Does your community have potential students that you can't serve because they can't attend in person? Does your program already have partially or fully remote classes that you'd like to strengthen? In its FY24–28 policies, ACLS encourages programs to '"incorporate a variety of class designs which meet the needs of learners in their program area including in-person, face-to-face, distance education, and hybrid options." Remote learning offers powerful ways to open access to potential students who:
- Can’t access reliable transportation or find it difficult to travel due to health or disability
- Have conflicting or irregular work schedules, including mandated overtime
- Have childcare commitments
The Expanding Equitable Access Through Fully and Partially Remote Learning Series can help your program, step-by-step, to implement new distance and hybrid classes or continue building your existing program.
Drawing on the nationally recognized IDEAL Distance Education and Blended Learning Handbook, as well as research and examples from effective program practices, we address topics fundamental to high-quality implementation with modules that are customized for directors, instructors, and staff involved in recruitment, screening, and orientation.
To maximize the benefits of this PD, you are encouraged (but not required) to participate in program teams. This will help staff coordinate their planning and support each other’s work, leading to stronger program design and instructional practice.
- Staff with some or no experience with providing partially or fully remote learning classes who would like to implement or strengthen these high–quality, evidence-based services
This professional development activity/course is designed for:
Through a combination of self-paced modules, peer discussions, and web meetings, you will be able to describe the big-picture view of what remote education is and what it can look like in Massachusetts. You will also be able to determine which research-based practices you would like to bring back to your program.
- Meet Your Course Mates/Course Orientation webinar on Zoom (3/22, 11:00am–12:00pm)
- Complete one or more role-specific online modules in Moodle (3/25–4/26)
- Develop a plan to implement a new or revised practice and try it out (4/29–5/24)
- Participate in community of practice webinars and/or customized program-based coaching on Zoom (4/29–5/24, specific dates to be determined based on group availability)
- Share Out webinar on Zoom (5/31, 10:30am–12:00pm)
Note: Please see the Detailed Course Description for information about the components of this series.
If you have any questions, please contact Diana Satin at dianarsatin@gmail.com.
Several days before the event, Jane Brandt at jane_brandt@worlded.org will send you an email with the Zoom link.
*To ensure that you receive information about your training, please save jane_brandt@worlded.org to your email address book.*
- Please see the Detailed Course Description for each module’s learning objectives, linked below.
Upon completion of this professional development activity/course, you will be able to:
United States
