Page 136 - International Journal of Process Educaiton (Special Issue)

Institutes Online Education (e.g., in one activity, participants are asked to
envision and describe online adaptations of more familiar
Since the 1990s, Pacific Crest has offered a variety of face-to-face learning interventions); it also challenges
professional development institutes at physical campuses them to explore new and different tools in order to improve
throughout the United States, bringing faculty together their ability to plan, collaborate, report, and learn (Pacific
for intensive workshops focused on different aspects of Crest, 2015). While the virtual environment may be more
Process Education. In 2011, a version of the Teaching inviting and user-friendly than what was first offered
Institute was first made available online and presented at nearly 23 years ago, the goal of any interactive learning
the 2012 Process Education conference in a poster session system used to deliver a Process Education-based learning
titled, The Teaching Institute from Pacific Crest: Taking it experience remains exactly the same: to design and use
Online (Hintze, 2012; see Figure 2). technology so that it best implements and/or supports the
principles of Process Education.
In 2014, Pacific Crest adapted Learning to Learn: Becoming
a Self-Grower (Apple, Morgan, & Hintze, 2013) as an Figure 1 The Active Learning Classroom, Frey Hall (©
online course, offering a version for students as well as a 2016 Troy Wolfskill)
version for instructors or mentors to work with as part of
the training for a learning to learn camp. Another version
of this same online course was created and first used in
2014 to help train faculty to facilitate the improvement of
learning and academic performance in students who were
on academic probation or at risk for dismissal.

The current Online Teaching Institute (Pacific Crest, 2015;
see Figure 3) is web-based, runs on a Moodle platform,
and makes use of interactive discussion forums, interactive
forms, image map navigation, online quizzes, and linked
and embedded readings. It challenges participants to
explore how technology affects the practices of Process

Figure 2

134 International Journal of Process Education (February 2016, Volume 8 Issue 1)