Note: - taught at Yukon College - no longer taught - model needs to be updated to encompass web conferencing connectivity - included because it was effective. Could be utilized by anyone who still does full room videoconferencing?
Note: Included in Traditional ISW models as only real difference is in the addition of delivering three mini-sessions through full-room videoconferencing - extending the hours to add technical skills addition but following the traditional model.
Purpose: to help instructors teaching through full-room videoconferencing to practice and improve their active teaching and technology-supported teaching skills
Format: 4 day workshop, 32 hours, 5-6 participants per 1 facilitator, small group setting (also taught with 2 facilitators and larger group)
Process: Participants review videoconferencing capabilities and tools before beginning the mini-lesson planning process. Participants design and conduct three “mini-lessons” with “students” in the same room and connected to “remote” classrooms; participants gather together face-to-face to review verbal, written and video feedback. Facilitator is videoconference expert and includes some “tech tips” to improve practice during group feedback session.
Approach: experiential, adult learning, peer-based, reflective practice, participatory learning
Topics: theory and practice of teaching adult learners, writing learning objectives and lesson plans, techniques for eliciting learner participation and planning for technology-related issues, and suggestions for evaluation of learning.
1. Improve videoconferencing teaching practices through delivery of three mini-sessions.
2. Facilitate active learning and participant engagement.
3. Develop lesson plans utilizing the BOPPPS-model and including technology-related issues.
4. Write effective learning objectives/outcomes
5. Contrast “good” traditional and technology-supported teaching practices
6. Use feedback and assessment strategies appropriately.
7. Demonstrate adult learning and participatory teaching practice