Dr Risa Blair is Passionate leader and trainer with extensive experience in higher education and corporate settings, including project management, curriculum development and delivery for face-to-face and online settings. Exceptional skills in facilitating content delivery to meet the needs of the client. Strong proponent of utilizing real world experience and technology to promote and reinforce learning, as well as to meet required outcomes. Easily able to deliver technical content to non-technical audiences. Quality Matters trained online course reviewer.
Dr. Tina M. Serafini is a global corporate trainer, and curriculum designer/consultant for T.M.Serafini & Associates, LLC. In addition to Dr. Serafini’s educational background in multi-disciplinary programs and leadership, she also has over seventeen years experience in business and over twenty-five years of service on community and statewide boards. Some of her strengths include: assessment of processes, curriculum development, project management, negotiations, team building and training, strategic planning, and working with global professionals. Over twelve years as a professor, Dr. Serafini developed the ability to assess complex situations, apply reasonable solutions, lead university committees, and develop teams. She also has over six years experience leading curriculum development projects and/or as a subject matter expert in the communications, customer service/sales, education, healthcare, and information technology fields. Commitment to staying current with new technologies, hardware, and software applied in distance learning. Special interests in adult learners, using emerging modalities, and developing interactive methods to engage learners.
Current research Interests include: teaching multiple generations in the online environment, using technology to foster learning in online classes, and exploring differences/similarities in education and training.
Commitment to staying current with new technologies, hardware, and software applied in distance learning. Special interests in adult learners, using emerging modalities, and developing interactive methods to engage learners.
Competency-based education is the ‘buzz’ at the moment in distance education! Higher-education institutions are drawn to develop competency-based programs and their course delivery strategies are presented as something new. It does not seem new! Think about correspondence schools, as far back as the 1700’s (if not further), the learners prepared and sent their papers, projects, and tests back to their teachers or tutors (Brighton School of Business and Management, 2012). When learners could achieve “X” or prove “Y” or build “Z”, they could move forward with the next phase of their education. Are we not doing exactly the same thing in today’s competency-based education programs? Competency-based education only works with learners who are committed, engaged, and have a strong drive to achieve success. This is nothing new. Successful students need 80% attitude and 20% aptitude. Online learners need to be self-motivated and effective time managers. The number one reason students fail online programs is that they are not prepared for online study life! They falsely assume that online programs are “easy.” Many learners cannot manage their time and lack the required self-motivation and/or self-discipline. There needs to be planned accountability for self-paced learners to achieve meaningful goals and required deadlines. So, who does the competency-based education model serve in distance education? Is it the learners or the colleges and universities? Group projects, interacting with other learners, and engaging with professors provides a learner with a rich educational experience. Learners are more engaged in situational learning, active learning, and group projects with measureable progress in their fields. Key to this progression is the underlying theme of the promotion of lifelong learning. We learn from listening, we learn from interacting, and we learn from our experiences. Learning is not done in solitude or in a vacuum! If learners are able to effectively complete the to-do-list, have they achieved meaningful outcomes? So, the debate begins…
Reference: Brighton School of Business and Management (2012). The ultimate history of distance learning: timeline from 1700-2012. URL: https://www.brightonsbm.com/wp-content/uploads/distance_learning_infographic_small.jpg
