|
Know a K-12 Educator in the Montana Area? | |
The Carhart Center is hosting a teacher workshop on June 29 & 30, showcasing portions of their new curriculum, Wilderness Investigations.
The workshop will be held in Missoula, Montana at the University of Montana campus. The course is free of charge to all participants, excluding associated UM credit costs.
For more information and registration details, email Steve Archibald or call him at 406-821-0885. | |
|
Wilderness Links | |
"Connect"
The Wilderness Professional's Social Network
|
|
|
|
Lessons Learned About Online Learning
In February/March, the Carhart Center held its first instructor-led online minimum requirements analysis (MRA) course called "MRA Live." Twenty federal employees from the four wilderness management agencies participated in this pilot training. During the seven-week course, participants explored the MRA process by examining a sample MRA to recognize common mistakes, preparing an original MRA for review, and participating in discussion forums and networking via Wilderness Connect, the wilderness professional's social network. Following our internal and participant evaluations of this new training experience, here are some lessons learned:
About Online Learning
Although half of the participants were new to discussion forums, interactions between participants were high. As with other styles of online learning, however, some participants struggled to complete training on official work time. For example:
- Nearly 40% of participation in the discussion forums occurred after normal work hours or on weekends.
- Three participants withdrew, two delayed assignments, and five cited other work priorities as reasons for not completing or not doing acceptable work.
About MRA
Based on course evaluation results, MRA Live improved the knowledge and skills of most participants in preparing an MRA. The highlight of MRA Live was the opportunity for participants to author an original MRA and submit it for a two-round review by the Carhart Center agency representatives, and knowledge gains were related to performance on this exercise. Even at the end of the course, however, some participants were still making unacceptable errors that may indicate basic lack of understanding of law and agency policy. This may be the result of:
- Inadequate learning of key concepts prior to the original MRA exercise.
- Misunderstanding of key provisions of the Wilderness Act and the MRA process and format.
- Strong influence from local decision makers, practices, and analysis procedures which sometimes conflict with a correct understanding of law and policy and recommended approaches to analysis.
- Participant underestimate of time required or conflicts with other work priorities.
Next Steps
Although participant and internal evaluations show that MRA Live was a success, we've identified a variety of changes that are necessary to eliminate knowledge gaps and address other problems. The next offering of MRA Live in FY12 will include a slightly extended timeline; heightened focus on key concepts such as wilderness character, public purposes and agency policy; and additional synchronous components designed to reinforce literary- and discussion-based learning. Look forward to our announcement about scheduling in the fall after we finalize our program of work for FY12! |
|
How to Become a Successful E-Learner
Online courses allow you to continue training despite shrinking budgets and restricted travel. However, things like personal learning traits or conflicting priorities can make online courses inconvenient and unfulfilling for some learners. We've learned quite a bit from our online learners about barriers to e-learning. The following are common barriers to e-learning and strategies you as a learning can use for eliminating those barriers.
|
Barriers |
Ways to eliminate barriers | |
Learning Style Preferences |
Think about how you learn best and choose self-paced, synchronous, or blended online courses based on whether you're an independent learner or whether you need the support and structure of learning in a group. Set appropriate expectations of learning. Be aware of how past negative experiences you may have had with required online trainings may affect your preferences, expectations, and motivations for learning. | |
Expectations |
Read, understand, and meet course requirements including technical (ex. correct computer software), environmental (ex. quiet study area), and personal learning requirements (ex. good time management skills). | |
Study Environment Distractions |
Try to set aside specific blocks of time to complete your online course at times when you know your mental focus is highest. Close your e-mail and any extra internet browser windows. Shut your door, turn off your telephone ringer, and clearly, strongly explain to co-workers that you will be unavailable for this time. | |
Procrastination and Cramming |
Pace yourself! Know how many modules are present in your online course and the estimated time needed for completion. Creating schedules before you begin the online course may help you avoid putting things off and leaving everything until the last minute (you learning and remember less if you're rushed). Enroll for the course with a co-worker to help keep each other on track. | |
Connectivity Problems |
Check all internet connections before you begin. If you know that your office connection tends to be slow or cut out, try to find a different location to complete your course or secure a different connection. | |
Competing Priorities |
Help your colleagues recognize the space and time necessary for learning to occur within your workday by enlisting support for learning in your workplace. Ask your supervisor for acknowledgement, encouragement, and flexibility in your work schedule. Talk with coworkers to better mitigate interruptions. |
To learn more about e-learning, check out Lisa Eidson's Barriers to E-Learning Job Training Presentation.
Also, if you're interested in enhancing your wilderness management skills through training, check out the Carhart Center's online courses including: The Wilderness Act of 1964, Minimum Requirements Analysis, Wilderness Stewardship Planning Framework, and Visitor Use Management (Fundamentals, Strategies, and Monitoring Impacts and Uses). View them all here. |
|
If you have any questions, comments, or want to suggest a topic for the newsletter, please feel free to email us. We'd love to hear what topics are most interesting to you so we can focus on them. Until next time!
Sincerely,
Arthur Carhart National Wilderness Training Center
|
|
|
