Before I review Fred Lockwood's paper I feel the need to talk about my own experiences of workload and self-paced learning.
As an extra-mural student at Massey University I found it both isolating being self-directed/self paced and un-sustainable in regards to the workload. The course materials were wordy, all involving theoretical, educational text-books with little to no interaction with anyone - other than a bit of written feedback on assignments. Sustainability for me was a problem as I tried to juggle part-time work; 2 pre-schoolers (at that time); husband and house-hold. It was obviously my choice to undertake the study; but feel that the workload and nature of course material really impacted on my motivation and desire to complete the course.
Since then, I have done my own elearning - a completely self-directed, totally on-line, (very low level) computer skills course. This was Aoraki's first foray into elearning and from feedback from other students (mainly other staff at Aoraki) most people found even this level of course too time consuming; they perceived the workload as too much; even though most of them didn't even attempt to complete the course -through lack of motivation and need; I believe. (My husband being one of them!)
So, back to Lockwood's paper - useful points - well there are many in this paper - what I see as useful may not be useful to others - and is that a question we need to ask - especially when he talks about
"Staff are in danger of working too hard in generating teaching materials, and students are in danger of having to work too hard to study it – if in fact they study all of it. This is likely to be more pronounced as students are directed to an array of web sites and to the growing amount of published literature, and as expectations are raised"
How do we decide what is necessary course material; what is extra course material; and how do we make a decision on what it is we need to read/watch/learn?
Time is another key point in sustainability - my own students are all working part-time; some with more hours than others and nearly all in industry related jobs - most of them increase their workload during the "holidays" - and we still expect them to be putting in their self-paced/directed home study to complete the "full time" hours.
The next key point for me is "over-length materials" - and I am sure that we are all culprits of this - but - how do we decide what is over-length? what do we keep and what do we omit?
I'm sure if you asked the majority of students to honestly answer how much of their course material they have studied cover to cover as it were - there wouldn;t be many with 100%.
Well, I will add another post after Friday's meeting - if I need to - still not sure what my flexible learning plan is going to be. Have hit a bit of a hurdle with the "moodle' option - have to go through enormous hoops to get access and use - applying to commitees and filling in forms - may prove a bit of a stumbling block - am on a mission now to see why it has to be this way.
My smile for today - some classic mis-communication!
Wednesday, May 27, 2009
Saturday, May 23, 2009
P D Day in Timaru - not perdiodic detention!
Yesterday we had an Aoraki Polytechnic Professional Development day in Timaru for all staff from across the 5 sites.
There was lots of discussion about flexible learning - as mentioned in the previous post we had a session with Selena Chan from CPIT. She is a great advocate for elearning and how it will affect all learning in the future. She did also make the comment "learning online is also a skill" - which I found encouraging. She also showed us a table that has been composed by the school of education at Harvard in an article named "Learning: Peering Backward and Looking Forward in the Digital Era" . She also introduced us to resources that we may be able to use to create an eportfolio - these were multiply; vox; a New Zealand resource named Mahara; a comic strip creator called comiq, and finally video sites like metacafe.
We were also alerted to the use of moodle for our programmes - so that may now be the focus for my plan!
Not long until the ski season starts - hence the snow picture!
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There was lots of discussion about flexible learning - as mentioned in the previous post we had a session with Selena Chan from CPIT. She is a great advocate for elearning and how it will affect all learning in the future. She did also make the comment "learning online is also a skill" - which I found encouraging. She also showed us a table that has been composed by the school of education at Harvard in an article named "Learning: Peering Backward and Looking Forward in the Digital Era" . She also introduced us to resources that we may be able to use to create an eportfolio - these were multiply; vox; a New Zealand resource named Mahara; a comic strip creator called comiq, and finally video sites like metacafe.
We were also alerted to the use of moodle for our programmes - so that may now be the focus for my plan!
Not long until the ski season starts - hence the snow picture!
.JPG)
An interview
What a mission!
First - had to wait until yesterday's Aoraki full staff training day in Timaru to be able to get my interviewee in the same place as me! Then; the radio tutor who was meant to lend me a audio recorder didn't end up coming - so had no way of recording. However; thanks to one of our sessions during the day with a wonderful tutor from CPIT called Selena Chan who talked about the functions that we may use on our mobiles - and hey presto! my phone has an audio recording device! So managed to get the audio - next the problem of uploading this file - extension .amr to my blog :) this has been todays mission - I have discovered that you can't just upload audio like you can a photo or video - so I had to convert the file to a recognised format and then make a movie clip in windows movie maker - lots and lots of learning today - and all achieved with blog reading and google and playing (good job the weather is so disgusting today! )
Anyway - here it is and hope it works!
Thursday, May 21, 2009
Wednesday, May 20, 2009
Who am I?
How do I identify myself culturally? Well - I am English - like many of the other participants I think! The word "culturally" always puts me off when I am asked this question - I don't know why?
Even though New Zealand has been home for 13 years - England will still be home too! England is now so "multi-cultural" that I really don't think anyone could say that they are totally "English" although some people would probably disagree with me!
When the "English" are referred to it's usually alongside football (soccer to you kiwi's!), fish and chips(fush and chups) and beer (speights)! None of which appeal to me in the least!
The only really English culture I have is the cup of tea - this links you to a real Devonshire cream tea shot - with proper clotted cream !
So, I would probably use the words "educated" , but not in everything and certainly still learning. "Family" - the central part of my day to day life. "Traveller" - like exploring and investigating other cultures with the family - I'm sure I could write a lot - but it said we needed to be brief!
This is the link to Clyst st Mary - the village I lived in until leaving home, and below is a picture of the church we were married in.
Tuesday, May 19, 2009
Being accessible
Universal design; the first thought I had was to break down the title into the two words - Universal and Design and think about their meaning.
Universal to me literally means the whole, total, complete and usable for many things. I looked up the term universal in the answers.com on line dictionary and the "Encompassing all of the members of a class or group" definition I felt was particularly relevant in this instance.
Design to me is another word for plan, layout or even idea. Again; the answers.com on line dictionary has some suitable definitions, but the following was the most relevant
"plan something for a specific role or purpose or effect".
So; going back to Universal design, after some research on our favourite google I discovered that Universal design isn't just related to educational practise but covers things like larger handles on the can opener, wheelchair ramps into buildings and swimming pools, lever taps and braille buttons. However; I did find ths site http://www.udeducation.org/ to have lots of inteesting articles about universal design. The article teaching non-traditional students was particularly important.
So; universal design to my understanding is ensuring that our educational practises are wholly, completely and totally covering the whole class or student body and that we have plans and designs for all students whatever their ability or disablilty, nationality or belief.
I have so many ideas in my head on how to apply all these new ideas into my course that I really think I need to come up with one plan and stick to it! Is anyone else having trouble sorting out a plan - One of my main ideas is really a bit of a steal from the wonderful video clips from the chefs. I would love to get video's of the practical elements of the subjects I teach on line for the students to be able to view at any time; photo slideshows would work well too - maybe once I decide on the plan things will be clearer on how universal design can be incorporated into it.
Universal to me literally means the whole, total, complete and usable for many things. I looked up the term universal in the answers.com on line dictionary and the "Encompassing all of the members of a class or group" definition I felt was particularly relevant in this instance.
Design to me is another word for plan, layout or even idea. Again; the answers.com on line dictionary has some suitable definitions, but the following was the most relevant
"plan something for a specific role or purpose or effect".
So; going back to Universal design, after some research on our favourite google I discovered that Universal design isn't just related to educational practise but covers things like larger handles on the can opener, wheelchair ramps into buildings and swimming pools, lever taps and braille buttons. However; I did find ths site http://www.udeducation.org/ to have lots of inteesting articles about universal design. The article teaching non-traditional students was particularly important.
So; universal design to my understanding is ensuring that our educational practises are wholly, completely and totally covering the whole class or student body and that we have plans and designs for all students whatever their ability or disablilty, nationality or belief.
I have so many ideas in my head on how to apply all these new ideas into my course that I really think I need to come up with one plan and stick to it! Is anyone else having trouble sorting out a plan - One of my main ideas is really a bit of a steal from the wonderful video clips from the chefs. I would love to get video's of the practical elements of the subjects I teach on line for the students to be able to view at any time; photo slideshows would work well too - maybe once I decide on the plan things will be clearer on how universal design can be incorporated into it.
Wednesday, May 13, 2009
The Charter according to Aoraki
Well - down to the nitty gritty of this weeks learning! Kaplan's video clip is eye opening; and it does get you thinking - I do wonder if those people who studied in what they refer to as antiquated, traditional ways may feel a bit offended by this video - and I can see from the comments to the clip that their are many people who have that opinion!
I have chosen option a) for this week and am going to write a critique of the Aoraki Polytechnic charter.
Aoraki is a regional provider based in Timaru, with satellite campuses in Christchurch, Ashburton, Oamaru and Dunedin(where I am based). The first bit of flexibility that I can identify without even looking at the charter is the fact that we have sites in 5 locations; 3 of which would be classed as rural - giving flexibility in location for studies to some degree.
The charter is accessed from the Aoraki Web site it is listed here as a draft for consultation, but I am sure that not much has been changed in regards to flexible learning ideas.
One of the first key strengths identified in the charter is: "We are one of the youngest and smallest polytechnics in New Zealand. We focus on being flexible, adaptable and able to respond quickly to the changing and future educational needs of our communities and the growing abilities of individuals. We pride ourselves on creating joint initiatives that encourage students to maximise their learning. Personalised support is a key feature appreciated by all students"
This statement is quite broad in its range and for me doesn't identify clearly enough how Aoraki is able to be flexible in educational practise; I would like to see more emphasis on the how Aoraki is flexible rather than the "we are flexible" type of statement.
The charter goes on to talk about "collaborative associations", innoviative training solutions;"accessible programmes" and "lifetime educational opportunities"
and states "We work proactively to provide a range of flexible learning options for learners in rural and dispersed communities" - but doesn't actually state how this occurs - what are the innoviative training solutions and flexible learning options for the rural community?
On page 8 of the charter - the title 'inclusive' is used - I like this as a thought for our flexible learning ideas - as many of us are finding our feet with the technology side of things we are probably focussing a lot on flexibility meaning "on-line" - Minhaaj one of the other course participants interviewed Leigh and that was one of the comments raised from his interview. I am trying to broaden my thinking to the "big picture flexible learning" idea and think that inclusion is certainly a form of flexible learning.
The main statement reagarding flexible learning is as follows:
"Flexible learning options
We offer a range of flexible learning options for particular programmes and individual courses. These include distance learning programmes such as the Certificate in Childbirth Education and the Certificate in Complementary Therapies that are offered through distance learning modules. We are also currently developing programmes for blended delivery and online e-learning in a variety of subjects e.g. business, computing modules customer service. Some courses are provided to industry and businesses on-site and are adapted to meet particular requirements. All courses and programmes progress through robust approval, evaluation and review processes to ensure they remain relevant, accessible and of a high quality."
Another broad and generalising statement without any real substance to flexibility. I am going to see if I can meet up with one of the tutors from the programmes identified above for my interview - this might then help me in my own flexible learning plan.
The charter to me seems a little lacking in definition on what flexible learning is to Aoraki and how Aoraki is going to be able to achieve more flexibility in learning and education; I will wait and see if we have any new information at our full staff training day next week!
I have chosen option a) for this week and am going to write a critique of the Aoraki Polytechnic charter.
Aoraki is a regional provider based in Timaru, with satellite campuses in Christchurch, Ashburton, Oamaru and Dunedin(where I am based). The first bit of flexibility that I can identify without even looking at the charter is the fact that we have sites in 5 locations; 3 of which would be classed as rural - giving flexibility in location for studies to some degree.
The charter is accessed from the Aoraki Web site it is listed here as a draft for consultation, but I am sure that not much has been changed in regards to flexible learning ideas.
One of the first key strengths identified in the charter is: "We are one of the youngest and smallest polytechnics in New Zealand. We focus on being flexible, adaptable and able to respond quickly to the changing and future educational needs of our communities and the growing abilities of individuals. We pride ourselves on creating joint initiatives that encourage students to maximise their learning. Personalised support is a key feature appreciated by all students"
This statement is quite broad in its range and for me doesn't identify clearly enough how Aoraki is able to be flexible in educational practise; I would like to see more emphasis on the how Aoraki is flexible rather than the "we are flexible" type of statement.
The charter goes on to talk about "collaborative associations", innoviative training solutions;"accessible programmes" and "lifetime educational opportunities"
and states "We work proactively to provide a range of flexible learning options for learners in rural and dispersed communities" - but doesn't actually state how this occurs - what are the innoviative training solutions and flexible learning options for the rural community?
On page 8 of the charter - the title 'inclusive' is used - I like this as a thought for our flexible learning ideas - as many of us are finding our feet with the technology side of things we are probably focussing a lot on flexibility meaning "on-line" - Minhaaj one of the other course participants interviewed Leigh and that was one of the comments raised from his interview. I am trying to broaden my thinking to the "big picture flexible learning" idea and think that inclusion is certainly a form of flexible learning.
The main statement reagarding flexible learning is as follows:
"Flexible learning options
We offer a range of flexible learning options for particular programmes and individual courses. These include distance learning programmes such as the Certificate in Childbirth Education and the Certificate in Complementary Therapies that are offered through distance learning modules. We are also currently developing programmes for blended delivery and online e-learning in a variety of subjects e.g. business, computing modules customer service. Some courses are provided to industry and businesses on-site and are adapted to meet particular requirements. All courses and programmes progress through robust approval, evaluation and review processes to ensure they remain relevant, accessible and of a high quality."
Another broad and generalising statement without any real substance to flexibility. I am going to see if I can meet up with one of the tutors from the programmes identified above for my interview - this might then help me in my own flexible learning plan.
The charter to me seems a little lacking in definition on what flexible learning is to Aoraki and how Aoraki is going to be able to achieve more flexibility in learning and education; I will wait and see if we have any new information at our full staff training day next week!
I like this from Gideon Burton
Tuesday, May 12, 2009
Meeting the criteria
Nice to see some other people talking to us - I enjoyed receiving emails today - felt like I wasn't alone in this course anymore!!
This is I suppose the difficulty for those of us who like that 'face to face' contact. The very nature of the course is making me think outside my comfort zone of face to face delivery and think of some ways to be more flexible in my delivery.
Check out the flexible learning at Holborn college movie clip; a great piece of marketing!
the information on the support for learning site also made for some insightful reading. I particularly enjoyed the teaching and learning through social networks article; particularly when the author theorises "But sometimes the best way to explain something to someone is to simply show it to them" that links us to a virtual world called second life.
I have managed to find the Aoraki Polytechnic charter and am trying to wade through the waffle to find any references to flexible learning; I know they must be there somewhere but may be hidden as other things; am I right in thinking that where the charter states "providing learning environments that are accessible, supportive and appropriate for students with disabilities" this would be a form of flexible learning?
I just love this clip - some very flexible learning going on from the amazing French and Saunders !!!
This is I suppose the difficulty for those of us who like that 'face to face' contact. The very nature of the course is making me think outside my comfort zone of face to face delivery and think of some ways to be more flexible in my delivery.
Check out the flexible learning at Holborn college movie clip; a great piece of marketing!
the information on the support for learning site also made for some insightful reading. I particularly enjoyed the teaching and learning through social networks article; particularly when the author theorises "But sometimes the best way to explain something to someone is to simply show it to them" that links us to a virtual world called second life.
I have managed to find the Aoraki Polytechnic charter and am trying to wade through the waffle to find any references to flexible learning; I know they must be there somewhere but may be hidden as other things; am I right in thinking that where the charter states "providing learning environments that are accessible, supportive and appropriate for students with disabilities" this would be a form of flexible learning?
I just love this clip - some very flexible learning going on from the amazing French and Saunders !!!
Monday, May 4, 2009
Being Flexible - bendy or stretchy
Well - Kermit is doing Yoga which is obviously not the normal every day occurence for a frog; particularly a frog puppet - which leads me on to my thoughts on flexible learning from the readings and audios I have listened to this week.
Is being flexible in our delivery the norm for us as polytech tutors anyway - most of our content delivery covers many learning styles due to the very hands on skills we are teaching.
Is the focus of this course steering more towards the "open" education arena - allowing more and more people to study wherever they may be in the world as seen in the video clip I watched from the University of London that we had been asked to view and analyse.
I also have to question whether being more flexible in the delivery, assessment or whatever may have a detrimental effect on the course - will it be seen as a lower level course because you may get to do an on-line assessment? These are really just some thoughts I have had over the course of the readings/listenings - and would really love some feedback!
So back to Kermit - is he being a normal frog - or a flexible frog?
What a lot to think about
What an awful lot to take in!
I have just listened to the elluminate session facilitated by Leigh and Bron on examples of flexible learning - it was quite hard to find my way round it to start with - I found myself fast forwarding to see how long it was going to be; then reading through the chat board; then rewinding and starting again. I think it would have been really beneficial to me to actually have attended the session; whether that was in an on-line environment or physically - I am still feeling a bit on the outside - not sure if this is a normal reaction from students who undertake this sort of learning. It may be something to do with my own learning style - I like the face-to-face contact and wonder whether this is why I am feeling this way.
I have been undertaking some of my own research and found a great little book by Christine Ward called "Teaching to Learn" which I am sure many of you will have read - really re-enforcing what I know we all do already.
I also found myself thinking much more about my delivery methods - one of my students studying body electrical treatments was struggling to understand the faradic current that is used. I devised an "analogy" ( and I think that's what it's called!) of a wave surging in one direction towards the beach and the wave stopping when it hit the sand - a faradic current is a surging interupted direct current.
She told me that she had gone home to Oamaru for the weekend and been able to tell her Mum that she eventually understood the faradic current - because she remembered the wave story.
On page 9 of the Teaching to learn book Christine states " now is the time for all wise teachers to consider the new knowledge and apply it in their teaching so their students become successful learners now and in the future"
I felt this was a very suitable statement for all of us to consider!
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