Introduction
The topic for both synchronous and asynchronous training outlines is professional development. This is the process of learning that provides information on gaining professional and academic credentials such as degrees, coursework, or conferences. This activity has gained a lot of research and includes a multitude of effective approaches that should be explored during these training plans. The training programs would include the most relevant information on possible approaches and their benefits.
The synchronous approach to professional development training can be justified by the benefits of face-to-face interaction with a coach. The specific goals of professional development may vary. Therefore, by interacting with a trainee, a coach may provide a more focused course (Jaggars, 2014).
On the other hand, the asynchronous training presents all the available information at any time of convenience for a trainee. People with irregular work or study shifts would be able to gain all the desired information without the need for adjusting their schedule (Jaggars, 2014).
How to Access the Technology
The educational technology for these training courses is Edmodo. Its main goal is to provide an online social learning environment for teachers and their students. The platform allows its users to collaborate with each other, share materials, and manage homework, grades, and various study notices. The service differs from other social networks in its access method. Unlike a normal social network, students cannot join the network without a special six-digit group code that allows access to a group premade by their teacher.
Also, students are not required to use an email address to access the website. These two factors enable teachers to not only cater to college-age students but also to younger people who are interested in additional training. The access is quick and does not require an additional payment for the service. The courses themselves can be highly customized which allows for both synchronous and asynchronous training methods (“Edmodo,” 2017).
Hands-on Activities
The types of hands-on activities available to trainees differ for the training methods. However, activities for both methods can be devised with the consideration of the topic.
The synchronous method can utilize some very direct activities based on role-playing. For example, during the portion of the training course that covers the process of consultation, a teacher may present a scenario to a student. The scenario would put them into the position of a consultant, allowing a student to immediately apply the information covered in the course. Role-playing has proven to be an effective studying technique and its nature perfectly suits the face-to-face nature of this training program (Kilgour, Reynaud, Northcote, & Shields, 2015).
The asynchronous method of training may not allow for effective role-playing but could instead utilize more creative approaches. A trainee may be tasked with creating a professional development plan for a provided situation. The plan would utilize a certain type of professional development, for example, a mentoring program.
Assessment of the Participants
Both programs could utilize similar approaches to the assessment of the participants. Basic methods of evaluation such as written tests and quizzes can be used, as well as some more specific approaches (Moore & Anderson, 2013).
The synchronous training course can use an assessment method that can only be employed face-to-face. A trainee may be tasked with creating a comprehensive presentation based on the material studied during the course. This presentation would be done live, in front of a teacher, and could last up to 20 minutes. The task would require extensive research into the available scholarly literature and its analysis (Moore & Anderson, 2013).
Trainees of the asynchronous training program can be evaluated by developing a thought out plan of professional development based on a method of their choice. The plan would require an original idea from a trainee as well as an elaboration of possible issues that may occur during its execution. It would test the knowledge of a student as well as their ability to apply it (Moore & Anderson, 2013).
Additional Resources
For both of the methods, teachers may suggest a number of additional information resources for their students. One of the most common resources is YouTube. It is a freely available video sharing service that contains a great number of educational videos on almost any subject. Teachers would have to be careful in their recommendation however because the videos are not verified and can easily contain inaccurate or irrelevant information.
Another useful resource is Lynda.com. It is a service that provides thousands of video courses for the price of a subscription. It is not as easily available to students due to its price, but it provides high-quality information that may prove useful for the training programs (“Lynda,” 2017).
The final resource that should be utilized by the participants is Google Scholar. It provides free search through the major scholarly article databases. By using it, trainees may find factual, scholarly information about professional development, which can be used in their studies.
References
Edmodo. (2017). Web.
Jaggars, S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38.
Kilgour, P., Reynaud, D., Northcote, M. T., & Shields, M. (2015). Role-playing as a tool to facilitate learning, self-reflection and social awareness in teacher education. International Journal of Innovative Interdisciplinary Research, 2(4), 8-20.
Lynda: Online courses, classes, training, tutorials. (2017). Web.
Moore, M., Anderson, W., G. (Eds) (2013). Handbook of distance education. New York, NY: Routledge.