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Gioko, Rosemary and Ruth Presentation of a learning Environment
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HOLISTIC PROFESSIONAL LEARNING OPPORTUNITIES MODEL
By Gioko, A., Rosemary, W. and Ruth, A.
Rationale TSC Requirement to attend
Professional Development Accessibility of professional
learning sessions. Tracking of professional profile
of teachers. Provision of Professional
learning in multiple mediums.
System features
Internet on personal computers, laptops, tablets and mobile phones
Standalone sessions which will be on audio for playing on radio and in audio visual for playing from compact diskettes or USB on TVs and offline computers respectively
Print media which will be accessible by post
System function Tracking sign up, completion and
performance Providing content in multimodal
media. Providing alters to line managers,
Educational officials and other stakeholders.
Bridge between email, blog and short message services.
Provide cluster communication and discussion forums
Sample OutlineLearner Registers for
a course
Facilitators alerted
Facilitators support the learner until the learner completes
the course
Ministry of education is alterted
Uses the information for professional
profile and placement
Learners joins a cluster and they continue meeting and sharing their
learning
Teacher service commision is alerted
Uses the information for professional
profile and placement
Line manager is alertered
Tracking of teacher implmentation is
facilitated
Facilitator continous supporting the learners when
requested
Line manager is alerted
Model Structure 1
Model Structure 2
Model Structure 2 (a)
Model Structure 3
Full Model
Sample Content Materials Video format, mobile format, digital content format,
(Unzip and open the folder in the link, and then open the wrapper.htm file to view the course)
slide show format a PDF print format.
Features of the Model Administrative part
Tracking providing alerts.
Learning Accessing contentSupport
During the session After the session
Targets (learners) Educational leaders Teachers Tutors Educational Officers Teacher service
commissions.
Targets (Content) Leadership and management
Teaching of Language General Pedagogical Needs based courses
Target learning Conditions Mobile phones Computers-Laptops and PC Cybercafés Digital Villages Tablets Print media TV Radio MP3 Players
Implementation Teams Non-profit Government/Community Co-sharing
initiative Partners
Teacher service commissions Ministry of Education(Economic Stimulus Program) Members of parliament Universities University students Stanford team Kenya National Library Digital Villages (British Council)
Implementation Model Cluster Approach Use of excising technology services e.g.
digital villages, economic stimulus program supported computer labs.
Piloting After Piloting Share success
Advertisement Media (Radio and TV) Teacher association Meetings School Open days. Case studies
Taught input
Demonstration
Simulated practice
Discussion
Design revise
Observe
FeedbackImplement
On-going practice
Shared practice
Action research
Input
Developing Practice
Care and Sustainabili
ty
No measureable impact
Observable impact in teachers’ practice
Measurable impact in practice and student learning
Training Model
