P.E.D. Vision Statement

 

Amidst the variety of innovative eLearning environments currently available to educators, it is critical to first present a platform hub overview of how distance education learning platforms may best serve teacher classroom needs and goals. Inclusive of these considerations, teachers must first reflect on their own level of elearning literacy, and to properly identify those methodologies that will support their preferred lesson trajectory, as well as their inherent professional development. In this regard, as a startup information hub. the purpose P.E.D. is to address some of the more salient concerns of D.E. enviornmental support and maintenance in the field. Included among these are:

 

1. An eLearning Professional Development Program should commence with an overview of a brief selection of currently preferred pedogogical strategies, and applications.

2. Teachers should carefully reflect on their own level of elearning experiences, concerns, and effective literacy, and how to incorporate a symbiotic student-teacher rate of growth amidst a mutual exchange of 21st century educational discovery.

3. The D.E. enviornment should promote a sense of community in order to be effective and engaging as an interpersonal exchange conducive to learning. 

4. Student and instructor concerns and expectations should be held in equal regard.

5. D.E. should be a symbiotic experience for both students, and institutions

 

Goals 

 

Among the more prominent concerns of K-20 educators reflecting on the vast array innovations and applications of 21st century elearning methodologies are, empowerment, effectiveness, engagement, and time. Serving as a series of guiding credos, these goals exemplify the P.E.D. desired outcomes:

 

Empowerment - how can teachers be empowered by elearning environmental innovations, instead of feeling intimidated? Given different age groups of teachers, learning new methods is often a daunting task; especially after accomplished careers, where teachers are sometimes faced with adopting new methods mid-stream.

 

Engagement - how are new innovations and applications designed for achieving effective results? Are D.E. environments promoting interpersonal exchange? Are students truly engaged in the learning process?

 

Effectiveness -  How do D.E. course compare with face-to-face courses? Which methods promote lasting connections to lesson topics beyond being mere bells and whistles of new technologies?

 

Validity - What are valid, verifiable D.E. environmental platforms, and how can teachers make informed thoughful choices to benefit student projects and intellectual growth?