Education vs. Training

As I wrote my bio for use in an  overview for a conference presentation , I looked at my 22 years of experience and thought to myself, what a wonderful mix of experience in the areas of education and training.   However, some tend to think that both are the same.  Here is an excerpt from from a letter to the editor of National Forum: The Phi Kappa Phi Journal, Spring 2000, p. 46, written by Robert H. Essenhigh,
Ohio State University.   It sums it up so nicely that I think I need to make a t-shirt that states, " It's the difference between know how and know why."

"The difference? It's the difference between know how and know why. It's the difference between, say, being trained as a pilot to fly a plane and being educated as an aeronautical engineer and knowing why the plane flies, and then being able to improve its design so that it will fly better. Clearly both are necessary, so this is not putting down the Know-How person; if I am flying from here to there I want to be in the plane with a trained pilot (though if the pilot knows the Why as well, then all the better, particularly in an emergency)."

Salary Calculator....hmmmm

Thanks to our friends as Learning Solutions Magazine; its nice to know what you should be paid...

http://www.learningsolutionsmag.com/articles/837/#calc


BTW, yeah I know I am some months late :-)

Differences of Asynchronous Learning and Synchronous Learning: Definition of Asynchronous and Synchronous Learning

Sooooo, I was involved in a discussion concerning synchronous and asynchronous online learning activities and whether they should be the same.  As many know, learning strategies cannot be cookie cutter for both.  Think about it, would you prepare for a game that requires a coach such as football the same way you would prepare for a game that doesn't require a coach, such as hop scotch.  No, you would not. If the instructor is going to be in class, at the same time as the student (synchronous) then you would build in instructor interaction and learning activities that go along with that interaction.  If the instructor is not and the student is working on their own with the instructor facilitating from afar, AND NOT AT THE SAME TIME, the instructor interaction and activities would have to be designed differently.   It goes back to what I have always said before; NOT everyone is an instructional designer.   Bottom line; everything can not be the same. 

I ran across this  article which breaks it down for even the most inexperienced. 

Differences of Asynchronous Learning and Synchronous Learning: Definition of Asynchronous and Synchronous Learning

Now What am I Supposed to be Doing With These Discussion Posts??????

I ran across the article below by Dr. Allen Meyer  in the August 2012 issue of Online Classroom.  It really sums up excellently what online educators should be doing in their discussions.  So many times, only feedback on posts are provided without introducing the information and expectations, helping students develop their ideas and thoughts based on the facts, and then finally bringing it alllllllll together.   Very well done!

Tips From the Pros: Three Essential Instructor Inputs in Discussion Boards

When used effectively, online discussions can provide a space for students to dig deep, apply concepts, challenge thinking, probe foundational concepts, synthesize ideas, consider alternatives, and debate points of view. To accomplish this, instructors need to provide structure and support in the form of three essential faculty “inputs”:

• Provide a primer post. A primer post allows you to set the agenda for what happens in the discussion board. If you want students to really probe at the graduate level, you’ll need to guide them at the beginning of the discussion week. Rephrase the discussion question if you have to. Emphasize critical elements you look for in student responses. Highlight difficult parts of the discussion question. Require integration of class concepts (from the text reading and online lectures). De-emphasize recitation of facts.
• Provide a mid-discussion correction. As the discussion progresses, do a quick read and observe what is being emphasized or omitted. Briefly reiterate some of the legitimate points made, and then suggest alternate ideas that should be introduced into the rest of the discussion. To move students beyond recitation of facts, ask a series of probing questions and require all students to respond to at least one of the questions. Make that a part of the grading.
  
• Provide a summary post. At the end of the discussion week, pull together examples of great student posts, identify themes in the discussion, and highlight truly exemplary ideas and well-reasoned points of view. Post the summary, and require students to respond to at least one point as part of their next discussion board.

Meyer, A. (2012, August 1). Tips from the Pros: Three Essential Instructor Inputs in Discussion Boards. Online Classroom, 12, 1.

Naughty, Naughty

Okay, yes I have been naughty! I haven't updated this blog since last year...2011 and its now April 2012...shameful! Nevertheless, here's an update of what I've been doing in 2012.

• Mastering Captivate and training others to master it as well
• Applying to PH.d programs and waiting with baited breath
  
• Entering the new horizons of writing university curriculum
• On a personal note, getting used to being an Army mom. Hooah!!
  

Its been an interesting few months. However I am plugging away.