language so they look for senses, se we need to use meta comm to make them feel comfortable Give each group the tools to communicate in manner t which they are accustomed&    r  H  0޽hdS ? ̙33D; 0 ( $$ X  C * -   x  S |vx @  x >Allow students to give feedback to each other Instructor - participate as another member You will participate on two levels as you take the course- student and future instructor and as future instructor, two levels Self improvement / course improvement Improve the course methodologically by improving your Knowledge, methods Enter into partnership with instructor - learn all you can to be able to teach it better for your NY students Course improvement - requires time to get approval for substituting course content and aligning with NASDSE competencies(?H ?  H  0޽hdS ? ̙33< 0 \T( $$ X  C * -   xT  S }x @  x Experts say no - rather here is the course requirements or weekly post, then check in on them 5% of grade is class participation - so hey forfeit that. Instructor choice?   H  0޽hdS ? ̙33 D 0 P\R(  \^ \ S * -   x \ c $x @  x HMethodology - am I comfort with letting people learn independently because they ll learn more? If not change that attitude!Research on benefits says ----I have to be online with content/concepts vs procedures. 2. Choose content: white board, virtual tours (web searching game-make it simple for them to find. Sky s the limit with imagination) chat, power point presentation; application sharing. 3. Take time needed for everyone to get it. Use parking lot as marketing tool for your next class. If people ask questions off topic or out of your area of expertise. Students will spend more time on class than instructor. Instructors need to network &share resources. Analogies- students need a bridge to understand what the thing is being compared o. E.g. obsolete directions (street address v.relative from where I am now. Followup with chat. Synchronous tool everyone has own mic2t t  H \ 0޽hdS ? ̙33 0  x ( x xX x C * -    x S (Z @   "  H x 0޽hdS ? ̙33@" 0 0( W   X  C * -   x  S x @  x DThose people who worked hard to make this a reality should be congratulated on a job well done to help tailor this training to the needs of NY students and professionals because the agenda today is a result of our meeting with Gary and SED in July 98 and of the subsequent TRE advisory Council meetings. RIATT is doing this training differently here than in any other state. This, it is new for RIATT and for TRE/SED. Thus, we are learning as we grow. But our job is not done - we re just beginning - more tailoring needs to be done. So the KEY is flexibility: We will need to count on each of you to contribute your ideas toward making this statewide training effort a success. We ll give you the confidence to be flexible by giving small steps and positive rewards as we work toward a common goal #! #  H  0޽hdS ? ̙33o 0 /'p( 00 X  C * -   x'  S x @  x u1840 sir Edward Pollack translated bible with help of correspondence courses can each be with or without instructor.vu v  H  0޽hdS ? ̙33' 0  ( W ܕ  X  C * -   x  S Px @  x "  H  0޽hdS ? ̙33D( 0 ( W ě  X  C * -   x  S xx @  x 0Discuss handout 1/2 hour small group discuss activity on NY Mentor responsibilities KEY is flexibility: this is new for NY - It is also new for RIATT@NASDSE staff. So we need your ideas to ontinue to tailor this training to our needs. Look at outcomes form - it will be mailed to your students to prove program is working- do you see anything we need to add for New York? (I.e. FL has three sections: assessments, training, TA) Small groups of 2-3 answer - see it from two points of view: situational (doing the task and why and person who has to fill it out10&    m  H  0޽hdS ? ̙33 $ 0 [(  X  C * -   x  S x @  x ]#3 is homework for septmebr&      H  0޽hdS ? ̙332# 0 ( 00 X  C * -   x  S x @  x List as large group Process Students need opportunity to say the whole group and 1:1 these are the class rules Colleges have access to more web-based resources and people Over 70% of corporate training budgets are in travel. Will students be honest and say I m bored?  &      H  0޽hdS ? ̙33& 0 g(  X  C * -   x  S x @  x i1. No prisoners, no vacations 3. Of ourselves Can you Add any?: not afraid to give feedback Risk taker; Not afraid of technology; Open minded; Focused. Warn them to be responsible, and help themselves before going to Help desk (RIATT@NASDSE) All students come to class content blob w/ their own content blob. Training creates the need for help desks. So use strategy of Metacomm=comm about comm TRE & NASDSE websites are help desks for you.tv                     H  0޽hdS ? ̙33+ 0 d(  X  C * -   x  S x @  x f"1. Help them figure out there blob## #  H  0޽hdS ? ̙33P, 0 (  X  C * -   x  S \x @  x <Separate presentation by greg - jump in here or do tomorrow.=<&      H  0޽hdS ? ̙331 0 @( W   X  C * -   x  S   @  x Dave! This is an activity! Do it! Smal groups of 3-4 Brainstorm - 3 o 5 minutes Break out ane report to whole group - collect and write out for printing and sharing @#    3    I  H  0޽hdS ? ̙332: 0 ( W ,  X  C * -     S p @   @1. I m giving you problems to solve, a framework ala the tribal campfire 2. Work together after story is told at the old watering hole 3. Think and learn about how you learn - e.g., tribal: stories passed on around the campfire. Good leader has people constructing new learning - get them to relate it to themselves in a collaborative mode. E.g., Alone in a cave it s true reflection point offline is best for that   H  0޽hdS ? ̙33O 0 0,(  0^ 0 S * -    0 c $ @   "  H 0 0޽hdS ? ̙33m 0 P,(  ^  S * -     c $| @   "  H  0޽hdS ? ̙33n 0 z`(  ^  S * -   t  c $x @   Clarify: You were selected from JMT regions p so that course participants can meet in labs for hands on, study together, see video together. So - teams of people that you can muster in your area- what can you do together to recruit? Collaboration is critical here- what can you do together to recruitment? Which of these strategies are you willing to commit to as an individual? We ll send you the list and you check off and write back to us (student lounge or letter writing)   H  0޽hdS ? ̙33q 0 @,(  ^  S * -     c $ @   "  H  0޽hdS ? ̙33t 0 ,(  ^  S * -     c $ @   "  H  0޽hdS ? ̙33w 0 P( P X  C * -     C x @   "  H  0޽hdS ? ̙33M 0 ( _Z@{@ X  C * -     C  @   "  H  0޽hdS ? ̙33Nl 0 ( $O% X  C * -     C 4 @   bQuestion becomes how do we keep it interesting? List three ways with a partner (dyad) Vicki Phillips said on my list serve that Distance Learning is the decline of the American college campus and the rise of the American educational mind DL . . . True education replaced by corporate - like pressure Unknown Tools are key! Students can see my power point lessons online or while I talk they can hear it. Synchronous training - realize that I ll not use all tools all at once - so don t be daunted by the technology. 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(%."Systemhi-@Helvetica-.  2 r;-.-@Helvetica-. 2  RIATT@NASDSE (%#"9(%%(%%.-@Helvetica-. 2  Instructor.-@Times-. '2 jWelcome! Our session s- % #   .-@Times-. -2 will begin at 8:30 a.m. #       % .-@Times-. *2 Please make yourselves   %   .-@Times-. 2   comfortable.&   .-՜.+,0    CustomBOCESmJ..A 4Times New Roman HelveticaTimesMonotype SortsArialsoaringb.ppt - Soaring&Becoming a NY-RIATT@NASDSE Instructor Agenda Day 1 Agenda Day 2Housekeeping DetailsIntroduce YourselfRelationships, Definitions#Relationships, Definitions (cont.)7What was your first experience with virtual training? History OutcomesMentor ProgramMentor GuidelinesCourse AdvisementMotivate Participants*Disseminate Statewide Program Information InserviceRIATT@NASDSE SupportLunchUniversity ParticipationParticipation Options5Differing Viewpoints: Virtual Learning - What is it?Advantages/Disadvantages4What is the typical distance learning student like?*Instructor Responsibilities: FacilitationContent Facilitation'Content Facilitation - What it is not:)Managerial / Administrative Facilitation1Managerial / Administrative Facilitation (cont.)Community Facilitation+Ask: In What Ways Can WeBuild Community?Instructor PreparationInstructor Preparation (cont.)Student PreparationAdult LearningLearning StylesIntroverts vs. Extroverts CommunityTypes of CommunityGroup DynamicsEncouraging InteractionQuestions / Discussion Why Mentors?Mentor Guidelines (handout)Mentoring Goals CommitmentQuestions / Discussion  Fonts UsedDesign Template Slide Titles._mxTRETRE  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(HHPowerPoint Document(mDocumentSummaryInformation8