ISW plus

These models build on the traditional synchronous delivery of ISWs.

Each model varies something about ISW. several of these  models are under discussion as to whether they qualify for certification (recognition?) as traditional ISWs. Many aredelivered to participants who have already completed a traditional ISW.

1.  ISW +  (Qatar)

Described briefly in a International Committee teleconference (September 2013) from Cindy Welsh, College of the North Atlantic in Doha, Qatar

Participants complete a traditional ISW (face-to-face), reflect on their learning and then teach 3 mini-lessons using Web2.0 tools

see email from Cindy, Jun 15, 2013

2.  ISW online (RRU)

Royal Roads University - developed by RRU - focused on facilitation skills online - provided as an open educational resource (OER) - model and resources updated June 2013 - http://oer.royalroads.ca/moodle/mod/page/view.php?id=13

  • developed with same focus as traditional - adult learning, participatory, peer-based, reflective practice
  • each participant participates in a facilitation team to deliver one (sometimes more than one) mini-session
  • mini-sessions are pre-determined; participants assigned to teams by ISWo facilitators
  • 5 weeks if you include the 1 week of pre-work (4 unit topics)
  • minimum of 6 - 8 hours per week for online activities and course readings; more hrs in week you facilitate a mini-session

From 2013 updated ISWo Overview - http://oer.royalroads.ca/moodle/mod/book/view.php?id=14&chapterid=4

  1. Apply adult learning principles and theory to online teaching
  2. Facilitate online learning more effectively
  3. Build and sustain online community
  4. Manage the online course environment
  5. Use feedback and assessment strategies appropriately

3.  ISW online (WesternU)

University of Western Ontario - adapted from RRU model

D. Kim Holland, Instructional Designer     Phone: (519) 661-2111, ext. 84612     E-mail: kholland@uwo.ca

University of Western Ontario - see PDF document (newsletter article from Contact North about Kim’s redesign of the ISWo from RRU) attached to this page.

Participants:

  • devote six to eight hours a week to reading and online activities
  • expect to log in at least five times a week.

Week 1:  Prework - video and info about course process + materials; complete Kolb learning style assessment; review participation rubric

  • Each participant assigned specific facilitating roles in the online class, so that all participants function as both facilitator and learner
  • Each participant assigned to a group; each group facilitates one mini-session throughout the course.

 Week 2:  Community Building and Facilitation

  • participants review learning objectives, directions on how to complete the unit, links to required and optional readings, links to YouTube videos and course resources. Activities include:
  • a mini-session, facilitated by 3 participants that involves a discussion and activity on work-life balance;

  • the course facilitator manages discussion on community building and participants contribute images and ideas;

  • participants respond to discussion questions posted by the course facilitator, based on the week’s readings

  • each participant starts a course blog (reflective practice)

  • one participant comments on all blogs to encourage participation and share ideas

Week 3:  Putting Theory into Practice

Weekly readings and notes plus activities including:
  • two participants lead an online discussion about strategies to resolve issues presented in a case study

  • participant facilitators can choose the tools to be used and the course facilitator sets them up (e.g., wikis, voice-over PowerPoint presentations, etc.)

Week 4:  Facilitating Online Teams

Weekly readings and notes plus activities including:

  • two participants lead an online discussion about strategies to resolve issues presented in a case study

  • participant facilitators can choose the tools to be used and the course facilitator sets them up (e.g., wikis, voice-over PowerPoint presentations, etc.)

Week 5:  Reflection on Learning

Participants are asked to reflect on:

  • course tools and strategies;

  • the roles that the participants played;

  • online management strategies;

  • effective assessment, and,

  • key observations about the course

4.  Online ISW (Institute) Blended delivery

Andrew Marchand, researcher, currently in process, testing at University of Victoria

Note:  More details will be added as Andrew's research is completed.

Delivery:  blended, 2.5 weeks

General Questions:  What portion of the learning/practice takes place online? as in your LMS? or is it all synchronous sessions but sometimes delivered through web conferencing tools?

Day 1:  (face-to-face??)  12 participants will learn about BOPPPS, CARD, learning outcomes, etc., participate in group development activities and then learn about the technology to be used for desktop capture, lecture capture and web conferencing delivery

Week 1:  (online or face-to-face or both??)  Participants develop a desktop capture lesson with student activities (using Camtasia) Participants will focus on delivery and peer feedback.

Week 2:  (online or face-to-face or both??) Participants learn to capture lectures (probably using iPads with iMovie or Camtasia)

Final Day (in the .5 week?) Participants deliver a lesson (synchronous) through Collaborate (web conferencing) to participants. With 12 participants, this is divided into two groups of six.