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| Aoraki Mt Cook by Mathieu Poumeyrol |
Things
are speeding up as several of you head for the finish line with your plans.
Make sure in your posts about each of the topics that you also indicate how the
principles relate to your Flexible learning plans. This post is the first part
of a summary of interesting points that people have been discussing on their
blogs. Some of you have been really busy bees and others not so busy.
Lisa S has posted a stunning critique
of the meaning of access and equity, and inclusive teaching in
horticulture. See if you agree with the discussion about the difference between
learning, education and training. Lisa has also posted her early ideas for her
flexible learning plan: "to create a plant selection course
delivered on-line". Go on give her some encouragement... In an earlier post, Lisa
describes an example about her assessment of the flexibility of a Diploma in
Horticulture programme using the dimensions of flexibility in the grid from
Casey and Wilson. Time is well above average on the flexibility continuum as is
Instructional approach and resources.
Fifi has several posts which we need
to catch up on. Firstly, she describes an example of video learning where
midwifery students are capturing the learning of practical skills on
video. The three types of interaction important for learning are
mentioned. See if you agree with the benefits of this model for learning. In
a post about Activity 6, two
strategies for getting midwifery students to connect with practice are
outlined. See if you agree with my suggestions for collaborative work
and ways to enhance reflective learning and reflective practice. For Activity 7, Fifi has
chosen constructivism , and her post explains this learning theory in plain
english in the context of midwifery. The single most important point she makes
is that strategies to encourage constructivist learning involve getting
students to think, and problem-solve and become inquirers rather than passive
recipients of information. Check out her other posts as well because she
makes some interesting points.
Maari in her post about open education makes some very
valid points, and mentions some of the challenges for the viability of her
business if she were to provide free learning materials and services. I believe
that open education practices per se are more important than the provision of
open materials, because I consider that facilitation and teaching by someone
with a reputation in the field is generally what gives learning the edge for
students. Really what do students come for and pay for? There is tons of
material in any topic on the Internet or in books, and people could teach
themselves if they really wanted to. I strongly believe that by making
materials open, the advantages provided by the free advertising far out weigh
any loss of income since open materials are more likely to be picked up by
search engines. This is the vehicle to attract people to facilitated courses
for which they are probably only happy to pay a fee if it is something they
really want to do.
Helen G has a wonderful diagram
to illustrate her plans for flexible learning. She mentions the ADDIE model of
design. It is always a good idea when planning or implementing new approaches
to do some evaluation along the way - the Addie model infers it should be left
to the end, but it is advisable to gather feedback along the way when
implementing a new approach. Feedback can be obtained from colleagues, students
and /or experts from industry. Also a teacher's observations of how it is
working are valuable so it is a good idea to record these somehow, and perhaps
discuss the process with a mentor as part of this evaluative process. See what
you think about her ideas about using and assessing students' blogs. Helen G
also has an excellent list of strategies for becoming more open in her post about OER. What
are your thoughts about my suggestions re digital information literacy? You may
also be interested in reading the Executive Summary of the MoE project: Digital Information Literacy: Supported Development of
Capability in Tertiary Environments
Lisa R has posted two very thought
provoking posts about universal design, access and equity and equity means everyone has the chance
to be equally frustrated - see if you can contribute to solving
her dilemma, and whether you like my suggestions. Her pictures are also well
worth a look.
Cat has outlined some very
interesting and workable strategies for teaching wound management with
veterinary nurses. See what you think - she would love some feedback I am sure.
In a later post about open
education, Cat discusses how open resources could be used to educate people in
the third world about animal husbandry so that better care can be provided for
their animals which are very important for their livelihood.
Suzanne has presented a fabulous
description of two learning situations. They are very different, and both sound
incredibly engaging. They involve blood loss scenarios and also a collaborative
weaving class. She uses the term "minds on" learning. See what you
think. I have made a suggestion about using digital portfolios in a
post-graduate course, so that assessment is ongoing and more student-centred
rather than based around discussions and an essay. See if you agree with
my ideas.
A
question to think about
How many
of you like to drip feed the students modules rather than show them everything
to be covered in the course from the start? What do you think are the pros and
cons of these two approaches for students?
Suzanne has also written a fabulous
description in her context of some of the challenges and the existing situation
surrounding access and equity and inclusivity and diversity. She has some
excellent ideas Suzanne especially around designing assessments where students
can present their knowledge through weaving or singing.
Helen B has written a lively post about
her initial ideas for the Flexible learning plan where she has
brainstormed some ideas for an anaesthesia induction video.The points she makes
in another post - open resources and philosophies
- about the benefits of open resources versus the potential fish hooks and loss
of income are valid. How can we get round the idea that OER appears to be all
about digital resources, and as Helen says what about the folk who cannot
access computers and the Internet - how can open materials be provided to them?
Mobile phones are prolific in African States so I hear, and maybe that is an
option? Helen also makes the
point that it is not very flexible to have to choose just one learning theory.
So even though she has chosen constructivism it is evident that she uses a mix
of learning theories - check out the discussion around this topic.
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