1. Philosophy of TeachingStatementAngela Bryan BryanAEL5006-3 July 16, 2012

2. Developing a TeachingPhilosophy Knowledge of learning methods Facilitation of learning Development of employee learning goals Evaluation of teaching style Implementation of elements in organization Evaluation of training delivery Establishment of future goals as a training professional

3. Conceptualization ofLearning Andragogy E-learning Learning styles Visual Aural Read/Write Multimodal Kinesthetic

4. How Do Adults Learn? Visual Aural

5. How Do Adults Learn? Read/Write Multimodal Kinesthetic

6. Adults and E-Learning Principles of traditional learning still apply Adult learners need experiential meaning and realistic application to increase retention Break employees into small groups to increase interaction and ease facilitation Stay involved with learning process, do not leave it to run itself

7. Conceptualization ofTeaching What is teaching? Motivating students to learn Facilitating the learning process Challenging students intellectually Supporting students academically Accommodating different learning abilities

8. Conceptualization ofTeaching What is teaching as it relates to e- learning? Major dimensions Communication and interaction Instruction and learning Management and administration Use of technology

9. Conceptualization ofTeaching What specific skills are needed? Core competencies Course design and planning Social function Instructive function Technological domain Management domain

10. Goals for Students Apply new knowledge in practical situations Use information quickly to ensure retention Identify specific situations where knowledge can be applied Utilize employees with effective application to lead by example

11. Implementation of thePhilosophy Provide easy-to-read visual references Small group interaction Time for independent reflection Peer training

12. Professional Growth Plan Align training initiatives with organizational goals Continue educational growth in adult training and development Expand I.T. knowledge Build relationships with organizational management and supervisory personnel

13. References Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence 9(3), 1-2. Professional and Organizational Development Network in Higher Education. Fleming, N.D. (2008). VARK. A guide to learning styles. The VARK Questionnaire. Retrieved from: http://www.vark-learn.com/english/page.asp?p=questionnaire Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199206. doi:10.1016/j.tate.2009.02.018 James, S., DAmore, A., Thomas, Theda (2011). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today 31(4), 417-423. Ohio State University (2009). Guidance on writing a philosophy of teaching statement. University Center for the Advancement of Teaching. Retrieved from http://ucat.osu.edu/portfolio/philosophy/Phil_guidance.html Sangr, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. International Review of Research in Open & Distance Learning, 13(2), 145-159. Stein, S. J., Shephard, K., & Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. British Journal of Educational Technology, 42(1), 145-165. Tufts University (2011). Best practice and core competencies. Academic Programs in College Teaching: The Graduate School. Retrieved from http://www.cs.tufts.edu/~ablumer/portfolio.html#best