Recent Changes

Ferris, S. & Wilder, H. (2006). Uses and potentials of wikis in the classroom. Innovate, 2 (5).
Retrieved from http://www.innovateonline.info/pdf/vol2_issue5/Uses_and_Potentials_of_Wikis_in_the_Classroom.pdf
Bruns, A. & Humphreys, S. (2005, October). Wikis in teaching and assessment: The M/Cyclopedia project.
Paper presented at International Wiki Symposium, San Diego. doi: 10.1145/1104973.1104976

Thurab-Nkhosi, D., Lee, M. & Gachago, D. ( 2005). Preparing academic staff for e-learning at the University of Botswana. Innovate, 2 (1). Retrieved from
http://www.innovateonline.info/pdf/vol2_issue1/Preparing_Academic_Staff_for_e-Learning_at_the_University_of_Botswana.pdf
adult learners. InnovateInnovate, 1 (2).
http://www.innovateonline.info/pdf/vol1_issue2/Designing_Instructional_Articles_in_Online_Courses_for_Adult_Learners.pdf
This article is useful for a discussion of the Instructional article - a short and concise document conveying relevant, critical information to support
concepts, procedures, and/or performance-based skills. An instructional article is written specifically to communicate the content-knowledge necessary for improved, more advanced performance.In the face to face course this was primarily the type of print material cntained in the print booklets produced.
Downes, S. (2005). Places to go: Moodle. Innovate, 2 (2).Retrieved from
http://www.innovateonline.info/pdf/vol2_issue2/Places_to_Go-__Moodle.pdf
Downes in discussing benefits of Moodle as a LMS states 'design is explicitly informed by a social constructionist pedagogy, an approach that emphasizes interaction over content' (2005, p. 1) and continues with the fact that there are four major concepts behind Moodle: constructivism, constructionism, social constructivism,
and the concepts of connected and separate behavior (2005, p. 1). Schoolbox - the LMS being introduced into our school hopefully has similar benefits, though it is neither free nor widely used at present.
Potential effectiveness LMS in literacy staff professional development environment
Cost effective, reduces the length of time the staff member running the course is required to be available face to face - as in future can be run as an online course major changes only may require traditional program delivery

Since blogs are presented on Web pages, embedded links are appropriate and convenient, and they make it easy for other students to access
new resources quickly.
students' blog entriesentries.
Adds an additional tier of interactivity and social interaction in an online course. Can promote sense of community.

Glogoff, S. ( 2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate 1 (5). Retrieved from
http://www.innovateonline.info/pdf/vol1_issue5/Instructional_Blogging-__Promoting_Interactivity,_Student-Centered_Learning,_and_Peer_Input.pdf
I have selected this tool as it closely aligns with not only the professional development elearning I propose could be partially undertaken online via the LMS but also the blog affords an opportunity to provide instructional material to which adults/staff or student learners can respond ( providing discussion, further exploration, discovery and sharing opportunities) but not amend as is the case of a wiki. An individual blog can also be maintained by the staff or student outlining their experiences and providing a reflection space.
Since blogs are presented on Web pages, embedded links are appropriate and convenient, and they make it easy for other students to access
new resources quickly.
Use of the comments form to give direct, positive feedback is beneficial to the learner as can be the opportunities for each student to post substantive comments to other students' blog entries
Adds an additional tier of interactivity and social interaction in an online course. Can promote sense of community.

Thurab-Nkhosi, D., Lee, M. & Gachago, D. ( 2005). Preparing academic staff for e-learning at the University of Botswana. Innovate, 2 (1). Retrieved from
http://www.innovateonline.info/pdf/vol2_issue1/Preparing_Academic_Staff_for_e-Learning_at_the_University_of_Botswana.pdf
Morland, D. & Bivens, H.(2004). Designing instructional articles in online courses for adult learners. Innovate 1 (2). Retrieved from
http://www.innovateonline.info/pdf/vol1_issue2/Designing_Instructional_Articles_in_Online_Courses_for_Adult_Learners.pdf
This article is useful for a discussion of the Instructional article - a short and concise document conveying relevant, critical information to support
concepts, procedures, and/or performance-based skills. An instructional article is written specifically to communicate the content-knowledge necessary for improved, more advanced performance.In the face to face course this was primarily the type of print material cntained in the print booklets produced.
Potential effectiveness LMS in literacy staff professional development environment
Cost effective, reduces the length of time the staff member running the course is required to be available face to face - as in future can be run as an online course major changes only may require traditional program delivery

The web-based version of Literacy Program is to provide online training that might be more convenient for some individuals—especially those with computer
savvy—and less threatening for staff who were uncomfortable sharing views and ideas in traditional workshops. Beyond convenience and reassurance, however, online training courses exposes staff to the new LMS, potentially increase staff understanding and appreciation of students' experiences with e-learning,
own e-learning courses.
Preparing Academic Staffcourses (Thurab-Nkhosi, Lee, M. & Gachago, 2005, p. 4).
Thurab-Nkhosi, D., Lee, M. & Gachago, D. ( 2005). Preparing academic staff for e-Learninge-learning at the University of Botswana
Dianne Thurab-Nkhosi, Marilyn Lee, and Daniela Gachago October/November 2005
URL: http://www.innovateonline.info/pdf/vol2_issue1/...tswana.pdf 2(1)p. 4Botswana. Innovate, 2 (1). Retrieved from
http://www.innovateonline.info/pdf/vol2_issue1/Preparing_Academic_Staff_for_e-Learning_at_the_University_of_Botswana.pdf
Potential effectiveness LMS in literacy staff professional development environment
Cost effective, reduces the length of time the staff member running the course is required to be available face to face - as in future can be run as an online course major changes only may require traditional program delivery

How LMS is to be used in literacy staff professional development environment
The web-based version of Literacy Program is to provide online training that might be more convenient for some individuals—especially those with computer
savvy—and less threatening for staff who were uncomfortable sharing views and ideas in traditional workshops. Beyond convenience and reassurance, however, online training courses exposes staff to the new LMS, potentially increase staff understanding and appreciation of students' experiences with e-learning,
encouraging the incorporation of appropriate strategies in designing their own e-learning courses.
Preparing Academic Staff for e-Learning at the University of Botswana
Dianne Thurab-Nkhosi, Marilyn Lee, and Daniela Gachago October/November 2005
URL: http://www.innovateonline.info/pdf/vol2_issue1/...tswana.pdf 2(1)p. 4
Potential effectiveness LMS in literacy staff professional development environment
Cost effective, reduces the length of time the staff member running the course is required to be available face to face - as in future can be run as an online course major changes only may require traditional program delivery
Some teachers learn from peers and mentors rather than through formal professional development. The knowledge/strategies/worksheets/templates will be available and updated in an accessible and central location and can be passed from one teacher to another, informally and in the context of their teaching.
Teachers unable to attend face to face workshops can view material and ask for assistance
When and where access to learning materials
Allows poor time staff to skim information, strategies,etc already made available without the need for them to search, allowing them to then concentrate on issues relevant to their situation
Allows staff who are wanting further information, clarification etc to follow up easily
Wen teachers see the whole picture may act as incentive for them to participate in future sessions
Assists teachers with modeling ways of sharing information about what is there, and what works.
Promotion active learning
More systematic instructional design - staff and eventually students will become familiar with characteristics LMS