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Location: Engagement (Interactivity) and Distance Learning
Discussion: Engagement and Distance Learning
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TCCLESExDir |
Engagement (Interactivity) and Distance Learning
Apr 27 2009, 4:47 PM EDT
| Post edited: Apr 28 2009, 12:55 PM EDT
This thread contains comments that have already been submitted on the proposed definition of "interactive." Add your thoughts, comments, questions, suggestions, and ideas!
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Keyword tags:
cle
distance learning
engagement
interactivity
mcle
Tennessee
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TCCLESExDir |
1. RE: Engagement and Distance Learning
Apr 28 2009, 12:18 PM EDT
From the University of Tennessee College of Law, 9/19/2008:Dave: For all the reasons you set out in your September 18 e-mail, the University of Tennessee College of Law will continue to require anyone taking an on-line program for CLE credit to take a test on the material, print and mail it in to me along with their signed affadavit and check; we grade each test and if the attorney achieves a passing score, we report their hour(s) to CLE Tennessee (electronically, of course), deposit their check with UT, and request appropriate payment to CLE. If they do not make a passing score, we return their check to them, along with the corrected exam. Micki Fox Director of CLE Programs University of Tennessee College of Law Do you find this valuable? |
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2. RE: Engagement and Distance Learning
Apr 28 2009, 12:19 PM EDT
| Post edited: Apr 28 2009, 12:20 PM EDT
From John Gormley, SBI Seminars, 9/22/2008:David: Some states where I do seminars allow credit for a video seminar only if 3 or more attorneys watch it together and request credit. Supposedly that keeps everyone honest and promotes discussion. There are several states that will "certify" a video presentation for credit. We send them the video and they assign a course number to it with an expiration date. Let me know if I can help John Gormley Do you find this valuable? |
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3. RE: Engagement and Distance Learning
Apr 28 2009, 12:43 PM EDT
The Tennessee Bar Association filed a 10-page written response on February 12, 2009. Download that response from the "Engagement (Interactivity) and Distance Learning" page.
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TCCLESExDir |
4. RE: Engagement and Distance Learning
Apr 28 2009, 12:49 PM EDT
The Knoxville Bar Association a response on February 27, 2009, concurring with the Tennessee Bar Association's position and noting that "modifying the interactivity definition will place additional requirements on online learners and hold them to a higher standard than audience members in live CLE programming." The full text of the 1-page response is attached to the "Engagement (Interactivity) and Distance Learning" page.
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TCCLESExDir |
5. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 12:59 PM EDT
The Administrative Office of the Courts filed a response on March 2, 2009. The full text is attached to the page "Engagement (Interactivity) and Distance Learning."
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TCCLESExDir |
6. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:05 PM EDT
Ann Fritz , Executive Director of the Memphis Bar Association, submitted this comment personally on March 2, 2009, noting that it is not an official position of the Memphis Bar Association:(Part 1) First, I recognize and understand the need for greater interactivity in distance learning CLEs. I do not think just taping or webcasting a live seminar provides the best learning experience. That is why we included money in our grant request for the Mediasite recorders, to hire Kathy Story as a consultant to help us design online seminars that will use interactivity to capture the distance learner's attention and replicate, as much as possible, the experience of a live seminar. Having said that, I don't think we have a "handle" yet on how to do that for a couple of reasons: a) the limitations of the recorder's capabilities; and b) the imposition on our volunteer speakers' time. Professors at universities can devote great quantities of time to incorporating interactivity into their seminars, since those seminars will be used for many years to come (plus it's part of their jobs!) I don't think we can ask attorneys who volunteer to speak to devote a similar amount of time to making sure their seminars are interactive for distance learners. That means we need to "build in" interactivity into the online seminars, which is the rationale for using Kathy as a consultant. Do you find this valuable? |
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TCCLESExDir |
7. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:05 PM EDT
| Post edited: Apr 28 2009, 1:06 PM EDT
Comment from Anne Fritz, continued:(Part 2) Having just purchased the Mediasite recorder and beginning to understand its capabilities, I would hate for the CLE Commission to adopt a definition of interactivity that immediately shuts down our ability to use this equipment for online seminars. One suggestion is to incorporate a brief survey at the end of each online seminar that would ask the participants to reflect on what they learned and how they will incorporate it into their practice. This would build in a "reflection" component that is often overlooked even in live seminars. At the least, I would ask the CLE Commission to work with providers as we struggle to incorporate more interactivity into online seminars. Do you find this valuable? |
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TCCLESExDir |
8. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:13 PM EDT
From Mike De La Rosa, CEO, CLEonline.com (Part 1):Dave: Thanks for your message. Sorry to see that your Commission has chosen to go this route. At a time when more and more lawyers are utilizing the Internet in their practices for more educational purposes, it seems to be a huge step backwards to place a more burdensome requirement on those who choose to educate themselves online as opposed to those who chose the more traditional approach. Why should an attorney who 'attends' a traditional live seminar all day long, (but constantly checks his Blackberry throughout the day and takes frequent trips out in the hall to make/take phone calls) be able to receive FULL CLE credits without any type of 'required action' on his part other than signing in on an attendance report? Whereas, his colleague who takes an online version of this same seminar (and listens to a recording of the same lecture and has access to the same set of written materials) has to jump through more hoops to prove through some additional 'required actions' that he completed the seminar. This appears to be a blatant attempt to insulate the traditional providers of 'live' CLE seminars from new and innovative methods for delivering CLE. Do you find this valuable? |
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TCCLESExDir |
9. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:13 PM EDT
| Post edited: Apr 28 2009, 1:14 PM EDT
From Mike De La Rosa, CEO, CLEonline.com (Part 2):Isn't the bottom line to 'continue' the education of our lawyers in the law so that they can better serve the public? If one lawyer determines that he/she can learn more effectively in an online environment as opposed to a traditional 'live' CLE seminar, why shouldn't he/she be able to make that choice without being saddled with additional burdens to prove that he/she completed the seminar. Your requirement would just seem to encourage more attorneys to take the traditional seminars where they can sit and fiddle with their Blackberrys and cell phones throughout the seminar and still walk away with full credits at the end of the day. Assuming that your Commission does not reverse this decision, can you tell me when this change would go into effect? Essentially, this would end the ability for our company to offer online CLE to Tennessee attorneys. New York added an additional burden for online seminars a couple of years ago (by requiring the regurgitation of an embedded code in the recorded lecture by the attorney to 'verify' that he listened to the lecture), and we were able to implement this change in the structure of our online CLE seminars without too much difficulty and by only having to 'burden' the New York attorneys with this unnecessary requirement. But the change that your Commission proposes goes far beyond what New York has done (much worse than the requirements for most all other MCLE states), and it would make it much more difficult to produce and deliver these type of seminars online. It's sad that your Commission has such a distrust for their attorneys who choose to educate themselves online. Do you find this valuable? |
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TCCLESExDir |
10. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:15 PM EDT
From David Yoder, Executive Director, Legal Aid of East Tennessee, April 3, 2009:David, I’m comfortable with where you are on this. Thanks. Dave Do you find this valuable? |
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11. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:17 PM EDT
From Lorman Education Services, filed April 14, 2009:After reviewing the Revision to Proposed "Interactive" Requirement, Lorman Education Services submits the following comment: We find the proposed revisions to be detrimental to Tennessee attorneys. Adopting any of the proposed changes will make compliance more difficult; therefore, limiting the number of quality programs available to attorneys. Currently, Lorman complies with the on demand requirements that prevail in most states which approve such a format: providing progress checks throughout the distance learning program. To our knowledge, this has been sufficient in those states to verify attendance. Adding a different form of interactivity, as suggested, will present an unnecessary burden to providers with little if any additional level of verification. Some providers may elect not to participate which would limit the programming available to your constituents. Accordingly, we recommend that you adopt the prevailing form of verification: to wit; progress checks. Kari J. Campbell CE Coordinator Lorman Business Center, Inc. Do you find this valuable? |
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TCCLESExDir |
12. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 1:19 PM EDT
The Knoxville Bar Association filed a supplemental response on April 20, 2009. This response, "KnoxvilleBarAssoc.Response.042009.pdf" is attached to the page "Engagement (Interactivity) and Distance Learning"
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TCCLESExDir |
13. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 4:05 PM EDT
The Tennessee Bar Association submitted the following on 4/27/2009:TO: DAVE SHEARON FROM: ALLAN F. RAMSAUR, EXECUTIVE DIRECTOR DATE: APRIL 27, 2009 SUBJECT: DISTANCE LEARNING ACCREDITATION Thank you for taking the time to visit with us regarding some new thinking on how to address the commission's accreditation of distance learning programs. As indicated in the comment which we filed, TBA has continued to try and explore the distance learning field to arrive at a standard for approval which acknowledges the value of availability, topic selection and repetition in the distance learning environment, while also setting enforceable standards to assure the educational value. Attached is proposed language which we offer as the standard for approval. This we believe addresses itself to the primary goal of accreditation which is to enact a program which engages the learner and assures the opportunity for learning, while still providing adequate flexibility for providers to innovate and use various methods to achieve that engagement. As we discussed, we would suggest four or five of the criteria be met in order to achieve accreditation. These are clear, succinct standards and ones which we think can lead to adequate enforcement without dampening innovation. Please let us know what we can do to advance this proposal whether through further discussions, attendance at future commission meetings on the topic or otherwise. Do you find this valuable? |
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TCCLESExDir |
14. RE: Engagement (Interactivity) and Distance Learning
Apr 28 2009, 4:06 PM EDT
Proposed language from Tennessee Bar Association submitted on 4/27/2009:A distance-learning program will be approved for CLE credit if it is a program designed specifically for continuing legal education and presents materials in a rich media environment that generates active engagement and appeals to multiple learning styles of attendees. It must contain at least four of the following components: • An Audio Component • A Video Component • A PowerPoint Presentation • Written materials • Communication with Instructor for Inquires • Post activity quizzes • Choosing appropriate actions for characters in scenarios • “Programmed” instruction with branching to appropriate content • Simulations • Surveys • Games, puzzles, etc. • Flashcards • Virtual Worlds Do you find this valuable? |
