8/6/2019 Te Toi Tupu_blended-1

1/10

www.tetoitupu.org

Professional learning andProfessional learning and

development in the blendeddevelopment in the blended

learning environmentlearning environment

Initial considerations and reflections

for Te Toi Tupu teamsDerek Wenmoth/Nick Billowes - 2011

8/6/2019 Te Toi Tupu_blended-1

2/10

www.tetoitupu.org

Teacher Professional DevelopmentTeacher Professional Development

What teachers really need is in-depth, sustainedassistance as they work to integrate computeruse into the curriculum and confront the tensionbetween traditional methods of instruction andnew pedagogic methods that make extensive

use of technology.(CEO Report, 1999 http://www.ceoforum.org)

8/6/2019 Te Toi Tupu_blended-1

3/10

www.tetoitupu.org

Teacher Professional DevelopmentTeacher Professional Development

What teachers really need is in-depth, sustainedassistance as they work to integrate computeruse into the curriculum and confront the tensionbetween traditional methods of instruction andnew pedagogic methods that make extensive

use of technology.(CEO Report, 1999 http://www.ceoforum.org)

8/6/2019 Te Toi Tupu_blended-1

4/10

www.tetoitupu.org

Barriers to effective PDBarriers to effective PD

Equity issues: staff in hard-to-reach areas and groups at higherrisk of under-achievement often excluded or disadvantaged.

Timing issues: fixed times for face-to-face meetings difficult toarrange to meet all participants.

Facilitation issues: skilled and knowledgeable facilitatorsoften difficult to attract and retain, particularly in outlying areas.

Innovation issues: often difficult to translate PLDexperiences into innovative approaches at a school/system level.

Cost issues: available funding tends to limit the number of staff whoparticipate, or the amount of time spent involved.

8/6/2019 Te Toi Tupu_blended-1

5/10

www.tetoitupu.org

8/6/2019 Te Toi Tupu_blended-1

6/10

www.tetoitupu.org

Overcoming the barriersOvercoming the barriers

Equity issues: allows for the provision of PLD in hard-to-reach areas,and for groups at higher risk of under-achievement.

Timing issues: enables participation at times that suitteachers/principals

Facilitation issues: creates opportunities to tap into the skills andknowledge of a wider group of people using the reverse mentoring

approach.

Innovation issues: allows for the more rapid dissemination ofideas and experiences to inform innovation at a school and system level.

Cost issues: Reduced cost of travel etc. for facilitators, plus greaterstaff numbers can be involved via online environment.

8/6/2019 Te Toi Tupu_blended-1

7/10

www.tetoitupu.org

Links to weekly topics

Individual login

ensures privacy.

Embedded media files

Ability to search forums

Latest news identifies most

recent additions to the site

Calendar provides overview

of course key dates

Questions to prompt

reflection and guidediscussion

8/6/2019 Te Toi Tupu_blended-1

8/10

www.tetoitupu.org

All recent activity listed

for easy access.

Course content

included

embedded media

Forums provide opportunity

for asynchronous interaction

8/6/2019 Te Toi Tupu_blended-1

9/10

www.tetoitupu.org

Initial questions???Initial questions???

In your groups, consider and respond to:

What is your experience in blended e-learning?

What does it mean to you when you talk to otherabout the notion?

How does blended e-learning appear in you

programmes at present?

In terms of teaching? In terms of learning?

8/6/2019 Te Toi Tupu_blended-1

10/10

www.tetoitupu.org

Second set of questionsSecond set of questions

Reflecting on the comments of others

What might you now consider in thinking about

the mix of blended e-learning in your proposed

programme?

What overall issues exist regarding learning styles

and the impact of blended e-learning on the

learner? What questions do you have that might need

additional information to answer?