Flexible Learning Course

Weeks 6 to 13 - a summary of your blog posts

2011-06-13T16:45:00.001+12:00

moving with the wind in a winter sunset by digika

Here we are in week fourteen and a lot has happened since I wrote the summary of your posts in week five -Riding the wave over the last five weeks - what are you posting? It would be excellent if you could take the time to leave comments on other peoples' blogs - it can get very lonely out there. I would also love to get some responses to the questions and comments I posed on your blog posts. I too am feeling lonely. :( Recent activity on everyone's blogs has been most interesting.

Fred discovered a useful strategy called: 'facing the students' after attending ‘21st Century Learners and Web 2.0 - implications for Learners’. Other posts by Fred include:

Activity Five - Flexible learning strategies.
Teaching US 20917 Materials
Access & Equity - Diversity & Inclusivity - factors he uses to support access and equity for his students. For example, assessing literacy and numeracy and learning styles. See if you agree.
Interview with Kevin Dunbar who is a Carpentry Lecturer. This interview illustrates the five dimensions of flexible learning we discussed early on in the course and includes examples such as: project-based learning, practical work, guest speakers, online and classroom learning. I have posed a question to you all, in the comments section, about the restrictions of written assessments in practical courses - I would love to hear your views.

Hannah has created a video of her talking about her plan in the post: The Plan at large. She describes how she is planning to video the feedback sessions with students. Check out all the questions I have asked Hannah in my comment on this post. For Activity Five, Hannah has posted about the strategies she uses when teaching drawing. For example, project-based learning. See what you think about my suggestions for integration. Other posts include: Access & Equity, Diversity & Inclusivity about a visit to the Animal Attic and the creation of cartoons. I am curious to know how the groups work together on the project she sets them. I wonder do they self organise or does Hannah help them mix and match so students can offset their skills and assist others, and also learn from each other? Also, Flexible learning in our organisation - a yarn with Fred.

Julie's most recent post: Information on Experiential Education addresses the question - What is Experiential Learning? This is a very informative post about this topic.Other posts are: Investigating Flexible Learning - the challenges for outdoor recreation lecturers. Imagine starting the teaching day at 6 am and finishing at 23:00 - you must be passionate about the subject to take on those type of hours. Check out the different strategies used in this kind of teaching. Activity Two - What does flexible learning mean to me? - the challenges for teaching outdoors.

Kevin has described FLEXIBLE LEARNING IN CARPENTRY and the range of activities to which students are exposed. As Kevin says, they are ideal for a range of learning styles, and particularly apt for the kinaesthetic learner in a practical-based course. He makes the point that by using video resources, health and safety requirements and the limitations of site visits and field trips are accommodated, and this enables students to see techniques and information they would otherwise not have an opportunity to experience. I am curious to know whether when Kevin uses the videos, are the students expected to answer questions about them. I would also like to know how he uses the videos to stimulate critical thinking in his students.

Liz has a series of very interesting and indepth reflections:

Adult learning theories for Flexible Learning - four orientations and applications to teaching, e.g., case studies and role plays for developing professional communication skills.
Open Education….opening up to the global world…. about having time to play. This induced me to mention the research I was involved in regarding digital information literacy where we demonstrated the importance of 'play'.
Adding to the toolbox! Blended learning appears to be preferred by students - problem-based learning.
Design and describe flexible learning strategies for your context - challenges in getting interaction on the discussion forum, and this will need some creativity if the students see each other face to face.
Nurses, they're a diverse group of learners!
A ccess and equal opportunity to education - access to computers and also "services, buildings and technology for students with disabilities such as hearing or visual impairment.

Liz asks: "How does the visually impaired student survive and learn in the daily world of computer technology without appropriate training and support?" A very important point is made by Liz about whether equal opportunity is actually provided for students to learning just because different learning methods and media are used. What are your thoughts on this? I am sure Liz would love it if you left a comment on her post.

Roger also has a series of posts:

First Class - an introduction
Why this course? - reasons for studying the course.
Missing in Action - a critique about some of the issues associated with using technology and the different formats.
My Plan - I am interested to see how his plan evolves.

It is evident in this post that Roger is already thinking about open formats to make education more accessible. He also has a beginning plan about providing resources and learning opportunities for students who do not normally seek to study for qualifications - volunteer coaches.

Imroz, Namarta and Randeep have written several very interesting posts about their observations and participation in a variety of classrooms where they have observed flexible learning in a range of topics. It is good to see their different perspectives about the topics.

Imroz

access and equity - foundation learning and strategies in use.
Observation - stress management at foundation level.
Automech- Youth guaranteed scheme - Automotive engineering class - the building of grass carts.
Indigenous People - a review of the topic and class session and relevance for students at Otago Polytechnic.

Namarta

Access and Equity; Diversity and Inclusivity - ESOL
Flexible learning - ESOL and time management

Randeep

Flexible Learning -Time Management and ESOL
Reflections On The Blended Learning - ESOL
Observation of Esol class
Access and Equity,Diversity and Inclusivity - Time management and ESOL

Which way do you prefer the information presented? With short descriptions or in lists with links? It is difficult to keep the blog post short yet interesting enough to encourage you to read the actual posts so your feedback is appreciated.

Weeks 13 & 14: Your Flexible Learning Plan

2011-06-07T12:45:00.000+12:00

pïwakawaka (fantail) by SidPix

I chose this feisty little bird to help you organise your busy thoughts into a coherent plan for presenting to the class. Be sure and make contact with the lecturer and others in the class if you want to discuss your plan. The Moodle discussion forum is ideal for this. The next two weeks are designed for you to work on finalising your Flexible Learning plan. Please post a summary of this to your blog. As part of this, be sure and gather up all the posts you have made so far about your plan and link to them in the summary blog post. You also need to choose a media format for the presentation, and prepare this for the miniconference on 22 June 10:00-12:30 in D317. Web conferencing facilities will be available if you are off site. You can post a media version of your presentation to your blog, either before or after you present. If you are unable to attend in person, you can beam in via Elluminate, or alert the class (via the Moodle discussion forum) to your presentation on your blog.

More details about how to prepare for the miniconference and assessment of your Flexible Learning plan can be found under the topic Mini-conference and Assessments.

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Week 12: Concepts of Flexible Learning: Cultural sensitivity & indigenous learners

2011-05-30T09:53:00.002+12:00

Hand and koru by Heather Day

This week Kate Timms-Dean from EDC is your lecturer. Workshop: 1 June 10:00-12:00. Venue: D317.
Web conference: 2 June 15:00 – 16:30.

Indigenous people are ethnic groups who live in a geographic area with which they have the earliest known historical connection. Historically, many Indigenous groups, including Māori in Aotearoa New Zealand, have been the subject of colonial expansion. This has often resulted in territorial and cultural conflict, and the intentional or unintentional displacement and devastation of Indigenous populations (Wikipedia, 2010). In the contemporary context, Indigenous people often feature strongly in the lower echelons of society in terms of employment, socio-economic status, health status and educational attainment. As a result, it is important to consider the needs of Indigenous learners in the development, design and delivery of flexible learning programmes and courses.

Activity
Post responses to the following on your blog - after you have accessed the readings and media material.

How can you include examples of New Zealand's indigenous culture in the design of your eLearning courses - language, society, history, political issues etc.?
What approaches can you utilise to meet the needs of indigenous learners?
Outline any experiences you have had working with indigenous learners.
What were some of the challenges that you and the learners faced?
How did this affect their learning?

Media
Knowing your learner - Engaging Māori learners: an introductory resource for adult literacy and numeracy educators. Take note of the video about the model of learning for Maori - Te Whare Tapa Whā.

Reading

Greenwood, J., & Lynne-Hairata, T.A. (2009). Hei tauira: summary document. Wellington, New Zealand: Ako Aotearoa. PDF
Neal, T. & Collier, H. (2006). Weaving kaupapa Māori and e-learning. Journal of Maori and Pacific development, 7 (2): 68-73. (This reading will be posted on the Moodle forum.)
Clayton, J.F., Rata-Skudder, N., & Baral, H.P. (2004). Pasifika communities online: and implications. Paper presented at the Third Pan-Commonwealth Forum on Open Learning. PDF

Week 11: Organisational policy & strategy

2011-05-23T11:04:00.001+12:00

Otago Polytechnic Block L - Carpentry by leighblackall

Spend this week familiarising yourself with flexible learning strategies and policies in the organisation. For example, the 2008 - 2012 Strategy for Otago Polytechnic. Also, the reading about technology-enabled active learning environments is worth a look - we already have some of this happening at the polytechnic - see if you agree. How can we do better? Also, Getting Results in Literacy and Numeracy report from the Tertiary Education Commission is an interesting paper with suggestions for the future, and one I know several of you will be interested to read. Although the other articles appear at first glance to be for universities - they are applicable to any programme. If you can find something more suitable for the area in which you teach, please share. There is a lot of choice this week, just pick what is most relevant to you, but make sure you look at the 2008-1012 strategy, and charter.

The tertiary education sector is highly competitive, and now that funding is shrinking even further organisations are scrabbling for a slice of the pie. Is Flexible Learning the answer? What strategies are working well and give organisations the edge? In this topic we will explore and justify some approaches to providing flexible learning environments in tertiary organisations. The Horizon report is worth a look each year to see what technologies are being predicted in the educational sector. 2011 Horizon report.

Activity Ten

How do your ideas and strategies for flexible learning fit with your organisation?
Post a response to your blog once you have explored your organisation's policies and strategies.
Locate your educational organisation's strategic plan, charter or profile (or equivalent). It is usually a public document with mission statements, aims and objectives, and performance indicators.
For example, the 2008 - 2012 Strategy for Otago Polytechnic.
The Otago Polytechnic Charter. Other Otago Polytechnic strategic documents.
Highlight statements that refer to or relate to flexible learning.
Explore blogs of Otago Polytechnic staff who publish notes on their efforts.

Reading|

Fisher, K.(2010). Technology-enabled active learning environments: an appraisal. CELE Exchange 2010/7. OECD.
Listen to or read the article: Annand, D. (2007). Re-organizing Universities for the Information Age. The International Review of Research in Open and Distance Learning, Vol 8, (3), 1-9.
Getting Results in Literacy and Numeracy report. Tertiary Education Commission, New Zealand. An update of what has been achieved to date and next steps for the tertiary education sector.
Read the article - The edgeless university

Week 10: Sustainability

2011-05-16T12:00:00.002+12:00

The Education for Sustainability Swirl. Click to enlarge

This week I am hoping to have a speaker (Niki Bould) to work with us in the workshop and the web conference. There will be discussion and activities to assist you to embed sustainability into your practice and to raise awareness in your students.

Workshop: 18 May 10:00-12:00 Venue: D317
Web conference: 19 May: 15:00-16:30

In this topic you will be exploring the meaning of sustainability for your practice and how to be a more sustainable educator. Before you can do that, it is necessary to understand the concept of sustainability in an educational context. For example, workload for teachers and students and the ways in which course materials, activities, assessments and class interactions can be structured or designed to support learning which is time and cost-effective and enduring while providing a high quality experience. The six principles of education in What is Education for? by David Orr is a good place to start your exploration. For example, principle 2: The goal of education is not mastery of subject matter, but of one's person.

Activity Nine – Sustainable Flexible Learning

How can you become a more sustainable practitioner?
What sort of learning and teaching strategies meet your philosophy of sustainability?
Post your reflections about sustainability to your blog once you have viewed the presentations and completed the readings.
Read the article on student workload and find out how to calculate it - Lockwood, F. (2005). Estimating student workload, readability and implications for student learning and progression. Australia: ODLAA.
Watch Sir Ken Robinson discuss Do schools kill creativity?: "we are educated out of creativity not into it". He ends with saying: "we have to educate the whole person". This 20 minute video is well worth watching.

There is more on the wiki.

Week 9: Flexible Learning and adult learning theory

2011-05-09T11:26:00.001+12:00

Autumn rain by tiffa130

To find out about more Open Education Practices (last week's topic) you may like to listen to the recording of the web conference presentation by Leigh Blackall.

This week's topic: Flexible Learning and adult learning theory
Learning theories are used to explain what happens when learning takes place. Learning theories can provide a conceptual framework for understanding a variety of learning situations, and also guide solutions to teaching and learning design. Learning theories in this subject are grouped into four traditional categories: behaviourist, cognitivist, humanist, and social and situational (includes constructivism). Adult learning theories based on these categories are covered more fully in the Learner-Centred Learning course.

In the Flexible learning subject, you need to choose a theory which underpins the flexible learning strategies you are planning to introduce. Before looking further afield, you may wish to refresh by looking at previous work you have done in this area.

Activity
Adult learning theories for Flexible Learning.

Explore adult learning theories relevant to your context.
Choose a learning theory for your Flexible learning Plan.
Describe the learning theory on your blog. Include the following:
- Define the theory.
- Explain the reasons for choosing the theory to support your FL plan - including the features of the theory which suit your students and style of teaching.

Start with looking at Four Orientations to Learning
Explorations in Learning & Instruction:The Theory Into Practice Database
Find out more about some different theories - a keyword search of Google Books and the library catalogue will bring up lots of books on this subject. You may be interested in:
- Communities of Practice
- Connectivism

Week 8: Concepts of Flexible Learning: Open Education

2011-05-02T09:31:00.001+12:00

Easter bunny by somewhereintheworldtoday

I hope you all had a relaxing Easter. We are exploring the meaning of open education this week, a very important subject for Otago Polytechnic and many educational organisations around the world.

I am very pleased to announce that Leigh Blackall is our speaker this week for the web conference. Leigh used to teach this course at Otago Polytechnic, and now works in Sport Studies and the Faculty of Health at the University of Canberra. He will be talking about the principles and practices of Open Education. This is a great opportunity to hear about this subject direct from someone who has worked in this area for a long time, and is really passionate about the practice of open education. You can read all about his activities on his blog.

Date and time: Thursday 5 May: 15:00-16:30.
Venue: the usual web conference link for the course. Remember to have a microphone and speakers (or headset) so you can join in the conversation.

Leigh is the author of this wonderful resource: Open Education Practices: A User Guide for Organisations
Activities this week include exploring the resource and attending the web conference. As well as:
Discuss on your blog:

a definition of open education practices;
some strategies you could use; and
why you believe open education resources and philosophies are important for teaching and learning.

Remember to explore the Open Education Resource Foundation at Otago Polytechnic and Wikieducator to find out more about the vision for free education to all.

Week 7: Planning

2011-04-11T15:08:00.002+12:00

This is a copy of this week's topic from the wiki.

Your Flexible Learning plan has been steadily developing as your post your responses to the activities to your blog. During this week you can use the template to check that you have included information about all the topics covered so far in the course.

Case Study
Look at Helen's plan for flexible learning. The video of the plan is very interesting and outlines lots of strategies.

Activity Six – Continue developing the Flexible Learning plan on your blog using the template to guide you. A Rich Text version will be emailed to you.

Discuss your ideas for the plan with peers.
Record their feedback - a written summary, audio etc., and post this to your blog.
Reflect on the strengths of your plan so far.
Where are the gaps in your plan?
Set some goals for what you still need to do to develop your plan.

Week 6: Recordings from class sessions for Strategies for Flexible Learning

2011-04-11T14:36:00.000+12:00

Strategies for Blended Learning by bronwynannh

Last week we explored some strategies which encourage flexibility in the classroom. Basically these strategies are just examples of good practice in learning and teaching, and rely on your creativity as a teacher. To choose and use appropriate strategies to ensure inclusiveness in the learning environment, you need to be in tune with your students. The Gallery of Strategies for online learning, on the Australian Flexible framework site, is worth a look - lots of ideas there. We discussed the use of case studies, and also techniques for getting students to really focus on the task at hand, for example, "drawing blind" which helps students in drawing class to "really see" the objects they are asked to draw.

You were asked to use a Blended Learning template to design some strategies in four categories as listed. Note: strategies for the Activities and Communication categories should include strategies for Interaction - student-student, student-teacher, student-content.

Content.
Activities.
Communication - synchronous and asynchronous.
Assessment.

For example, you may decide to present content online in topics as I have done for this course using WikiEducator. Activites are listed for each topic, and communication is both asynchronous (independent) - email and blogs - and synchronous (real time) - face-to-face workshops and online using web conferencing.

Barbara Ker spoke to the f2f class about video assessments for Veterinary Nursing programmes. You can listen to a recording of her presentation - coming soon. The School of Veterinary Nursing has produced a very valuable set of guidelines for video assessments. One thing which intrigued me was the ethical clause instructing students to only engage in scheduled procedures and medication regimes. I believe this is to forewarn against unethical practices, and I had visions desperate students pulling cats and dogs off the street so they could complete their assessments on time. The school has to think of everything which might get in the way of a strategy ending in successful outcomes.

In the web conference, Jennifer Hamlin described how online learning is designed for distance students, and the recording included a demo of how Moodle is being used. The programmes are based on unit standards. There is a mix of block courses, practical work in block courses and in Veterinary clinics, online self-paced learning (on Moodle in exe packages), a synchronous online discussion forums, and regular web conferences (real time). Students video the skills they need to demonstrate for assessment, and some are during procedures in vet clinics and others are in the field (e.g., Rural Animal Technology).

Week 6: Strategies for Flexible Learning

2011-04-04T10:39:00.000+12:00

Light at the end of the tunnel by Terry Grealey

Week Six and we are nearing the end of the exploration phase for Flexible Learning. Now it is time to start building your toolbox of strategies for teaching and facilitating your students in your own unique style. For this topic you will be investigating a range of possible strategies, within the five dimensions (time, delivery and logistics, entry requirements, content and instructional approaches and resources) of flexibility (Casey & Wilson, 2005). Blended learning appears to be preferred by students. So what does this actually mean in terms of your teaching and the tools you use? .... Read more about this topic on the wiki.

Speakers this week
I have organised two speakers for the workshops this week:
1. Wednesday, 6 April. Onsite: 10:00-12:00. Venue: D317. At 11:30 - Barbara Kerr from Vet Nursing will tell us how they are using video assessments in their programmes.
2. Thursday, 7 April. Web conference: 15:00-16:30. At 15:45 - Jennifer Hamlin ( previously a facilitator in the course) also from Vet Nursing will tell us how she facilitates learning for distance students.

I hope you can join us for one or the other workshop or both to design and describe strategies for your teaching context.

Activity Five – Design and describe flexible learning strategies for your context.

Explore a variety of strategies.
Talk to colleagues about the strategies they use for teaching and learning.
Developing A Blended Learning Strategy: Instructional Media & Pedagogical Considerations. This has 72 slides and you will need to pause each one to read it.
Investigate the Gallery of Strategies on the Australian Flexible framework site. This is about eLearning but many strategies are applicable in all areas of learning.
Design and describe strategies for your context, and post them to your blog.

There is one reading this week.
Heinze, A. & C. Procter (2004). Reflections on the use of blended learning. Education in a Changing Environment. University of Salford, Salford, Education Development Unit.

Riding the wave over the last five weeks - what are you posting?

2011-04-03T17:33:00.000+12:00

By pareeerica

What a busy few weeks for you all, setting up your blogs, and posting. Your posts tell a fabulous story about your diversity as a group, and there is such a range of information. Your introductions have a good mix of the personal and professional which helps us all to get to know you. There are descriptions of some of the sessions, and creative responses to a number of activities. Thankfully, most people have introduced themselves, and several of you have described some wonderful examples of flexibility as experienced in your teaching, or in the class sessions. Hats off to Fred, Liz and Hannah who have completed interviews with colleagues. What an interesting array of examples of how flexible learning can be designed. I have added my flavor to describe the posts in brief, and this is further on. The links to the posts is a quick way to get on top of things.

Hot tip: Do try and find the time to encourage the others in class, and leave a comment on their blog posts now and then. There is no motivator better than the possibility of fame, and fortune.

Who will be the first person to add a link to an actual audio interview to the blog? Liz has excelled in her most recent post by preparing a brilliant reflection about a classroom experience - using the Three Step Reflective Framework. I encourage you to use this framework when posting. It will help make all my years of study and research worthwhile if you find a use for it.

Brief summary of everyone's blog posts and activity - in alphabetical order (I hope)
Christine describes how she approaches flexible teaching, and is feeling a little shy. So some encouragement and leading by example may be needed folks. The physical distances separating students from the main campus is a consideration for flexibility in Christine's classes, and this has guided the choice of strategies. This is a very interesting example. Check out the Acquisition and Participation models mentioned by Christine and discussed in the comments - you may like to see where your teaching fits with these models.

Fred's interview with Hannah got me very interested in the strategies she uses in her courses. I really like the mix of resources, and methods she uses for learning and providing evidence of learning. Field trips are so much fun, and sometimes get overshadowed by concerns about having enough time to cram in content. It does not appear that Hannah's courses are guilty of this, and I get a sense of a hive of bees working happily on their projects, making honey.

Personal example about field trips
I used to really enjoy taking nursing and midwifery students to the Anatomy museum where I ran a session on embryology. The students enjoyed getting out of the usual classroom, and working with the museum models, and peering in jars. The 3D models we worked with brought the subject alive, and I made use of the displays to get them thinking about the various embryonic stages of development. Video could have done the same thing but being able to touch and look, and work in groups made the whole experience memorable for myself and for the students.

Hannah has identified some key areas in her analysis of her learners. The diversity is broad indeed, and this must provide for some interesting dynamics and interactions in the class. I am interested to see how her ideas unfold, particularly in the 'Instructional approach' area. I have made some suggestions about using peer activities and harnessing mobile phones for learning. in the comments. There is also a very interesting interview with Fred about his mechanical engineering students.

Imroz, Namarta and Randeep have traveled all the way from India to study with us, and have introduced themselves on their blogs. Imroz has described in his second post, the importance of using technologies in the classroom. Randeep has posted a good example of a concept map and provided an interesting description of the class session with the puzzle. Namarta has explained in her second post, how useful she finds mind maps. She has also provided a diagram of the five dimensions of flexibility.

Julie has written how she is out and about in the field a lot so needs a mobile way to interact with us all in this class. Read all about her teaching, and the suggestions I have made to help her be a more mobile learner. You may also want to try this out for yourselves.

You may like to check out Kev's ice cream challenge which he has posted as an example of how he has encountered flexible learning.

Liz has posted a description of an example of flexible learning in nursing. She has described the various components in a Clinical Skills course, and how they fit under the five dimensions of Flexible Learning. Check out my comments on this post for some further ideas for flexibility and innovation in recording role plays. There is a second example about bioscience which is quite a different approach - check out the strategy used to encourage students with their self-directed learning.

Suzanne describes how she is dealing with a number of challenges to study this course online, and to communicate online with her peers and students. She has prepared a really interesting post about her teaching situation and the joys of living in a rural area. I really like her photo and explanation about the weaving exercise.

Please leave a comment here to let me know how useful you find this post in helping you organise your energies in the course.

what does access and equity, diversity and inclusive teaching and learning mean?

2011-03-30T21:35:00.001+13:00

If you are still pondering the meaning of access and equity, diversity and inclusivity the information in this post may help. Perhaps think of a response to these questions.

How can we provide access and equal opportunity to education for all learners?
What does diversity in learning actually mean and how can you be inclusive?

You may wish to think about this question in general, or more specifically about your teaching area. I will begin with an example.

Giant Panda by Sebastian Bergmann

Once upon a time, some clever persons in the ministry of learning thought online education would be a great idea, because it would provide more access to anytime, anyplace learning for lots and lots of people from all around the world, and it might even make lots of money.

However, along came Giant Panda who wanted to come to class and meet other Giant Pandas, chew some bamboo with friends and learn new things. Giant Panda did not know how to use a computer, nor did he have one at home. He already felt different compared to the humans around him, so found the whole computer thing made him feel even more odd. He regarded computers as a bit of a mystery, best left unsolved. The teacher (Primrose) did not know what to do with Giant Panda, who began to hang around the campus bamboo patch, by himself, more and more. Week by week he got further and further behind with his studies. The teacher decided something had to be done, and talked to one of the other teachers (Rodney) who seemed to have a lot of success with students who were "different".

Rodney suggested asking Giant Panda how he preferred to find out new stuff. Once Primrose realised that Giant Panda liked to talk to others, and study in a group, read, and liked watching DVDs she worked out a plan of action with him - printed materials, peer study groups, DVDs and material in books. So Giant Panda was able to learn by sitting around doing what he loved, talking, and reading, and when he got to know the other students they sat with him to show him the the online materials, and all the exciting things you can do on the Internet. Slowly but surely he began to get curious about online learning, and once he finished Primrose's course decided to give computers a try. He did have an ulterior motive though - finding a female Giant Panda.

The moral of the story: Try and embrace diversity, and find a way to be inclusive so that all your students get the chance to learn. If one method does not work for your students, look at other options - there will be a solution - and someone will be able to help you find one if you ask and share your challenges. There is no "one size fits all" solution, you have to be prepared to offer choice, but it needs to be realistic for you as the teacher, and for the students. Often there is a simple solution, it may just be waiting for you to discover it.

Weeks Four and Five: Access & Equity - Diversity & Inclusivity

2011-03-22T20:42:00.015+13:00

Note: there are two weeks for this topic.

One of the reasons for introducing more flexibility into teaching and learning is so that all students, regardless of their diversity, have an equal chance to learn. Consider how to provide inclusive access to course materials, learning activities, class interactions, and assessments. Learning styles and preferences are just one aspect to consider. Cultural sensitivity is an understanding of the way in which cultural factors and practices shape and influence the way people behave and learn. Read more on the wiki.

Activity Four –Define and describe the concepts of Access & Equity, Diversity & Inclusivity in your professional context. You have two weeks for this topic.

Explore the meaning of Universal Design and inclusiveness in learning.
Universal Design for Learning: A framework for access and equity. This includes a range of learning environments.
Describe an example of inclusive teaching.
What are some issues for access and equity in your classes?
Provide a definition for access & equity, diversity & inclusivity relevant to your professional context.
Explain what your learners will need to access the learning environment you plan to create.
Post responses to your blog.

See the readings on the wiki.

Summary of the Workshops - oncampus and virtual - Examples of Flexible Learning

2011-03-17T22:17:00.003+13:00

Recap of Flexible Learning by bronwynann

In the workshop this week, Examples of Flexible Learning was the topic under discussion. The schedule for the face to face session started with a recap of the notion of Flexible Learning. Some of the aspects we discussed are shown in the image.

We also discussed the meaning of different types of learning such as: eLearning, open learning, self-directed learning, resource-based learning, student-centred learning, distance learning, flexible learning. There are different aspects involved with each type of learning, but they all overlap so really it is a bit pointless trying to differentiate between them. For example, student-centred learning and self-directed learning are very similar - learning styles and preferences need to be considered, and there is freedom to choose the way in which learning occurs. eLearning involves learning with media and computers, and resource-based learning in the 21st Century is requiring more and more media to be used for resources, so really it is also a form of eLearning.

The following questions were used to guide the discussions:

1. Define each type (genre) of learning.

2. Identify some examples of courses or programmes at Otago Polytechnic using these types of learning.

3. Which dimensions of flexibility are present in each of your examples?

Use the seven-stage continuum of flexibility.This is on page 11 of the reading by Casey & Wilson (2005).

4. What could be done to improve flexibility of the examples?

Use the flexibility grid?

All the instructions for this work are described in Activity Three for this week's topic - Examples of Flexible Learning.

To hear a different perspective and listen to Sarah Stewart's presentation and discussion with the virtual class, you may like to access the Examples of Flexible Learning - web conference recording 17 March 2011. It is very interesting listening. There is a group discussion around the five dimensions of flexibility, and Sarah provides us with a range of different examples from her experience as an online facilitator. For example, issues relating to time and working flexibly were discussed.

Week Three: Examples of Flexible Learning

2011-03-14T11:21:00.001+13:00

Sarah Stewart, Educational Developer and Midwifery Educator

Guess who is coming to talk to us this week? Sarah Stewart has kindly agreed to present in the web conference on Thursday 17 March - 15:00 to 16:30. Sarah will be speaking about her experiences with flexible learning, in particular the facilitation of online communities of practice. Sarah is an innovative online educator, midwifery educator and educational developer, and it gives me great pleasure to introduce her.

This week we are exploring different types of Flexible Learning ( Examples of Flexible Learning ). In the Wednesday workshop we will be looking at a range of approaches used at Otago Polytechnic. I will prepare a summary of this session later on in the week. You are welcome to attend both the face to face and the online session, or access the recording of the web conference if unable to attend in person.This week's activity is a chance for you to talk to others about their work. Be sure and check out the readings as well for this week's topic: Examples of Flexible Learning

Activity Three – Investigate and describe an example of Flexible Learning in your organisation:

Make a time to talk to two colleagues about how they incorporate flexibility in their teaching.
Who are their students?
How are the five dimensions of flexibility designed - time, delivery and logistics, entry requirements, content and instructional approaches and resources (Casey & Wilson, 2005)?
You may wish to interview the teachers, and/or prepare a description to post to your blog. (Remember to ask permission to use any audio or other information on your blog.)

Nine people have their blogs up so far. Make this activity a priority this week, and familiarise yourself with the topics: Introduction | Assessments | What is Flexible Learning? - otherwise you will get too far behind.

Dimensions of Flexible Learning

2011-03-08T16:59:00.001+13:00

Brainstorm of flexible learning dimensions by bronwynannh

You may be interested to read the range of ideas the class discussed in the first workshop. Click on the image to enlarge it. The image shows the outcomes of the brainstorm about the meaning of flexible learning. For example choice, structure and change were mentioned, along with anytime, anyhow, anywhere learning, resources and sustainability. The consensus from the group was that too much choice was not sustainable because organisational systems and infrastructure and Ministry of Education requirements often dictated procedures (e.g., deadlines for results).

People worked in pairs to discuss the five dimensions of flexibility – entry requirements, delivery and logistics, time, instructional approaches and resources, content.

1. What you are currently teaching and the main characteristics of your learners.
2. Explain to your partner how you currently teach in two of the dimensions.
3. Draw a mind map to illustrate the main points.
4. Are there any areas you would like to change to provide more flexibility? Why?

Watch the blogs to find out more about the discussions as the activity this week is focused on the five dimensions for flexibility. For example, Kevin mentioned his students are mainly male and in the younger age group where practical skills are key. However, theory is also taught and integrated with project-based learning and e-portfolios.

You should all have received a hard copy reading this week. Please let me know if it has not arrived.
Chapter one - Flexible learning: it’s not just about distance. By Collis, B. & Moonen, J. (2001). Flexible learning in a digital world. Open and Distance learning series. London: Kogan Page Ltd.

Week Two: What is Flexible Learning?

2011-03-07T10:54:00.006+13:00

Blackberries by Szlagor

Blackberry season is upon us. You will discover through the type of pictures I use on the blog that I have an interest in the natural world as well as flexible learning. Last week I met nine of the people taking this course - seven in the workshop on-campus, and two in the web conference. We had some very interesting discussions about your understanding of flexible learning - more on this on a later post. I have been in touch with some of you who could not make it to class. I will be in touch with you soon if I haven't heard from you already just to say hello. I am really looking forward to reading your introductions on your blogs, and finding out more about you. There are 13 people taking this course so there should be lots of different experiences to hear about and share.

Chocolate fish this week for Roger and Christine who have put links to their blogs on the Moodle discussion forum. I have now listed links to Roger and Christine's blogs here on the Course blog. There is also a link to the Course wiki on the blog. Please get your blog links up there this week. If you wish to use Moodle as the entry to the course - links to the Course wiki and Course blog are now available there, plus a link to Moodle chat if anyone wants to use that facility.

Subscribing to other participants' blogs
It saves time if you subscribe to each blog. Instructions on how to do this are in the Introduction section 1.1.3 Subscribing to other peoples' blogs.

This week's topic
Now is your chance to really explore flexible learning and find answers to the question on the topic - What is Flexible Learning? Last week in class we discussed Flexible Learning as anytime, anywhere, anyhow learning where student choice and structure were regarded as important. We also started looking at the five dimensions of flexible learning. Check out the readings on the wiki. This week you need to complete activity two. Contact me if you need help finding a buddy.

Activity Two: Find yourself a buddy in the class, and discuss the following questions:

What does the term Flexible Learning mean to you?
Why is it necessary to use a more flexible approach in your work?
What do you need to explore to help this happen?
What goals do you have for using Flexible Learning in your work?
Post responses to your blog.

Figure 2. The five dimensions of flexibility (Source: Collis and Moonen, 2004)

A post is coming shortly about the class sessions last week where we discussed the five dimensions.

Week One: Welcome to the 2011 class for Flexible Learning

2011-03-01T23:07:00.000+13:00

by Steve p2008

It is a pleasure to welcome you all to the Flexible Learning course. Your facilitators are Bronwyn Hegarty and Veronique Olin from the Educational Development Centre, Otago Polytechnic. This week is an introductory week, and an orientation to the class and the requirements of the course. We are really interested to find out who you are, and hear about your opinions and experiences of flexible learning.

All the information for the course can be found on the Course Wiki - in the Flexible Learning Guidebook. This week, please familiarise yourself with the Homepage, the Course Outline, and the information in Introduction | Assessments.

A discussion forum on the Moodle course - GCTLT - Flexible Learning - will be used for you to aks questions about the topics, and we will send out a weekly reminder about reading this blog - where all announcements and reminders about the activities will be posted each week. Watch out for the first email alert from the forum to your inbox.

Classes
The first classes start this week. Classes will be held fortnightly, both face to face (Wednesdays) and online (Thursdays) as per the 2011 Timetable. In the first class we will be discussing the five dimensions of flexibility - entry requirements, delivery and logistics, time, instructional approaches and resources, content.

On-campus: Wednesday 2 March at 10:00 - 12:00 in G303.
Off-campus: Thursday 3 March at 15:00 - 17:00 via web conferencing.

The same link will be used for all online meetings using Elluminate. Details about the equipment you need for web conferencing are on the Course wiki Homepage.

Preparation of Flexible Learning plans

2010-11-18T17:51:00.001+13:00


A touch of summer by By Per Ola Wiberg ~ Powi

In the Flexible Learning class session today we did a recap on what was covered in the course, and people discussed their progress. Each person also shared what they were doing in their teaching as a basis for developing the Flexible Learning plan. The recordings of the session have been put on Dropbox, as mp3 files and you should have received invitations to the folder.

Please use the template provided for the Flexible Learning Plan - Assessment Three (this is in the course outline and has been sent out previously - request another if you need it) to figure out your ideas for your plan, get feedback from colleagues or peers in the class (if there is time), and ask me to give you feedback before you present.

People who are ready will present their Flexible learning plans in the final class session on Thursday 9 December (not 7 Dec as previously advertised) 10:00 - 12:30 in H312. You can present using Powerpoint or other slide presentation, e.g., slideshare, or talk without props. If you need an extension, please get in touch asap. Even if you are not presenting it would be great if you could attend to support the others.

Your presentation is Assessment Three, not the information you write on the template, unless we have negotiated this. Your presentation will be marked on the assessment three criteria (Assessment three: Present your final Flexible Learning Plan), and these are aligned with the Flexible Learning Plan template instructions. Please use the resources on the course wiki under each of the topics to assist with your plans. You do not need to hand in anything written afterwards unless I make this request due to your presentation not achieving a pass.

Organisational documents such as the Charter and strategic directions for flexible learning can be found in the resources on the course wiki - Educational Organisations.

Flexible Learning timetable for Semester Two

2010-09-09T14:24:00.001+12:00

Free Colorful Spring Blossoms in Pink on Blue Sky byD Sharon Pruitt

Spring is here and so is the updated course timetable for semester two. It is also on the course wiki. It was a buzz to take part in the speed-chatting exercise, and lots of you have gone on to complete your assignments.

The timetable is a guide for helping you to finish by the end of the year. I am very happy to meet with people before the next workshop if you need help with planning for flexibility. Next workshop - Thursday 28 October - 15:00 to 16:30 - Venue: H312.

Make sure you check out the information about planning, and the list of reference material.

Flexible Learning discussion session

2010-08-05T12:29:00.018+12:00

FL discussion session by bronwynannh
Click to enlarge.

Several participants met recently to discuss topics for Assessment Two. Access and equity, diversity, cultural sensitivity and strategies for flexible learning; as well as thinking about what flexible learning actually is. Everyone got into the speed chatting exercise where they had to talk for 3 minutes about each topic - with a different "date" for each topic. The face-to-face discussion was in lieu of the online discussion, but people can also use some of their online contributions if they already contributed. Assessment Two is a reflection of what was learned about the topics from participating in the discussion. A date was set for submission for the group who participated in the f2f discussion - 16 August. Of course this can be flexible.

The image depicts a summary of some of the main points from the speed chatting discussion. For example:

Support is key especially where technology is involved.
Getting to know your learners, their existing knowledge and abilities, and their preferences for learning.
Understanding some of the issues which might block access to learning, e.g., gender, in health courses which are predominantly female.
One size does not fit all.
Access to learning can be enabled by using inclusive practices which are equitable, and take account of diversity in ability and knowledge, and social circumstances.

Semester Two: Flexible Learning

2010-08-05T12:20:00.000+12:00

Weeks 14 to 16 - Your Flexible Learning Plan

2010-05-27T16:41:00.007+12:00

Image: Autumn in Ashland by basykes

Isn't this picture amazing! It captures my feelings about Autumn and the bike illustrates for me the travels you have all been on in this course - now you are coming to the end. For some of you this is the time when all the reading and thinking and hard work will start to come together. Others will be constructing their plans later on in Semester two and I have discussed this with some of of the class - flexibility is possible. Remember Assessment two is due on Monday 31 May - unless you have been in touch about an extension. I have added a link to the email forum on the Homepage of the course wiki to make it easier for you to find the archived discussions.

In my meetings and chats with several of you, I have been pleasantly surprised by your interest and involvement in the topics of the course. I thought the interactions in the course were very low key, and was not sure what every one was up to, as we did not use blogs this year, but most of you have been working away on the topics very busily. I am very much looking forward to seeing your plans come together.

Where to start?
Check out the Planning topic on the wiki for instructions about formulating your plans and also the instructions and criteria for Assessment three - presenting your plan.

The Flexible Learning Plan Template and Guidelines.rtf is a good place to start compiling your Flexible Learning Plan ideas. Remember to look back at your Learning Plan (Assessment one) and check if you have met the goals you set for your learning in the course. This should ideally have been a work in progress which has changed as you moved throught the course. The background section will be relevant for the Flexible Learning Plan as well and possibly some of the strategies you have been trying out in your work will also apply.

I am happy to look at your draft ideas - before you organise them into the presentation for the Flexible Learning Mini-Conference. Just email the template you have filled out to me and/or ask for an appointment if you would like to discuss anything.

Next tutorials
Remember there is a tutorial on 3 June 10:30 - 11:30 in H513A and on 10 June 19:00 - 20:00 via web conference. We will be discussing your embryonic ideas for your plans and helping to give them life. (Forgive the metaphor - I used to teach embryology.) It would be good if you can attend these tutorials to clear up any sticky points and hopefully you will get some inspiration as well. I am very happy to organise another tutorial time if neither of these days suit - just email me.

Mini-Conference Planning
Please add your name to the Mini-Conference schedule There are instructions on the page about adding information to WikiEducator. There are two dates scheduled for the Mini-Conference:
1. Tuesday 22 June - 11:00 - 12:00 - H312
2. Friday 25 June - 10:00 - 12:00 - H312

You are welcome to attend either one or both sessions to give feedback to the presenters even if you are not presenting. The feedback process is very important to help you get your plans shaped into a workable form. Talk soon.

Planning for Flexible learning tutorial notes

2010-05-13T14:12:00.007+12:00

Image: Boris by by orphanjones

Today we gathered for the first tutorial into Planning for Flexible learning. We started the session with a round table chat about progress in the course and this was a chance for people to talk about where they were at and ask questions. You will be pleased to know that we negotiated an extension for Assessment two - the due date is now 31 May. So you can still get on the email discussion and have your say. The next tutorial is online on Thursday 20 May at 19:00 - 20:00 hrs. If you would like another session (f2f or online) at another time or on another day please get in touch asap before the hour glass runs out. :0

So what else did we do?
It looks like there is a mix regarding progress with the topics - some people are feeling left behind and others are bobbing along and not drowning yet. My advice is to revisit your Learning plans to see if you have been achieving your goals - this is a good time to change your tack if necessary. Check in with me for advice once you have looked at the template for the FL plan and had a go at adding your ideas - that will help guide you with the topics you need to focus on.

We discussed the following items to help you in preparing your FL plans using the template in the Course Outline - I will send the template on email. Remember I am happy to give you feedback on your draft ideas once you get some stuff down in the template or beforehand if you need some inspiration.

Discuss the three most important things you want to provide for your students to make your course more flexible. How will you do this?
Discuss the three most important things you want to do for your teaching to be more flexible? How will you do this?
What three key strategies will you use to make this flexibility thing happen?
What aspects (access, equity, diversity, cultural sensitivity, indigenous learners, sustainability) do you need to consider?
Discuss your ideas for your Flexible Learning Plan.

One idea put forward by the vet nursing staff was to go online using Moodle chat when at the computer so students can ask questions. They haven't been inundated with requests and have increased access for students who want a just-in-time answer. I do this with Gmail and will start doing it on Skype if you want to drop in and ask me a question when I am online. My skype name is on the bottom of the email.

Books
I have a range of books on Flexible Learning and online learning at my desk if people would like to borrow them. Just leave your name and the name of the book if borrowing them when I am not there. There are also lots in the library if you want some good solid paper to read. Call number 371.358 is a good place to start. :)

Planning

2010-05-07T14:53:00.002+12:00

This is where all the topics you have been studying are pulled together to inform your plan. You have five weeks to develop your ideas. Use the Flexible Learning Plan template as a guide to prepare the plan. It is your choice how you present it, and this can be online – synchronous or asynchronous or face-to-face. Please keep the presentation to 10 minutes. You may choose to use a digital slide show, video, audio, written piece, blog, wiki, verbal description in person, poster etc., to present your plan. You are required to obtain feedback from peers in the class and/or colleagues and include how this has influenced your plan.

The theme that has emerged from this week's discussions has been the feeling that people are finding things a tad chaotic. Coming out from behind the 'safe' and 'contained' environment of BlackBoard and Moodle has been a challenge. Finding information and resources in more than one place, trying to keep up, and following more than one channel can be confusing at best. This 'chaos' is the hall mark of networked learning. which is described by George Siemens, if you're interested in learning more.

Three generations of Distance Education Pedagogy: Challenges and Opportunities
View more presentations from terrya.
What does this have to do with flexible learning and sustainability? The point is that by distributing learning materials and resources in an open environment using tools such as blogs and wiki, you increase a student's ability to connect with learning opportunities at a time and place that suits them. As for you, the teacher, it is the challenge to walk alongside your students as they make sense of the chaos.

Sustainability

2010-04-30T16:17:00.002+12:00

http://www.flickr.com/photos/sovietuk/133117776/

In this topic you will be exploring the meaning of sustainability for your practice and how to be a more sustainable educator. Before you can do that, it is necessary to understand the concept of sustainability in an educational context. For example, workload for teachers and students and the ways in which course materials, activities, assessments and class interactions can be structured or designed to support learning which is time and cost-effective and enduring while providing a high quality experience. The six principles of education in What is Education for? by David Orr is a good place to start your exploration. For example, principle 2: The goal of education is not mastery of subject matter, but of one's person.

All the resources you need for this week can be found on the wiki. I look forward to meeting you on Tuesday 4th May at 2pm for a virtual cup of tea in Elluminate. Sarah

Week 9: Educational organisations

2010-04-23T17:45:00.007+12:00

Image: Old Finsec meeting by Finsec

The tertiary education sector is highly competitive, and now that funding is shrinking even further organisations are scrabbling for a slice of the pie. Is Flexible Learning the answer? What strategies are working well and give organisations the edge? In this topic we will explore and justify some approaches to providing flexible learning environments in tertiary organisations.

The topic from 26 April to 2 May is about Flexible learning in Educational Organisations. This is a totally self-directed topic and there wont be any tutorials on this topic. Do feel free to discuss any issue which arise on the email forum. Check out the resources on the wiki. There is plenty to explore. There is presentation by the CE at Otago Polytechnic, some readings and video to look at and as usual reflection questions.

Kate Timms-Dean ran a great session on indigenous learners. I stuffed up the audio for the beginning of the presentation but there is a recording from slide 7 and most of the discussion. This is on the wiki - Indigenous Learners. Her session will be repeated on Elluminate - see below. Kate is very happy to discuss the topic on the email forum.

Next Scheduled Workshop

Date: Thursday April 29 2010 - Indigenous learners - Kate Timms-Dean.

Online: 19:00 - 20:30 via web conferencing - not mentioned on schedule. More on wiki.

What's on this week - indigenous learners

2010-04-19T16:50:00.002+12:00

This week the topic starts off with a presentation on Thursday with Kate Timms-Dean. There is a short profile below.

The Scheduled Workshops

Date: Thursday April 22 2010 - Indigenous learners - Kate Timms-Dean.

Onsite: 10:30-12:00 in H513 (H block).

Date: Thursday April 29 2010 - Indigenous learners - Kate Timms-Dean.

Online: 19:00 - 20:30 via web conferencing - not mentioned on schedule.

Material will be added to the wikieducator page this week.

Introducing Kate Timms-Dean

Kate's profile: Kate works as a senior lecturer in the Treaty Education and Training Unit at Otago Polytechnic. Kate was born and bred in Dunedin and completed two undergraduate degrees in Māori Studies in the late 1990s. She is currently working towards completing her doctoral thesis which explores language revitalisation tactics being used to regenerate the Māori language in Aotearoa New Zealand and Scottish Gaelic in Scotland. She is married with six children and step children, and loves to spend her spare time playing pool and working in her vege patch.

Access and equity, diversity & cultural sensitivity

2010-03-29T09:19:00.013+13:00

Image: Millions of M&Ms at the M&M shop by david.nikonvscanon

This week we are continuing the topic of access and equity but putting more emphasis on diversity and its association with cultural sensitivity. Be sure and check out the recordings of the class activities related to access and equity. See what the class came up with on their horse ride to the West Coast and the issues for online learning.

The following is taken from the course wiki regarding cultural diversity.

Cultural sensitivity and diversity in the context of flexible learning includes: ethnicity, religious beliefs, socio-economic status, location, professional role, belief systems, learning ability and gender. As you can see learning styles and preferences are just one aspect of diversity.

In some situations it also relates to disability regarding physical, psychological and learning attributes. All these factors can impact on access and equity when it comes to learning.

What's on the boil this week?
This week you are asked to consider two case studies, and think about how the factors associated with culture and diversity might impact on your students. There are some questions to think about around this topic. Check out the two readings - they are very relevant to this topic - one is about the cultural side of things and the other puts emphasis on diversity and learner preferences. If you don't feel like reading each one is accompanied by an mp3 audio version. This is put together by the editors of the online journal. There are also two presentations to view and information about learning styles and preferences.

Items to focus on during the break
First and foremost - make sure you have some R & R time.

Course schedule - make sure you have looked at something under each of the topics to date. It is not necessary to explore everything - choose the things relevant to your Learning Plan.
Challenge yourself with at least one thing in each topic which is out of your comfort zone.
Learning Plan - submit this if it has not been done already or you feel it needs additional information. You may like to revisit your Learning Plan and add any new ideas you have had.
Online discussion activities - contribute to the three activities and see how they contribute to Assessment two (due 10 May).
Journal - keep this up to date -it would be lovely to see a brief summary of your activity on the email discussion at some stage after the holiday break.

Access and equity, diversity & cultural sensitivity.

2010-03-15T17:07:00.006+13:00

Image: Access Road to Loch Leven Heritage Trail by BrianForbes37

It is great to see a flurry of activity on the email discussion about strategies. One of my jobs this week is to try and summarise the main points. If you are feeling a bit left behind, please make contact as soon as possible. I suggest you jump in and tackle the current topic so you can stay with the group. You can still go back and dip into the other topics. The semester break is also coming up after Easter and will be a good time to catch up on the stuff you haven't got to yet. We now have 22 people in the class and if you have not organised a buddy yet, please ask someone or request an introduction. I am happy to make the introductions. Your buddy is someone you can study with or bounce ideas off and may be good at keeping you on track.

This week we are starting the topic on access and equity, diversity and cultural sensitivity. Three weeks will be spent on this aspect of flexible learning. During this topic we will be looking at what you need to consider to ensure access to all learners. Plus factors of diversity (gender,socioeconomic, ethnicity, learning etc.) will be discussed. The topic includes an investigation of your learners’ preferences and abilities. I am still adding material to the wiki so if you come across something be sure and add it or let me know.

One of the reasons for introducing more flexibility into teaching and learning is so that all students have an equal chance to learn. You can find out more about this topic on the course wiki. Watch out for the term - Universal design. I would be interested to hear your definitions on the email discussion.

Discussion activity
The third discussion activity starts this week and is scheduled to finish by Easter. I expect it will probably run past then. Topic: Describe a situation where access & equity, diversity and cultural sensitivity need to be considered. Provide feedback and some possible solutions to at least one person. Send email posts to: flexible-learning-class-discussionATgooglegroups.com

Remember the archives can be read at: http://groups.google.co.nz/group/flexible-learning-class-discussion

Strategies for Flexible Learning

2010-03-01T16:43:00.008+13:00

Image: When strategy is not important by HikingArtist.com http://www.flickr.com/photos/hikingartist/3000884576/

Two weeks are spent on this topic.

By the time you have explored the material and prepared some responses to the reflection exercise in your learning log you will hopefully have gained a clearer understanding of the meaning of the terms: open, distance, eLearning and blended learning. And you will have selected some strategies which suit your context and teaching situation. For example, if hands on learning is a priority, how will you introduce strategies so students can review what they did in class or participate if they are unable to physically attend the class. That is - how can you be flexible?

The highlights this week to look at are: the case study - a mind map (also called concept map) of some strategies for flexible learning by a previous participant (Helen). Plus the video of Helen's plan. Also Investigate the Gallery of Strategies on the Australian Flexible framework site.

There are also two videos from the teaching and learning seminar presentations: Peter Brook - Videoconferencing engagement or marriage - and Andy Thompson - Developing a quick rapport describing some innovative learning strategies.

All material is located on the course wiki page - Strategies for Flexible Learning.

Week 3: Examples of Flexible Learning

2010-02-22T16:06:00.004+13:00

Image: Playing cards polyhedra by fdecomite

This week we are looking at a variety of ways to provide flexibility in learning. This is a time for you to explore local and global examples and links are provided on the course wiki - Examples of Flexible Learning. In the image you can see what can happen when you arrange the same cards differently.

There will be face-to-face and online presentations and discussion about this topic, and next week we will have an online discussion in the email group about some of the strategies. It is great to see so many people taking part in the online discussion and I have met several of you in the classroom- on-site and online. Everyone is already doing some form of flexible learning, and by working together and exchanging ideas we can all add to the mixing pot of creativity already underway.

As you will see when you explore the examples on the course website, and read the discussion posts, there is no one way to do things. It will be very interesting to hear your views in the sessions this week or in the email discussion about the examples you explore. What has struck you the most about the examples you have investigated? Are there other facets of teaching and learning you wish to share?

Week two - What is Flexible Learning?

2010-02-15T12:14:00.007+13:00

Image: Circus Smirkus - Static Trapeze by by hbp_pix

This week we are exploring the meaning of the term flexible learning. We started looking at this in the first workshop and there were some very broad ideas about this. For example, during the brainstorm session people came up with: creative approaches (especially learner-based), getting away from traditional classroom approaches, learning together in agreed ways, access, alternate assessment, learning styles and so on.

There is a recording (60 mins) of the introductory online session.

Flexible learning can occur anywhere, anyhow, anyway...

To do this week
Your job this week is to see if you agree with the ideas on the course wiki - Flexible Learning Guidebook - and in the readings and contribute to the online discussion. A hard copy reading (Flexible learning its not just about distance) has been posted to people who did not get one at the onsite workshop. There is also an online reading and a reflection question.

If you were unable to attend the first workshop sessions, or enrolled recently, I have asked about your availability this week to attend a class session. You will get an email soon to confirm a day and time - please make sure you reply to my short email quiz.

Group email Discussion forum
In the meantime, make sure you introduce yourselves on the email Discussion forum - several people have done so already. We have people from a variety of different areas. Post to:
flexible-learning-class-discussion@googlegroups.com And please contribute your ideas about flexible learning. The activities and links to material are all under the class wiki topic - What is flexible learning?.

Assessment due
The first assessment is due 19 February - this is your Learning Plan. It will not take you long to do but please make sure you request an extension if you cannot get anything to me by Friday - a draft will do if you cannot get the full version done. Remember though your Learning Plan is something you can keep adding to and changing as you progress in the course.

Next Scheduled Workshops

Date: February 25th - Examples of Flexible Learning

Onsite: 10:30-12:00 in D315 (D block on Harbour Terrace).
Online: 10:30-12:00 via web conferencing.

Date: 4 March - Examples of Flexible Learning - new date not on the Course Outline

Repeat session online: 19:00-20:30

Have a great week.

Welcome to Flexible Learning

2010-02-10T21:59:00.007+13:00

Image: Isolation and the Falling Stars by 802

Hello and welcome to the the first week of the Flexible Learning course. We are starting off with two choices of workshop - onsite and face-to-face or online on February 11th.

You can chose one or the other, but if you want to find out what all this online business is about, I am very happy for you to come to both sessions. Workshops and tutorials during the course will alternate between onsite and online options within each topic, usually on different days and time (apart from the presentations which will be recorded) so if you can't get to one, do try and attend the other option.

Onsite: 10:30-12:30 in G107. Online: 19:00-20:30 (NZT) via web conferencing.

We will use Elluminate for the realtime meetings to get together online. This is a great techology for using a web cam if you have one along with a microphone. I will probably crash if I try and use my web cam but I am going to give it a go. Rural broadband is a bit shaky and I haven't even got the electric fence up yet.

The course wiki has a new face this year and I am developing it in the form of a guidebook. I hope you find it intuitive to get where you need to go. The structure follows the weekly schedule in the Course Outline you have been sent, and this is also located on the Home page of the wiki - in case the dog eats the other copy or you leave it in the filing tray at work.

First things first - please take a good look at the Course wiki, and make sure you can find your way around. Apologies in advance for some of the blank pages further on - this is going to be an ongoing development during the course - interior decorating takes a wee while to get right. The announcements on this course blog can be accessed via the course wiki. The course blog address if you wish to bookmark it is: http://flexible-learning-course.blogspot.com/

This is the week for introductions and finding out who will be sharing the next 17 weeks of your life with you. My advice is to set aside a regular time for the study and exploration you will need to do in this course if you are to complete on time - approximately 5 to 6 hours per week. To get the most out of the subject and to have some fun, try and get to as many class sessions as you can and take the opportunity to have your say on the online Discussion Forum.

Everyone will have tales to tell about flexible learning - after all we have all come through the education system - and the best way to learn more about this subject is to hear others' ideas and have your assumptions challenged.

And last of all but most importantly, do make sure you have accepted my invitation to join the online Google group called: Flexible Learning Class Discussion - this is what we will use for our online Discussion Forum. If you have not received one, please get on my case and I will sort it for you. I am really looking forward to finding out about your ideas for flexible learning.

Flexible Learning mini-conference

2009-11-16T11:57:00.004+13:00

Image: the first matilijas (very tall poppies) by emdot

The mini conference for Flexible Learning will be on Friday 27 November, between 0930 to 1130, and will be held both online and face-to-face (room H311). This is a week later than anticipated but will hopefully enable more of you to attend.

Please confirm if you will attend - even if your plan is in draft, it will be a great opportunity for you to receive and give feedback and hear others' ideas. Morning tea will be provided as part of the celebration. I hope some of you can attend. You are welcome to invite colleagues to hear about your plan.

If you need to meet beforehand to firm up your plans, please make contact with the facilitators. And be sure and update your blog about your intentions to present or even with a media version of your presentation prior to the event.

Presenting your plan at the mini-conference

2009-11-10T11:36:00.000+13:00

At this stage you all should be well into composing your presentation about your own flexible learning plan. Remember, your plan should cover each topic that we have gone over in the course so far. If you need to review the topics or have a closer look at the presentation requirements, see the wiki.

When composing your plan, it would be beneficial if it were posted in a web-based format. Some suggestions for how to do this include:

• A slide presentation with supporting audio published on a popular media sharing network (ie. http://slideshare.net/ or http://myplick.com/)
• Youtube with a webcam on yourself.
• Audio recording of yourself loaded to Blip.tv and/or Archive.org
• A video recording of yourself giving the presentation, and loaded to Google Videos
• A recorded web conference (http://elluminate.tekotago.ac.nz/) or a recorded web presentation (ie. http://ustream.com/)

Ideally, we would like to hold a class mini conference later this month where each of you can present your plan and receive feedback from the class. We will be sending out an email about a date and time for the mini conference, and we will be talking about it at this week's class meetings, but in the mean time, we need you to start thinking about a time when you can present your plan, even if it is only in draft form.
Remember, you can send your draft ideas through to us on email if you wish to get some feedback before the mini-conference or before posting them to your blogs.

Class meetings:

Face-to-face: Wednesday 11 November - 1200-1300 in H614
Online: Wednesday 11 November 7pm on web-conferencing meeting link

Develop a presentation

2009-11-02T14:36:00.003+13:00

Image: Room of Empty Chairs by PinkMoose

This is assignment 2. You need to prepare an online presentation. At the same time we are going to push you into using online multimedia of some sort. Your presentation could be another Youtube video. It could be an audio recording, or it could be a slide presentation on Slideshare or Myplick. There are many ways to publish ideas online, these are just a few.

Estimated time: two weeks - 2 to 15 November 2009.

To do

1. Prepare a presentation that outlines your idea for developing flexible learning. In it refer to some things you have learned in this course, and importantly, use your presentation as an opportunity to clearly explain your idea. Think of it as "selling" the benefits of your idea to someone who needs convincing. Your boss, your potential students, a funding agent. As a suggested starting structure:

Background information that led you to your thinking;
Blow by blow, what is it you plan to do?
A day in the life of students who will get to enjoy the flexibility of your course - remember to include considerations such as access and equity, sustainability and cultural sensitivity;
What do you need? Where will you get it from?

2. Publish your presentation online and embed it into your blog.

3. Give feedback to at least three other participants who have published their presentations to their blogs

What to do with feedback you get on your plan

Once you get feedback on your plan, make sure you write this up on your blog and describe how your plan may have changed as a result. Remember if you wish to illustrate or confirm key points about your plan which others may query, you can link to previous posts you have made on any of the topics. For example, if someone says "but what about sustainability considerations", and you know you have already written a post about this, then you can link to the post. However you may still have to explain how the sustainability issues you previously wrote about relate to your plan as it is now. (The date the post was made is a permalink and by right clicking on this - if using a PC - you can copy it.) If in doubt please ask for help.

What's your idea?

2009-10-20T15:37:00.006+13:00

Image: Light at the end of the tunnel by Paulio Geordio

This is where you complete assignment 1 - bringing together all the topics you have blogged about so far, and formulating your idea for developing flexible learning in your course. The notes you make to your blog, and the feedback you manage to gather, will help you prepare your presentation (assignment 2 of this course).

Estimated time: two weeks - 19 October to 1 November 2009.

Class meetings:

Face-to-face: Wednesday 21 October - 1200-1300 Teaching Enhancement session G204

AND

Wednesday 28 October - 1200-1300 - H614 - discussion of your ideas.

Online: Thursday 29 October 1930 - 2030 on web-conferencing meeting link

To do
1. Write to your blog, an outline for an idea you might have, or if you don't yet have an idea - post your thoughts in an open question type of way covering each of these areas:

What is your idea for flexible learning?
What examples of Flexible Learning does your idea draw on?
How does your flexible learning plan fit with an educational organisation's strategic directions?
What are the considerations, risks, concerns that you will need to resolve before you can implement your plan for flexible learning

2. Send a link to your post to the course email forum
3. Leave comments, feedback or suggestions to at least three other particpant's ideas.

Continuing Activities This Week

2009-10-05T17:38:00.000+13:00

We are continuing on with the same topics this week, Access & Equity, Sustainability and Cultural Sensitivity.

Estimated date of completion: 18 October 2009

Access and equity

Research Universal Design and in a new post to your blog consider how these design principles could be applied in your course or new flexible learning development to support access and equity.

Cultural sensitivity

Post to your blog a brief outline of how you identify yourself culturally, and your understanding of the Treaty of Waitangi (NZ) (or indigenous or ethnic groups in your own country) obligations in your organisation, and how they might be integrated into your teaching.
Check out the Maori Strategic Framework on Polybase at Otago Polytechnic - this is not available to non-Otago Polytechnic staff - apologies.
Join a meeting to talk about how we might improve the cultural sensitivity of teaching and learning.

Upcoming Meeting dates:

Face to face - Wednesday 1200-1300 in H614 (there is no meeting 14 October).
Online - 14 October – 7.30 - 8.30 pm via the Elluminate meeting link (may be subject to change if there is a time that everyone feels is more suitable).

Summary of Blogs

This week’s activity on the blogs mainly focused on the previous topics but there are some adventurous souls out there exploring flexible learning.

Hellie wrote a fantastic blog entry in her blog that utilised a mind map to outline the key points of Phil's talk. The process really identified the important features and considerations of flexible delivery in an educational organisation and presented the information in such a way that it was clear and easy to read and understand. In this way Hellie related the educational organisation’s objectives with Gertie the student’s situation and in doing so it showed how communicating the idea of flexible learning is not just an institutional problem but also a challenge for students.

Ella addressed an earlier topic to her blog exploring what image represents her as a teacher. She posted a beautiful image that I could relate to my own teaching. Facilitation of learning is somewhat like a parenting role, guiding and nurturing while also letting go. Ellie also addressed the chaos that can excite students who are new to a world of possibilities in flexible learning. There is a fine balance between giving students freedom and keeping them motivated to achieve the objectives.

This week Steven posted to his blog the interview that he had with a colleague, Raewyn, about how flexible delivery is implemented in her course. It was interesting to read how Steven utilised the ‘flexibility grid’ by Casey and Wilson (2005) to allowed him to evaluate and compare each aspect of his course compared to hers. Raewyn has put a lot of thought into ensuring that her distance students get valuable and achievable workplace experience while also fitting the course into an academic framework. This foucs on practical experience is really helping Raewyn to facilitate flexible learning in her course.

Have a go at reading these blogs and posting some feedback to your colleages, there are some real gems out there!

Considerations for flexible learning

2009-09-21T10:33:00.003+12:00

Someday Robots will Rule the World by Oskay

In this topic we will consider some wider issues that affect flexible learning such as sustainability, access and equity, and cultural inclusiveness. As you think about your own flexible learning development ideas, see if opportunities present themselves whereby you may be able to develop more equitable and sustainable practices? In what ways might you offer better services to people from different cultural backgrounds? How might you improve the levels of access and equity your course affords? Can you reduce the demand your course directly or indirectly places on natural resources and ecosystems?

Estimated time: three weeks - 21 September to 18 October 2009 (includes one week semester break). The semester break is: 28 September to 2 October 2009.

Access and equity

Research Universal Design and in a new post to your blog consider how these design principles could be applied in your course or new flexible learning development to support access and equity.

Cultural sensitivity

Post to your blog a brief outline of how you identify yourself culturally, and your understanding of the Treaty of Waitangi (NZ) (or indigenous or ethnic groups in your own country) obligations in your organisation, and how they might be integrated into your teaching.
Check out the Maori Strategic Framework on Polybase at Otago Polytechnic - this is not available to non-Otago Polytechnic staff - apologies.
Join a meeting to talk about how we might improve the cultural sensitivity of teaching and learning.

Meeting dates:

Face to face - Wednesdays 1200-1300 in H614.
Online - 23 September and 7 October, 2009 - fortnightly on Wednesday evenings - 7.30 - 8.30 pm via the [1]Elluminate meeting link].

Sustainability

Because flexible learning often entails self directed, or self paced learning, people can lose sight of what would be a reasonable workload. In a new post to your blog, highlight useful points from Fred Lockwood's paper: Estimating student workload, readability and implications for student learning and progression

Listen to this partial recording of Anna Hughes facilitating an activity called: Where do you Stand - which got a lunchtime group thinking about issues around sustainability.

Finishing the Activities on this topic

Finally, write a post to your blog that summarises what you have discovered about the considerations of Access and Equity, Cultural Diversity and Sustainability, and relate them to your own ideas for developing Flexible Learning.
How do you think you might treat these wider issues when you start developing your flexible learning idea?

Remember to check out the Extra resources - Considerations for flexible learning.

Flexible learning in educational organisations

2009-09-15T11:21:00.004+12:00

Image: Exterior of building, Otago Polytechnic campus 2005

This week we are taking a look at Flexible learning in educational organisations. The weekly face-to-face session is on in H614 - 1200 to 1300 - when we will take a look at the relevant aspects of the Otago Polytechnic Charter and Profile and discuss the importance of organisational support for flexible learning. An online version of the session will run on Wednesday 23 September 7.30-8.30 pm on Elluminate. I hope you can make one of these times.

In this topic you will explore and justify the strategies for the development of flexible learning environments.

Estimated time: one week - 14 to 20 September 2009.

To do

1. Listen to or read the article: Annand, D. (2007). Re-organizing Universities for the Information Age. The International Review of Research in Open and Distance Learning, Vol 8, (3), 1-9.

2. Locate your educational organisation's strategic plan, charter or profile (or equivalent). It is usually a public document with mission statements, aims and objectives, and performance indicators.

3. Highlight statements that refer to or relate to flexible learning.

4. Write to your blog a critique of the online presentation of Otago Polytechnic's Chief Executive, Phil Ker talking about how his organisation is approaching flexible learning development. Alternative audio files available here.

5. Interview a colleague you know who has experience in developing flexible learning, and find out from them how they have developed flexible learning options in their practice. Post that interview to your blog.

6. Watch these two TV adds for Kaplan University and consider their motivations for marketing themselves this way:

Summary: topics and blog posts so far

2009-09-14T10:28:00.008+12:00

Image: The first daffodil 2009 by bronwynannh

The three weeks allocated for the recent topic - Examples of Flexible Learning - have flown by and spring is now with us. It has been great to see people managing to get to the class meetings both face-to-face and online. The online class discussion last Wednesday evening about examples of flexible learning was very interesting. We talked about different situations where flexible learning principles have been used to develop and enhance four areas of teaching and learning: content; communication; activities and assessment. You can watch and listen to the Elluminate recording about Examples of Flexible Learning, and read the summary about it on Bronwyn's blog - now available.

So who has been busy recording what they are thinking and doing on their blogs?

Everyone has got as far as the introduction, and some of you have added your responses to the orientation exercise about your teaching, and others have written a story about one of your students and their flexible learning needs. It is time to get moving, everyone or you wont make the end of November deadline. So to help you get going please have a look at what some of the others have done by clicking the links in my summary, and don't be shy to post your thoughts and responses to the tasks. If you feel you are lagging behind and need help to get back on track please get in touch with Bronwyn - 0800 762 786 ext 8360 or Jennifer - 0800100052.

Adain has written to his blog a very realistic and interesting account of the teaching and learning situation for him and his students. He has made some very good suggestions and I particularly like: "Perhaps getting students to help in locating and sharing more resources could lighten the load?" As Adain is looking for a survey for checking out students' level of skill with technology use, I have given access to an online survey which you can all potentially modify and use for your students to find out about their computer use, skills and confidence. Please let me know if you need editing access. It is good that Adain is planning to add in a bit of flexibility and to take it gradual rather than trying to do it all at once.

Katy has written about her teaching practice and her post got me very motivated to respond. I love the way she explained how she is sitting with her students and adding in "sprinkles of ..." from time to time. It conjures up a lovely picture of a delicious icecream cone with chocolate sprinkles or hundreds and thousands on top. Her goals are evident of a teacher/facilitator who is passionate about her vocation.

Hellie has written a wonderful story about Gertie which has some very salient aspects, particularly, as Jennifer mentions, whether G has the ability to be organised in her self-directed study. The theme in Helen's story also illustrates some of the issues with accessing online course material. It seems ironical that Gertie chose Dunedin so she could get the on-campus experience rather than stay in Hamilton and study online. And here she is having to do quite a bit of work online. I hope the online aspects of her study are also complemented in a balanced way with the f2f she wanted, otherwise she may end up taking to the "drink" for solace. :(

Do people think if Gertie had the skills to download materials for offline use - put them on a laptop or USB stick or CD, would this help, or is this something her course lecturers should be obliged to make available? What do you all think? Feel free to discuss on here by adding a comment or send your thoughts to the email forum. Remember to subscribe first at: http://flexible-learning-course.blogspot.com
email address: flexiblelearningpractice@googlegroups.com

Ella has written about Jack "whirling like a lonely cinder" in cyberspace. It looks like some form of online learning is the only option for Jack due to his geographical needs and also his professional role. Or is it? Some of the issues definitely come under the umbrella of access and equity. I love the bit about flexibility with assignments and how this could be demotivating. :)

Interesting that Ella mentions that "Jack has limited imagination". Possibly he has untapped potential so with the right approach this could be unlocked which could be very motivating. How could she do this I wonder? Also as Jennifer mentions Ella could investigate some multimodal resources as a way to offset the online access issues. What do people think about this? Adain has added some suggestions as well so see if you agree with his comments and add your own.

Steve has written an excellent critique about his Reading around Flexible Learning, and brought some more resources to the table for us to consider about design and development of flexible learning. I really like the way he has compared information from them with one of the course readings - Flexible learning: it’s not just about distance (Collis & Moonen, 2001). Steve makes an excellent point that constraints at the grass roots, when you are introducing flexibility into the classroom, are very closely linked to organisational structures. For example, the time which people have available to develop innovative ways of teaching and learning, the reward systems and support for lecturers with educational design and introducing new technologies etc. If organisational support is not readily available for staff, it can make the whole process even more challenging. See if you agree with what Steve has written about this topic of organisational structure and see what he has found.

Concept mapping

I have suggested concept mapping for both Katy and Hellie to try with students, if they are not already doing this. It is a useful tool for students to use as it helps them connect the dots and encourages deeper learning and reflection. I love concept mapping or mindmapping because it is practical and you can get a better sense of where you are going. You can also get really creative with colour and shapes.

Here is an excellent article - CONCEPT MAPPING AND THE RESEARCH PROCESS - helping students research information and get to a deeper level of learning. It has practical examples to explain the process. If people want to take paper-based concept mapping to a digital level - CMAP is easy to use and a free download: http://cmap.ihmc.us/download/

Workshops this week

2009-09-07T13:53:00.001+12:00

The presentation I asked you to go to last week has been rescheduled to this week - details below. I hope you can go instead of our weekly meeting. There will be an online web conference on Wednesday 9 September 7.30- 8.30 pm via Elluminate - web-conferencing meeting link

We will be discussing Examples of Flexible learning - the topic which ends this week. This announcement is a repeat of the blog post.

Please make sure you are subscribed to the Flexible learning email forum at: http://groups.google.co.nz/group/flexiblelearningpractice

EDC Lunchtime Presentation:
Wednesday 9 September, 12.05pm – 12.50pm, H127, “Resources for integrating sustainability into your teaching”. Presenter: Anna Hughes.

Examples of Flexible Learning - three weeks from now

2009-08-24T09:05:00.006+12:00

Image: eye.pueo by eye of einstein
At this stage you will, hopefully, have written your story about a student who needs increased flexibility to be able to study. I am looking forward to being entertained when reading them on your blogs. You should also be starting to form some ideas about what flexible learning actually is, both in your context and in general.

Weekly sessions on a Wednesday 1200-1300 continue until further notice. We are now in H614 (on-campus) and online via the web-conferencing meeting link (Elluminate).

What's on
This week and over the period three weeks - 24 August to 13 September 2009 - we are looking at some Examples of flexible learning. There are several things to look at on the To Do list: The article by Precel et al (2009) (your can read or listen) about the design of blended learning, and the video clip by Hazel Owen about programme design, as well as Willie Campbell talking about Recognition of Prior Learning examples are all well worth a look.

It would be great to hear about some examples you are investigating or know about in your teaching discipline. Your task for writing to your blog on this topic includes your notes from your exploration of the topic and your responses to the following questions:

What ideas have struck you?
What things interest you most?
What are your concerns and problems - and what do you think the solutions to those might be?

You may wish to return to the story you wrote previously, and add some further solutions which will help the person to study more flexibly.

Its often a good idea to browse around what other people in the course have written and leave them some feedback - this can be very motivating. Try to reference the things you talk about with hyperlinks.

Another week another workshop or two

2009-08-17T12:18:00.004+12:00

Image: Fascination by h.koppdelaney

I thought this pic was a great illustration to represent the topic were are investigating this week - What is flexible learning? Yay, there are now five people with blogs up and running - Adain, Helen, John, Katy and Steven - links below. It will be good to see some of you giving each other encouragement and posting your ideas from the orientation exercise on your blogs this week. Also posting your initial thoughts about flexible learning from the chapter you are reading, and the short story about one of your students. Remember to check out the course schedule for this topic to see exactly what you need to do.

Setting yourself up on the group email
Remember a couple of people can only communicate via the group email so make sure you join - subscribe on the Participate page by adding your email address to the box - Subscribe to flexible learning practitioners email forum. I am going to start using only this group email for all notices from the end of this week. You can still email me at my tekotago email if you have any private questions or comments.

Interactive sessions coming up this week
Discussion about flexible learning and an experiential session on how to write effectively for a blog in this course - will be the subject for the face-to-face (19 August) and online meetings (19 August).

Regular meetings

Face-to-face - weekly on Wednesdays 1200-1300 in H208A - a web-conference link will be set up as well using the web conference (Elluminate) meeting link used for the course.
Online fortnightly - 19 August 1930-2030 .

Here is the list of blogs to date (taken from the participate page). If you are still to add your blog URL, please add to the comments section of the Participate page on the course blog.

Adain: http://adains-blog.blogspot.com/
Bronwyn: http://bahtings.blogspot.com
Helen: http://hellieunderway.blogspot.com/
John: http://blogbyjohnf.blogspot.com/
Katy: http://katymdesigning.blogspot.com/
Steven: http://steppingstone09.wordpress.com

Go well.

What is flexible learning? - 10 August to 23 August 2009

2009-08-10T09:46:00.006+12:00

Image: Chocolate fishes by Ivan Mliniaric

It is excellent to see some people's blogs up and running. Chocolate fish to John and Katy who have activated their blogs. Julie and Vili are joining this class and will be corresponding on email rather than on a blog. Nigel is going to be studying from Tonga using mainly email and is taking resources on a CDROM. Connection to the Internet is expensive and unreliable. A good example of how we need to consider Access and equity - a topic coming up later on in the course.

So it would be great if everyone could join the Flexible Learning email Group - just add your email to the subscribe box on the Flexible learning Blog participate section - you will need to scroll down. That way Nigel can communicate with you all and send out his work on email; he will not be recording his learning using a blog.

What is on over the next while?

Library sessions - effective use of online databases and Google Scholar - Monday 10 August 11-12 and Thursday 13 August 9-10 - BG1 (back room ground floor) at the Bill Robertson library - 135 Union Street East, Dunedin.

Over the next two weeks we are looking at: What is flexible learning

The full To Do list is on the blog. In summary:

1. Reading - book chapter: Collis, B. & Moonen, J. (2001). Flexible learning: it's not just about distance. Let me know if this has not arrived.

2. Writing - On your blog, write a short story about a day in the life of someone who is considering doing your course. This person has a range of flexible learning needs. ...

3. Supporting - Leave a comment and/or suggestion on another participant's blog.

4. Attending - Attend workshops (optional): Face-to-face - weekly on Wednesdays 1200-1300 in H208A - an meeting link online web-conference link will be set up as well. Online fortnightly - 21 August 1930-2030 using the web conference (Elluminate) meeting link.

An experiential session on how to write effectively for a blog in this course - will be the subject for the face-to-face (19 August) and online meetings (21 August). This was previously offered in an online session in semester one and here is the recording.

Please use the email forum (flexiblelearningpractice@googlegroups.com) - you need to subscribe first - or the course blog to ask questions and to contribute to class discussions.

Summary of First Workshop

2009-07-31T09:58:00.008+12:00

Image: Murray and Morgan 2009 bronwynannh

The first workshop was a good chance for six participants in the class to make eye contact with the facilitators and each other. Apologies for the really poor sound quality on Elluminate, it turns out the microphone was not properly connected so there was a lot of white noise which was pretty much drowning out the voices. We did get the web cam to work though so Steven and Jennifer got a look at most of the class.

The main thing to explore in the course is to explode the myth: Flexible learning is online learning. We start off in the course getting you to look at yourself as a teacher - are you a flexible teacherand how can you make this happen? Then we move into looking at the learners you are teaching or facilitating. The course blog will be used for regular announcements and summaries of the class activity so make sure you keep a close eye on the blog notices coming into the course wiki.

Whose in the running for a chocolate fish?

The first person to find the link to the course blog on the wiki, can win a chocolate fish. So let the class know on email (use reply all).
Everyone who gets their blog up and running in the first two weeks and posts their goals for the course to it also win a treat - follow the instructions on the course wiki - Orientation and introductions.

What happened in the first workshop?
You may wish to listen to a recording of the first Flexible Learning workshop on Wednesday 29 July 2009, but if it is too confusing, you will not have missed much if you work through the orientation exercise. One thing I suggested to the class is that they find a buddy (someone in the course) to study with or a mentor (someone who has done the course, maybe from their department).

The main things we did in the workshop were to look at the course schedule on the wiki and run through the orientation exercise. There was discussion around the concept of being a flexible teacher. There are dates for each topic, some take two weeks or three weeks and one topic is only one week long (educational organisations). If you can keep to the dates (approx 5-6 hrs work each week) you will be able to meet the deadline for the course - 27 November 2009. Apologies but we can't be flexible on this due to the need to get results into the student management system.

Class meetings - face-to-face and online
The on-campus participants would like weekly sessions to start with, on Wednesday lunchtimes - 1200-1300. These class meetings will predominantly be active sessions about flexible learning based on topics in the course.

We will start on Wednesday 5 August with a session on learning preferences - H208A. This coincides with an EDC workshop which is relevant to the flexible learning subject. I will run this separately as an online session for those off-campus. For assistance with digital media, e.g. blogs, there are other options - see further on.

Jennifer and I will also offer fortnightly online meetings (web-conferencing meeting link) starting on Wednesday 5 August at 1930 - 2030 - the first one is to make sure everyone is comfortable with the orientation requirements. You will need a microphone or headset to speak. This is for all participants and not just those who are at a distance.

Assistance setting up your blog
For assistance with setting up your blog and to find out how to get your blog the way you would like it, drop into the Forth Street Community Learning Centre (CLC) and ask for Lyn Blair who will assist you - afternoons are best.

Other assistance

Library workshops - using online databases and Google Scholar - Monday 10 August 1100 -1200 and Thursday 13 August 0900 -1000 - BG1 (back room ground floor) at the Bill Robertson library - 135 Union Street East, Dunedin.

Social Media workshops (wikis, blogs, video, manipulating and using digital material etc) at the George Street CLC every Tuesday at 1800-2000 hrs run by Veronique Olin and Leigh Blackall. When you are ready to explore other skills you will need for digital environments, these workshops will be ideal.

Start of the next class - 27 July 2009

2009-07-24T10:55:00.005+12:00

Image: stars are projectors by brainware3000

Welcome everyone to the next iteration of the Flexible Learning course. I will be the main facilitator this time round (Bronwyn Hegarty), and hopefully Leigh Blackall will chip in from time to time. Jennifer Hamlin (Teaching Enhancement team, EDC) will be joining us as a co-teacher learning the ropes for this particular method of teaching online. I will let Jennifer introduce herself later on.

In the course, I intend to dispel the myth: flexible learning is online learning. Or flexible learning is all about technology. I like to see this subject as described in the book called: flexible learning in a digital world. This is available at Google Books in limited preview and also at the Bill Robertson library.

We start off with a relaxed two weeks of orientation to the course and each other, and I have posted an orientation exercise where you start to take a closer look at the type of teacher you are at the moment. I believe we need flexible teaching for flexible learning. Once you get the flexible teaching right the rest falls into place. The course schedule is on the wiki, so have a look through it and familiarise yourself with the topics and the two assignments.

The first workshop is on Wednesday 29 July 2009 - 1100-1300 - on-campus in H612 (changed from H514) or online via Elluminate web conferencing. More details about web-conferencing are on the wiki.

So do you think there is a magic bullet for flexible learning?
Although there are theoretical and practical principles around flexible learning, there is no one answer. Flexible learning is a bit like finding the perfect partner, we all have different tastes and experiences in our relationships with others, other teachers and students, and what suits one does not always suit another. Flexible teaching for flexible learning is the same as entering into any partnership - there are a multitude of factors involved. During the course you will be exploring a lot of different approaches and opinions about flexible learning. In the end you have to decide where you sit as a teacher in all of this and how you can design your teaching for flexibility. How will you re-jig the content, activities, assessments and communication methods which you currently use in your courses, to provide more flexible ways of learning? First of all this requires you to take a close look at what you are doing now, what is possible and what you can change to make your teaching more flexible.

To get you started I have had a go at preparing something for the orientation exercise which is explained on the course wiki. For example you are asked to draw something, or find a picture which depicts the type of teacher you are. I was racking my brains about the type of picture I would use to illustrate the type of teacher I am. I have settled on one but still have to reflect on why I chose it. The pic is on my blog and there is also a post about how I regard my flexible teaching. I am looking forward to seeing what you all come up with. Bronwyn Hegarty

Develop a presentation

2009-06-24T08:41:00.004+12:00

Art Institute of Portland Portfolio Show by Art Institute of Portland

Over the next two weeks - 22 June to 5 July 2009 - for assignment 2, you will need to prepare an online presentation using multimedia of your choice. Your presentation could be a Youtube video, an audio recording, or it could be a slide presentation on Slideshare or Myplick. This is preparation for the mini-conference on 3 July 12.00-15.00 NZST in G201/G203 at Otago Polytechnic and on Elluminate. If you cannot make the miniconference, do try and listen to the recording of the event and give feedback to your class.

To do

1. Prepare a presentation that outlines your idea for developing flexible learning. In it refer to some things you have learned in this course, and importantly, use your presentation as an opportunity to clearly explain your idea. Check out the Assignment Two guidelines and criteria. Think of the plan as "selling" the benefits of your idea to someone who needs convincing. Your boss, your potential students, a funding agent. As a suggested starting structure:

Background information that led you to your thinking;
Blow by blow, what is it you plan to do?
A day in the life of students who will get to enjoy the flexibility of your course - remember to include considerations such as access and equity, sustainability and cultural sensitivity;
What do you need? Where will you get it from?

2. Publish your presentation online and embed it into your blog.

3. Give feedback to at least three other participants who have published their presentations to their blogs.

What to do with feedback you get on your plan

Once you get feedback on your plan, make sure you write this up on your blog and describe how your plan may have changed as a result. Remember if you wish to illustrate or confirm key points about your plan which others may query, you can link to previous posts you have made on any of the topics. For example, if someone says "but what about sustainability considerations", and you know you have already written a post about this, then you can link to the post. However you may still have to explain how the sustainability issues you previously wrote about relate to your plan as it is now. (The date the post was made is a permalink and by right clicking on this - if using a PC - you can copy it.) If in doubt please ask for help.

Whats your idea?

2009-06-09T13:43:00.001+12:00

Estimated time: two weeks - 8 to 21 June 2009.

To do

1. Write to your blog, an outline for an idea you might have, or if you don't yet have an idea - post your thoughts in an open question type of way covering each of these areas:

What is your idea for flexible learning?
What examples of Flexible Learning does your idea draw on?
How does your flexible learning plan fit with an educational organisation's strategic directions?
What are the considerations, risks, concerns that you will need to resolve before you can implement your plan for flexible learning

2. Send a link to your post to the course email forum

3. Leave comments, feedback or suggestions to at least three other particpant's ideas.

Extra resources

Consider the plans and presentations of previous participants of this course

Examples of flexible learning plans

2009-06-04T09:31:00.005+12:00

This page is to showcase some presentations of flexible learning plans from past participants:

Fled - http://fled.wordpress.com/2008/08/15/i-need-some-help-please/ - midwifery
Tracy's slide presentation at: http://www.slideshare.net/thornicroft/tracy-kennedy-draft-flexi-learning-plan - Fashion
Megan at: http://megansmutterings.blogspot.com/2008/08/final-plan.html - nutrition education
Michelle slide presentation at: http://online.print2flash.com/content/1ba04683f953fdcf7d316ed8975ad4e0/ - mathematics
Penn at: http://otpenk.blogspot.com/2008/07/dflp-final-version-of-my-flexible.html - occupational therapy and use of library resources
David - a presentation of what he did to introduce flexible online learning to massage students - he presented to the 2008 Flexible learning students. See: http://www.myplick.com/view/51Bc1qT6kP1/DavidMcDFLP-07

Considerations for flexible learning - recordings

2009-05-30T11:04:00.003+12:00

Here are the recordings of the meeting we had on Friday 29 May. Included are the slides and separate audio recordings for the presentations made by Kate, Leigh and Anna.

Full Elluminate web meeting recording
MP3 Audio recording of the full meeting - 13 Meg (55 Minutes)
All audio recordings archived at Archive.org

Kate Timms-Dean Cultural Considerations in Flexible Learning

Cultural considerations in flexible learning

View more OpenOffice presentations from k8epai.

Slides - Slideshare.net
Audio - 2 Meg (10 Minutes)

Leigh Blackall Access and Equity in Online Learning

Access And Equity in Online Learning

View more OpenOffice presentations from Leigh Blackall.

Slides on Slideshare.net
Audio - 2.7 Meg (15 Minutes)

Anna Hughes Education for Sustainability

No slides for this talk, but Anna does have other slides available.

Audio - 2 Meg (10 Minutes)

Considerations meeting confirmed

2009-05-27T14:10:00.003+12:00

Hello everyone. Wow time flies!.. we have a meeting this Friday 29 May at 3pm NZ time (that's 3am UTC for anyone international). The meeting will be both face to face (EDC Office in H100 of Otago Polytechnic's Forth St Campus) and on the Elluminate web conference space (meeting link).

Kate Timms and myself will talk about cultural and equity considerations, and Anna Hughes will have a pre recorded presentation about sustainablity for us to watch and discuss in the meeting.. and on our blogs of course :) Each presentation will go for less than 10 minutes each, followed by at least 10 minutes discussion. The entire meeting should go no longer than an hour and a half, finishing at 4.30pm.

So I hope you can make the time to join us either face to face or online. Otherwise the meeting will be recorded for access at a time that suites you.

Considerations for flexible learning - 18 May to 7 June 2009

2009-05-21T09:46:00.007+12:00

Image: Someday Robots will Rule the World by Oskay

Estimated time: three weeks - 18 May to 7 June 2009.

Access and equity

Research Universal Design and in a new post to your blog consider how these design principles could be applied in your course or new flexible learning development.

Cultural sensitivity

Post to your blog a brief outline of how you identify yourself culturally.

Sustainability

Because flexible learning often entails self directed, or self paced learning, people can lose sight of what would be a reasonable workload. In a new post to your blog, highlight useful points from Fred Lockwood's paper: Estimating student workload, readability and implications for student learning and progression

Meeting

We are working on another panel session - probably for Friday afternoon 29th May at 3pm (NZ time) in H100 and on the Elluminate web conference meeting point. Kate Timms-Dean, Anna Hughes and Leigh Blackall will each give a 10 minute talk, expanding on or taking a different tact, for each of these 3 considerations. This meeting will be confirmed shortly, watch this space.

Finally, write a post to your blog that summarises these issues and relate them to your own ideas for developing flexible learning. How do you think you might treat these wider issues when you start developing your flexible learning idea?

extra resources

Slide presentation: Access and equity in online learning.
Zondiros, Dimitris (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. The European Journal of Open and Distance Learning (EURODL)
Ngā Kiwai Kete: The e-Learning Toolbox - Mau tena kiwai o te kete, maku tenei - You at that handle and I at this handle of the basket: A web site with resources that support development of elearning, with particular emphasis on services for Maori and Pasifika students
Slides: Dump the Drone: Easy steps to livelier eLearning By Cathy Moore.

FL - recording of informal online session 14 May 2009

2009-05-15T09:59:00.002+12:00

Six of us spent a very enjoyable hour and a bit talking about our experiences with flexible learning. Even the people without mics contributed a lot. It was great to hear about Tony's team and their work with video and how it is expanding into automotive engineering and sports with their help. Their programme website with lots of neat recipes and videos is at: http://otagocookeryl4.blogspot.com/ And there is a degree in cookery on the way.

Helen mentioned her work as a nanny and ski instructor and Sarah talked about her portfolio approaches and e-mentoring project and professional development. Cyndy texted some interesting assessment and learning approaches. I found the session stimulated me to speak about my past learning experiences.There is more on the recording of the session - and apologies for missing the beginning where I talked about the Diploma of Teaching I studied. We also had a discussion about the merits of learning without a qualification attached to it and much more.

Informal online meeting - Thursday 14 may 8pm NZ time

2009-05-12T16:32:00.004+12:00

Hi All, just a quick note to say that some people in the email forum (optional participation there) have penciled in an online meeting time on Elluminate THIS Thursday evening 14 May, at 8pm NZ time (+12 UTC). This meeting is informal and being arranged by course participants for those who would like to interact with others in the course. Watch this space for possible time changes, but at this point it is 8pm Thursday.

Click this link to open the Elluminate meeting room about 20 minutes prior to the start time - just to be sure your computer is set up and ready to role. Do access the Student Service Desk for technical computing assistance, e.g., Elluminate (computer conferencing) is available from Otago Polytechnic by phone and email.

Phone: 0800 765 948
Email: itss@tekotago.ac.nz

Ensure you tell them your name, lecturer's name, name of the course, and a brief description of the problem. They may ask for your username as well.

On the night if you have no joy with the Student Service Desk you can text Bronwyn - 021 735 438.

Flexible learning in educational organisations

2009-05-11T14:58:00.012+12:00

image by Finsec

So begins a week looking at flexible learning within educational organisations. If you are behind, no worries. Take your time and catch up steadily. There have been some very interesting blog post from quite a few participants, and its great to see comments coming in. It will be even better when we see replies from the blog owners and perhaps even discussion!

Not enough interaction?

If you are troubled by the level of interaction in the group, don't be. It is quite normal for a group of our size and experience levels to be hesitant and quiet. However Bronwyn suggests you might like to subscribe to the flexible learning practitioners email forum below to get some more discussion going.

Subscribe to flexible learning practitioners email forum

Email:

Visit this group

Finding other bloggers to network with

If you are keen to find discussions around the topics and make connections with practitioners, I would highly recommend looking at the blogs outside of our course. Quite a few Otago Polytechnic staff keep blogs now and even more around the world obviously. It could be well worth your time searching and browsing professional blogs, leaving comments and basically networking with people. This could lead you into a useful learning relationship with someone.

An easier way to read blogs

Some people have asked me for an easier way to check on and read other people's blogs. Its great to have this question asked, as there is an excellent tool for doing just that! Its called Google Reader. You use Google Reader to subscribe to people's blogs. Whenever they update their blogs, it will show up in your reader. This works for most websites that update information regularly. Take a look at Google Reader and see if its useful for you in keeping up with things in this course.

Ok. what to do for this topic:

In this topic you will explore and justify the strategies for the development of flexible learning environments.

Estimated time: one week - 11 to 17 May 2009.

To do

1. Watch these two TV adds for Kaplan University and consider their motivations for marketing themselves this way:

2. Locate your educational organisation's strategic plan (or equivalent). It is usually a public document with mission statements, aims and objectives, and performance indicators.

3. Highlight statements that refer to or relate to flexible learning.

4. Two options:; a) Write a critique of your organisations teaching and learning policy or strategic plan, in terms of statements relating to flexible learning. How deeply do you think it addresses the idea?; b)Write to your blog a critique of the online presentation of Otago Polytechnic's Chief Executive, Phil Ker talking about how his organisation is approaching flexible learning development. Alternative audio files available here.

Kim Thomas talking about the permaculture course - 10 minutes
Willie Campbell speaking about the Centre for Assessment of Prior Learning (CAPL) and her work in RPL - recognition of prior learning - 10 minutes.
An example of a RPL case which Willie Campbell was working on and has told us about in a presentation done for a previous class - 5 minutes.

extra resources

Videos: Youtube playlist on Flexible learning
Text: The Otago Polytechnic Charter
Links: Otago Polytechnic staff who publish notes on their efforts

Panel on flexible learning - recordings

2009-04-30T20:23:00.002+12:00

At 2pm today we had a successful panel discussion about flexible learning, with 10 people joining in online, and at least 3 face to face in teh classroom. As usual the discussion was recorded for those who couldn't make it:

The audio is available on Internet Archive.
The Elluminate recording is also available if you prefer.

Thanks to the panel members for agreeing to lead the discussions, and thanks to all those who participated:

Mark Nichols - e-learning specialist with Laidlaw College, and a member of the DEANZ (Distance Education in New Zealand) executive. He was recognised as a Flexible Learning Leader in New Zealand in 2005-2006. Mark has a lot to offer regarding open and distance and online learning.
Robyn Jay - Learning and Teaching Portfolio Architect within IT Services at University of NSW.Robyn worked as an E-learning Innovations Coordinator for the Australian Flexible Learning Framework.
Stephan Ridgway - An eLearning Coordinator for Workforce Development @ TAFE NSW - Sydney Institute. Stephan is responsible for the development, maintenance and delivery of a wide range of online resources, delivering staff professional development and providing support for teaching & learning online.

Panel discussion about examples of flexible learning - 30 April 2-4pm

2009-04-23T10:49:00.009+12:00

We're seeing some steady progress with the new course participants getting comfy with using their blogs, with some great work being done already. Hats off to Jenny Rudd for some outstanding work so far. Not to set the standard or anything, just acknowledging work above and beyond the expectation levels of this course. Thanks Jen.

Now that many of us appear to be ready to role, it must be time we got cracking with the course proper.

Its time we started looking at examples of flexible learning.. we will spend 20 April to 10 May looking at these.

On 30 April we had a panel discussion about flexible learning. As usual the discussion was recorded for those who couldn't make it:

The audio is available on Internet Archive.
The Elluminate recording is also available if you prefer.

Thanks to the panel members for agreeing to lead the discussions:

Mark Nichols - e-learning specialist with Laidlaw College, and a member of the DEANZ (Distance Education in New Zealand) executive. He was recognised as a Flexible Learning Leader in New Zealand in 2005-2006. Mark has a lot to offer regarding open and distance and online learning.
Robyn Jay - Learning and Teaching Portfolio Architect within IT Services at University of NSW.Robyn worked as an E-learning Innovations Coordinator for the Australian Flexible Learning Framework.
Stephan Ridgway - An eLearning Coordinator for Workforce Development @ TAFE NSW - Sydney Institute. Stephan is responsible for the development, maintenance and delivery of a wide range of online resources, delivering staff professional development and providing support for teaching & learning online.

What is Flexible Learning?

2009-03-30T14:04:00.013+13:00

Image: Learning to Fly at Airkix by gavinandrewstewart

Great progress everyone with getting your blogs up and running and completing the other requirements for the first two weeks of the course. A list of 2009 participant blogs is now available on the "Participate" page with a sample of the latest work included on the right. It is set up so a short snippet shows up each time someone updates their blog. If people prefer they can just look at the list if they do not want to subscribe to an RSS reader such as Bloglines or Google reader. What have we got in store for you next? The estimated time for you to spend on this topic is three weeks - 30 March to 19 April 2009 (includes Easter break).

Over the next three weeks, you will be exploring the concept of flexible learning and working to broaden your understanding about this important area. If you already know something, which I am sure you all do, now is your chance to discover new ideas in areas you may have avoided until now. For example, online learning, recognition of prior learning, negotiated learning, project work etc.

In a nutshell, flexible learning can be regarded as anytime, anyplace, anyhow options for teaching and learning. It just depends on the form it takes to make it happen and this is where the debate begins. Think about whether flexible learning is just about access to learning opportunities, or is it also about the ways in which people learn best?

To do
1. Read more about flexible learning from the perspective of the Australian Flexible Learning Framework's Flexways site and the extra resources below.

2. On your blog, write a short story about a day in the life of someone who is considering doing your course. This person, called X, has a range of flexible learning needs. Your story should highlight issues that X may have for NOT doing your course, as it is set up at the present time.

The person called X may have some of the following issues: has a full time job and can't afford to leave it for study; is unable to move towns to attend classes; has difficulties learning in classrooms and at the pace of others; is unable to pay fees; believes your course does not fit exactly the range of things X wants to learn, may not feel comfortable using computers, has a disability, has family responsibilities...

The purpose of you writing this story is to consider as many reasons as you can where people might NOT be able to access your course (or an aspect of your course). HINT: If you are able, it is best to base your story on a real situation which you have encountered or heard about.

3. Leave a comment and/or suggestion on another participant's blog.

4. Attend workshops
An experiential session on how to write effectively for a blog in this course - 2 April 1-3pm in H311. This will also be offered in an online session - now Wednesday evening 22 April 7 - 8 pm NZST. Before the session you might like to download a three-step template for use in the session. Here is the Elluminate recording of the online session - How to write effectively for a blog.

Some sites to look at before the session:
Five tips for writing better blog posts by Sue Waters;
10 tips on writing a blog post by Lyndon from Flockblog;
My PLE is like my cooky baking (PLE = personal learning environment) - a good example of a post by Sarah Stewart.
Also check out this example. What is Flexible Learning? by Nutrition matters.

Library session - effective use of online databases and Google Scholar - Thursday 9 April - 1.30-2.30 in BG1 (back room ground floor) at the Bill Robertson library - 135 Union Street East, Dunedin. Jacinda Boivin will show you in a hands on session how to become more effective at finding online information using the online databases and Google Scholar.

An online version of this is being organised so watch this space.

Orientation and introductions

2009-02-26T15:58:00.028+13:00

Thank you for your interest in the 2009 Flexible Learning course. Please take a moment to review the tabs above (about:news:join:schedule), then return here to "news".

We start this course with orientation and introductions. Who are you? Who are we? Are you in the right place? Can you manage the time commitment? What's involved? Who can I get help from?

You have 4 things to do

1. Please take the Pre-course survey. (Survey opens March 16)

2. Watch this video that explains this course, and review the course schedule.

3. Introduce yourself to the course by setting up your blog, posting an introduction, and leaving the link for your blog as a comment on the "Join" page.

Tell us:

who you are and your area of expertise, making sure to mention any experience you might already have with flexible learning;
your reasons for doing this course and what you aim to achieve by taking the course;
any questions or comments from the orientation week or course schedule.

Why not put a face to your introduction using a simple web cam and Youtube?. Here's Leigh to start it off :) Note the extra resources below.. including a link on how to use a webcam with Youtube. If this step is technically too challenging, text will be fine.

4. Listen to the recording of the session for the first workshop on Elluminate - this is if you were unable to attend the face-to-face workshop or wish to review the proceedings of the 18 March session.

Contact Bronwyn for further advice: bronwynh@tekotago.ac.nz +64(0)21735438 or freephone 0800 762786 ext8360

For online meetings, it is a good idea to test your access well in advance of the class sessions. The meeting link will remain open for the duration of the course. No password is needed, just enter your name.

Helpdesk for technical computing assistance is available by phone and email.
- Phone: 0800 762 786 ext. 8039.
- Email: helpdeskATtekotagoDOTacDOTnz

Ensure you tell them your name, username, name of the course and a brief description of the problem.

The workshop was a chance for you to meet your facilitators - Bronwyn Hegarty and Leigh Blackall - and others in the class. People had an opportunity to ask questions about the course and the assessments and discuss their interests around flexible learning. We had some discussion about how technology can often overshadow learning and provoke anxiety. Open software and the idea of open access to courses was mentioned as well as learning preferences and personalised learning opportunities.

Several people spoke to the group - Jacinda Boivin re library services at the Bill Robertson library; Lyn Blair and Jacquie Hayes spoke about their experiences in previous courses - very enthusiastically - and told everyone about the computing support provided by the Community Learning Centres (CLCs) at Forth St, Princes St, South Dunedin and Mosgiel. This was of particular interest for people new to blogging. Helen Lindsay told everyone about the help which the Learning Centre could provide with writing and study skills

extra resources

Text: How to use a webcam with Youtube
Video: How to set up a blog
Text: Create and maintain a basic weblog
Search result: How to embed Youtube into Blogger?
Audio: Rachel Gillies - A course participant from 2007.
Audio: Interview with Ruth Lawson, a course participant from 2007 speaking about her flexible development plan for the course and what she is doing now.
Text: List of other participant blogs

Orientation to the course

2009-02-25T15:40:00.004+13:00

Here is a video that should help to orientate you to the course. Click play, then pause.. watch the dark grey bar load the video. When the bar shows a fully loaded video, it is ready to play uninterrupted.

Schedule just about done

2009-02-23T02:45:00.001+13:00

The new course schedule is just about finished. We're taking a risk in reducing the number of topics in the hope that participants will be willing and able to look deeper into the topics we have kept. I'm not entirely happy with it - but these things are never finished. I wish we could find the grail on how to inspire participants to help build the course. We'll see. This time we are running the course fully open, so we might attract participation from a wider cross section.

The URL for this course blog has changed too. it used to be flexiblelearningpractice.. but now its flexible-learning-course.. not sure if that's better.. trying to find the title and URL that is more intuitive to potentially interested people. The bad thing about changing the URL is it means that some of the old links might have broken. I've tried to fix as many as practical. Please let me know if you find one broken.

Talk: Assessment in open access and flexible learning courses

2009-02-22T15:00:00.001+13:00

We are having a day of professional development here at Otago Polytechnic today, and I've been asked to give a talk on assessment in open access and flexible learning courses at 2.40pm today NZ time (2.40am UTC) which is in about 30 minutes from now.

Although the talk is taking place in a classroom, I have set up a web conference room for purposes of recording, and opening up potential participation to who knows who! To that end I hope to demonstrate how a standard lecture can be recorded and made available for access both live and after the fact.

Admittedly Elluminate limits access to those who can install it their ends, but rest assured I will be taking an audio file out for backup and access later for those who can't use Elluminate.

I plan to talk about our work in 2 courses:

I will reference the work of David Wiley, Temmu Leinonen, Steven Downes and George Seimens and their efforts to offer online open access courses.

I will explain how our two courses are run online, and the model we are developing for open access and eventual assessment. I hope to mention our plans to trial the flexible learning course as entirely free in access and assessment, and explain how and why we would do such a thing.

So if you find yourself available in 30 minutes, why not listen in on the webconference. I won't be able to focus on any text chat while I explain these things, but I hope to get the explaining out of the way within 20 minutes, leaving another 20 for questions and comments.

Hope to see someone in there :)

Revamping

2009-02-22T14:44:00.000+13:00

We are currently revamping the course wiki, email list and blog. Some links on the blog will be temporarily out of order.

About

2009-02-22T14:00:00.013+13:00

This course is a level 7 course registered with the New Zealand Qualifications Authority. It has been developed by staff in the Educational Development Centre of Otago Polytechnic. You are guided to develop a plan for developing flexible learning options in your teaching, and will experience flexible learning and teaching approaches.

How do you join this course? This course is explained in the Guidebook. You can undertake self paced study, or learn with others.

Learning outcomes
At the successful completion of this course, participants will be able to:

Discuss principles and processes of flexible teaching and learning to facilitate culture sensitive adult learning;
Critique the design and application of existing flexible teaching and learning options in relation to the literature;
Analyse and evaluate challenges that arise in the design of flexible learning environments;
Explore and justify the strategies for the development of flexible learning environments;
Create and evaluate a plan for the implementation of a flexible learning experience.

Facilitators: Guidance, assessment and certification services are available by contacting the course facilitator:

Bronwyn Hegarty
Educational Developer, Educational Development Centre, Otago Polytechnic
Freephone in NZ: 0800 762 786 ext 8360
Mobile: +6421735438
Skype: bronwynannh
About: http://bahtings.blogspot.com
http://bronwynhegarty.blogspot.com/ - Doctorate research

Edit

Joining this course

2009-02-04T13:41:00.032+13:00

Please leave a link to your blog in the comments. Information abut the course is in the Flexible Learning Guidebook. You may like to check out the blogs of previous participants in the lists below.

2009
July - December

Adain: http://adains-blog.blogspot.com/
Bronwyn: http://bahtings.blogspot.com
Chrissy: http://chrissyflexiblenursing.blogspot.com/
Ella: http://flexibleella.blogspot.com/
Helen: http://hellieunderway.blogspot.com/
Jennifer: http://nerdpath.blogspot.com/
John: http://blogbyjohnf.blogspot.com/
Katy: http://katymdesigning.blogspot.com/
Steven: http:// steppingstone09.wordpress.com
Vili: http://vilisviewofthis.blogspot.com

March - July

Dzyanna: http://diyleaning.edublogs.org
Valerie: http://learningonline.blogspot.com
Amanda: http://jasneath.blogspot.com
Helen: http://helsaorakibeauty.blogspot.com
William: http://on-line-presence.blogspot.com
Tracey: http://scurrt.blogspot.com
Nellie: http://quality-learning.blogspot.com
Michelle: http://otchicken.blogspot.com
Ruth: http://havingfunwithflexibledelivery.blogspot.com
Hilary: http://hilsconnectionto.blogspot.com
Gary: http://garysgettingtechno.blogspot.com
Emma: http://learningflexiblyemma.blogspot.com
Sarah: http://sarah-stewart.blogspot.com
Tracey N: http://traceysflexibleblog.blogspot.com
Minhaaj: http://www.minhaaj.com
Cyndy: http://cyndysflexyblog.blogspot.com
Vili: http://vilisviewofthis.blogspot.com
Jenny: http://jennysflexilearningblog.blogspot.com
Helen: http://helen-through-the-looking-glass.blogspot.com
Felicity: http://fmbodyworks.blogspot.com/
Bronwyn: http://bahtings.blogspot.com
Julie: http://julz-greeneggsandham.blogspot.com

COMMENT

---------------------------- Edit

2008

Email forum archive: http://groups.google.com/group/flexiblelearningpractice

Participant websites:

2008 Presentations and plans

Annalynn: http://annalynn.wordpress.com/
Carolyn: http://fled.wordpress.com/2008/03/07/fled-to-wordpress/
Chris: http://www.crompolychef.blogspot.com/
Fiona (Athena): http://athena-odyssey.blogspot.com/
Hannah: http://learningdrawinghannahj.blogspot.com/
Julie: http://basiccookerylevelthree.blogspot.com/
Katy: http://katymdesigning.blogspot.com/
Kristen: http://kristenb-kb.blogspot.com/
Kristi: http://kristi-carpenter.blogspot.com/
Meegan: http://meegsopsa.blogspot.com/
Megan: http://megansmutterings.blogspot.com/
Mereana: http://mereanasmusings.blogspot.com/
Michelle: http://nzbibi710.blogspot.com
Penn: http://otpenk.blogspot.com
Pete: http://petedouglas.wordpress.com/
Raewyn: http://raewynbusymumof4.blogspot.com/
Steve: http://flexiblefrying.blogspot.com/
Susan: http://susamellis.wordpress.com
Tracy: http://sustainfashion.blogspot.com/

Course details

2009-02-04T13:29:00.015+13:00

The course details are described in the Flexible Learning Guidebook. Different options for studying the course are available.

Edit

Week 16: Summary official end of the course

2008-06-26T20:33:00.020+12:00

Well the Semester One course is now officially ended. Thank you to everyone who has participated including those of you who are carrying on - after all we do practice flexibility. We are privileged to be able to work with you all. This year we are seeing some wonderful innovation and a lot of hard work and it will be interesting to see what happens as you put your plans into action.

What does the official end actually mean? For several of you, the sun is setting on the course, but there are new beginnings afoot. For those of you carrying on to finish later in the year, there will no longer be facilitation at the same level and this includes course summaries of people's postings. So you will have to make sure you make the effort to comment on each other's posts. The facilitators will keep an eye but will not be as active on your blogs as they were with the semester one group....times are hard and workloads and accountability are issues for all of us.

Six or seven of you will finish very soon and submit your final assignments. Remember to read up on the assessment criteria again and make sure you do your self-assessment. The rest of you have made arrangements for extensions. The facilitators are still here to help with these so please keep in contact on email and ask for help when you need it. You have the course summaries and the course schedule to guide you with the content as well as the assessment criteria. Remember you can search the course blog and posts are tagged with the weekly topics.

What was happening over the past week?
Some people have revved up the action now they have a breather from teaching. So some serious summarising was needed by the facilitator on duty this week. There are some more final plans and some posts about course topics.
Alli is the first person to post her self-assessment. She has been leading the way throughout the course and her perseverance has got her to the end. A big chocolate fish for Alli. Still a bit more to do on creating a summary with links to previous posts.

This reminds me to let you know the process for conducting a self assessment - before you do - check out the assessment criteria about it. "Go back through your blog, presentation and plan (or other forms of evidence) and produce a summary that directly addresses the learning objectives for this course." You need to post and link to posts which demonstrate you have met them. This is in addition to giving yourself a rating for each criteria.

Learning Outcomes for DFLP
1. Discuss principles and processes of flexible teaching and learning to facilitate culture sensitive adult learning;
2. Critique the design and application of existing flexible teaching and learning options in relation to the literature;
3. Explore and justify the strategies for the development of flexible learning environments;
4. Analyse and evaluate challenges that arise in the design of flexible learning environments;

So who has posted plans?
Steve at Flexible Frying has got a pretty detailed plan on his blog so now is your chance to give him some feedback. There is a lot of attention given to the flexible learning analysis which is very good.

Chef@polycrom is off on an adventure to China. His plan is now available for feedback and there is also a slideshow about knives which could help you in the kitchen. His plan is modeling ecosustainable methods by offering an approach which reduces travel as well as an exchange programme. It also integrates cultural diversity by offering resources in English and Mandarin.

Who has been racing to the finish line?
Megan has done several great posts recently and is in serious catch up mode. Excellent news on one post about how she has gotten a good response from colleagues to her plan and how she will be working with them to plan for 2009. There is also a post on access and equity. There are real issues for the group of students she is working with in Sports, and several of you will probably be able to relate to Megan's list and her insights about motivation.

Megan also has another post on cultural diversity is very interesting and has an example of how she gained the respect of Pacific Island students - and the importance of being culturally sensitive so that students have trust and respect for their teachers. Another post is about Phil Ker's presentation on organisational strategy. Megan wishes she could have attended Phil's presentation on Elluminate so she could have asked questions in the discussion. She comments about how well the Otago Polytechnic strategy does when it comes to flexible learning. This is further endorsed by the managers supporting a default Creative Commons by attribution Intellectual property policy.

Megan has an excellent plan to move her teaching along the continuum towards flexibility and feedback is still welcome. You may also be interested to read about Megan's ideas for obtaining funding for a research evaluation of her development project.

Pen has done a couple of excellent posts recently: one about flexible learning in educational organisations which appears to have slipped through the net. See if you agree with her ideas around creativity in learning. Pen also has her sights on some funding to evaluate the success of her plan - you can read all about it on her latest post. Steve at Flexible frying is looking to do the same so you might both benefit from having a chat about it.

A question I pose to you all - when is the best time to find out if something is working and/or successful - during the development and pilot implementation, or following the implementation?

You might like to have a look at this presentation - Why is evaluation so important? - to make that decision. It illustrates how evaluation sits within the ADDIE model of design. (Assessment, Design, development, implementation, evaluation.)

Pete has done a big catch up post and there is lots of evidence he has been doing quite a bit of reading and thinking about flexible learning. Lots of very interesting information about the history of FL at Otago Polytechnic. We have come a long way since my first onlne teaching in 1998. See if you are of the same mind about face-to-face classes and online learning. He also discusses some ideas around open, networked, RPL and the Modern Internet. A timely reminder and discussion about the stages to go through when transitioning to authentic learning - taken from Nutrition Matters blog - http://www.2learn.ca/Projects/Together/KWORDS/traditiw.html

Pete also tells us firsthand about how his access to the Internet is compromised by a work firewall. Also how online courses are worth it even with the access hassles. Do you believe students want instant feedback nowadays via instant messenging or are they happy to wait a couple of days to get replies on discussion boards? The DFL matrix on Pete's blog gives a good overview of the areas to be considered in a design plan.

Who is burning the midnight oil for flexible learning?
Mereana has also been extra busy posting. Watch how her ideas unfold as she investigates creative ways to get her students investigating Maori health and to think critically about it. She has posted about distance, correspondence and online FL and includes a link to Nga Kiwai Kete - a Toolbox with some very useful resources for online teachers. I agree with Mereana body language cues are lost when interacting online, but the use of web cams and computer conferencing and voice can help to overcome this.

Mereana says in her post about flexible learning - part-time, block, blended - that there is no going back. She wants to help students make links between theory knowledge and their own clinical nursing experiences. There is nothing like visual and audio material to help liven up learning - how can she capture the enthusiasm and passion she now conveys in the f2f classroom?

Mereana's other post is on open, networked, RPL and describes the open philosophy of universities like Yale (for some reason there are two posts the same). See if you agree with Mereana about the "try before they buy" approach. Do you believe that open educational resources (OER) can be used as a marketing ploy? For me it brings on warm fuzzy feelings when something is for free and good and just what I am looking for to use. It is great that we have made a start at OP in moving towards OER with the use of the Wikieducator platform for several courses, and the Creative Commons by attribution intellectual property policy. It is a new perspective and sharing does have a nice community feel to it.

This is the last post for the 2008 course. Thanks again for all the fun! Bye for now. Bronwyn and Leigh.

Wk 16: June 23-29: Complete Assignments

2008-06-26T20:32:00.002+12:00

I notice that the Week 16 overview was not posted. Your input into the poll would be appreciated as well.

This is the week when you will finalize your three assignments. The final due date for submitting your assignments is Monday 7 July 2008, one week after the course ends.

To do: Post on your blog how you feel you have met the criteria in each of the three assignments and include:

a link to your finished presentation;
a link to your final flexible learning development plan.

It is possible to get an extension so make sure you make contact and do not hesitate to ask if you need help. Several people have made contact about extending their study. The course is designed to be self-paced as well, so there is every reason to keep going and complete.

End wk 15. Round up on Presentations etc

2008-06-23T13:56:00.003+12:00

We had a great turn out for the face to face presentation session on Friday. If you missed the session or couldn't be there, then please load a presentation to your blog when you're ready. Video is a good idea, and others are putting a slide presentation on Slideshare.net (which you can even add audio to).

Bronwyn and I have filled out a "marking sheet" to serve as feedback and assessment on your presentations. You will be receiving that in the next day or so, please let us know if you are expecting one but did not receive it.

Let's take a look at the week's activity for the course participants:

Athena is drawing the first leg of her voyage to an end it sounds, with a post that considers her new directions at the end of the course. It sounds as if she will be exploring the use of Wikieducator, and it will be great to add Occupational Therapy to the list of open educational resource development that Otago Polytechnic is now famous for. Note to Athena: Please add your wonderful presentation to your blog! Suggest using SlideShare.net to do that.

Raewyn is umming and ahing over where on a continuum (as the Otago Poly Boss puts it) she will sit in terms of enabling flexible learning in her course offerings. Raewyn has also posted a video depicting the simulator she uses in her course, that links to her flexible learning plan presentation - great to see it all on your blog Raewyn, easy to see, easy to find.

Alison over at Vicarious Conversations has posted on week 4: How can distance, correspondence and/or online learning create flexible learning opportunities in your context? It is an interesting read and I hope many of us will take the opportunity to review the week 4 topic and consider Alison's post. I think the benefit of running DFLP at the pace of the users offers the rest of us opportunities to see ahead and to review the course as others come to it. Alison's post is considering the flexibility already in her course design, and the issues she has to deal with. One thing I notice that could be open to challenge is, "The whole notion of accreditation is based on (in part) comparative achievement of a cohort." Hmm... could there be room for individualisation and a more negotiated curriculum? Would that necessarily result in more work? I think the inverted Bloom's taxonomy hints at a way forward for this. That and something like student generated content perhaps?

Steve over at Flexible Frying is calling for feedback to his plan. Its interesting to note that around about now, lots of people in DFLP will be calling for feedback, but if your network is small (as it is in DFLP) and you have not been communicating outwards to other educational bloggers in your field, then you are limited by the combined intellect and motivations of the DFLP group. Considering everything the Internet has to offer us, I strongly suggest some effort in networking more widely, stepping out into that big bad world, meeting other professionals in your field, and trying to open up conversations with them. Perhaps then, the feedback you get will be more useful, more forthcoming. Steve has a poll going on his blog.. it may be a little bit unclear what it is you're asking Steve. It seems that you are asking if people prefer the videos on Youtube, or the videos on their iPod, or both...?

OTPenK has loaded her presentation slides to Slideshare and has had a go at embedding in on her blog. The Slide's aren't displaying for me on your blog Pen, (the link to the Slides is though) yuo may have to have another go at copy pasting the code.. OTPenK has included a detailed plan write up for consideration also, as well as a another poll survey seeking basic feedback. One of the things that concerns me is why exactly Pen is developing the resource in Blackboard when ultimately she hopes to have the library take it over. This issue might also relate to a question of sustainability. From what I can make out from the background of the project, and the rational for doing it, it seems like open access would be a better way to go (?).

Tracey Kennedy over at Fashion Issues NZ is giving extended comment to colleagues in the DFLP course (Good on ya Tracy, we need more of this networked dialog, but would be good to see a little formatting and hyperlinking to the things you are mentioning).

Pete Douglas is warming himself up with a plan to provide better public education on fire safety. It seems logical to me to be considering where the public already are in terms of media and information, and with TV and radio costing way too much to get on, the next obvious port is the Internet.. but to then go and set up your own site and somehow ask the public to come to you is making life hard. There is a hint in what Pete did initially as to what the public would do generally. Search Youtube, search Wikipedia. I reckon Pete, you should devise a plan to get your resources on Youtube and Wikipedia! You want as many people in NZ accessing your educational content as possible right? Why would you lock it behind Blackboard? or set up your own website without first staking your claim on the top 10 most used websites that are actually asking you to put your content on them!?

Part of our role is to provide free Fire Safety to members of the public under the NZ Fire Services Act 1975 Part 2 Fire Safety.

I hope I am not being too strong with my point, but I hope you will look closely at weeks 6 and 8 of this course for ideas.

Chris over at Chef@PolyCrom has done an great job at collecting up potential NZ funding for flexible leaning development. Could you add links to the websites Chris?

And finally, AnnaLynn!! What a powerful blogger who consistently goes deep into her inquiries for this course, and draws out great stuff. I have been guilty of missing Anna's postings up until recently! My loss more than anything. Now I am connected to her blog and following the updates, I am personally getting a lot from her musings. This week Anna considers sustainability with an excellent example of action learning.

Wk 15: June 16-22: Present flexible learning development plan

2008-06-16T13:53:00.005+12:00

For some of you this week is getting close to the finishing line. Even if you are taking the pace more slowly, the presentation session this week will be very useful and your class mates will need your input. See this as a celebration and sharing of your ideas for flexible learning.

Presentation session: Friday 20 June, 10.00-12.00, H206a/b - H block.

If you will be presenting your draft plans and gathering feedback please make sure we know so a list of speakers can be drawn up, and it will also help us with organising refreshments. If you can only attend part of the session, this is fine, just make sure we know so you can have a slot to present.

To do

Invite colleagues who may be interested in your plan;
Notify others about the link to your presentation on your blog - unless you have negotiated other arrangements;
Gather feedback on your plan you are presenting, for example, you may wish to do this via:

a poll on your blog;
an online survey;
feedback in a face-to-face meeting;
discussion with colleagues.

Summary Wk 14 - Finish draft flexible learning development plan and presentation

2008-06-13T20:35:00.015+12:00

There has been lots of activity this week with draft plans whirling around like the snow flakes which have started to arrive. I hope you can all rev up the effort and give each other feedback on your plans. This is a really important part of the creative process as our artist colleagues can tell us - critique and constructive suggestions from your peers. I have had the privilege of talking to a few people about their plans and/or giving electronic feedback.

Hopefully you all received the email about the presentations session this week. More on the next post. Meanwhile here's what has been happening.

Chef at Flexible frying is "practising what is being preached" for week 13: National and nternational support for flexible learning development, and also week 14 - preparing the draft plan. Congratulations are in order for the Otago Polytechnic innovation funding which he and colleagues obtained. Now the creation and editing of video resources will be much easier - the right tools for the job. Great to see your presentation at the teaching and learning forum too. A question - are students able to subscribe to the video material as podcasts so they automatically download onto their ipods? Next stop national funding.....

Chef has been very innovative with his presentation, putting his draft flexible development plan on Youtube and his blog. It has wonderful pictures of food as well and is very interesting listening. I really like the mix of strategies such as web-based materials, slide presentations, video and ipods and DVD resources in your plan for those who have compromised access to the Internet.

Megan at Nutrition matters has been zooming along, posting about sustainability and she discusses some good practical examples of how to embed sustainability into curriculum areas such as midwifery and sport, eg informing students about sound food practices such as buying local produce. Check out Megan's plan on her blog presented using an innovation called print2flash.

Athena is reaching the end of the Odyssey and has details of her plan available for your scrutiny - the use of WikiEducator for Occupational Therapy programmes. It was interesting meeting on an atoll to discuss her initial ideas and hear how the crew might make use of WikiEd in the future. Be sure and fill out the poll.

Alli has been firming up her plan and her work policy requires that she does most of this off the radar. You will be able to hear all the detail about it in her presentation this week. I can promise you, it is a very intriguing topic and an adventurous plan. She is also on the lookout for funding and a Learning Management System.

Something like Moodle which is an open source system can be hosted externally or on organisational servers might be useful. It works like any other LMS with passwords but has the advantage of being constantly developed by an open community and there are no licence fees. Or as Leigh has suggested in the comments, post materials using CDs and use email. The important thing will be to assess the needs of the target audience - the learners.

Tracy has mentioned in her latest post, her dilemma about whether to present her ideas for a plan as they stand at the moment. As the draft plan does need to include some of the issues with flexible learning such as the modern internet, sustainability, access and equity, cultural diversity, perhaps it is not quite time yet. I hope you can attend the presentation session to listen and if there is time near the end, present your ideas as they stand at the moment and get some input from the group. It can be a bit like finding your way across a river blindfolded if you don't have all the information on hand when creating a plan. Scary! Tracy has also posted about some feedback she has received.

Annalynn has been doing some major catching up and writing about the issues. To start with her post for week 6 - open and networked education is very thorough and she critiques writing by Stephen Downes, Dale Spender and Christine Geith. Annalynn says, "there may be a danger of technology outrunning social changes needed in education to enable teachers to keep pedagogical practice in line with technology." Some of her reasoning around this make for a very interesting read; watch out for the "mosquito" as an example of how technology and the generation gap can be put to good use. Annalynn has also been listening to Willie Campbell's presentation and discussion session about RPL - recognition of prior learning. She was wondering, "What was the difference between APL (assessment of prior learning) and RPL (recognition of prior learning).” See what you think.

Annalynn has also done a week 7 post with some excellent ideas for her flexible development plan. This is around an online solution to help students with group work and "making of a video to illustrate group concepts", and how to cater to diverse learning styles.

In her week 8 post, Annalynn has some wonderful discussion around that week's question about the modern Internet: What are some of the issues that the video, the debate and other participants in this course highlight that you think are significant in terms of what the modern internet has to offer flexible learning? See if you agree with Annalynn's discussion about the items by Stephen Downes, Christian Dalsgaard and David Weinberger and Andrew Keen - recommended in the course schedule.

If people are feeling a bit behind, reading Annalynn's weekly critique will give you some direction of where to go, as she is following the weekly schedule and presenting some excellent discussion around the topics. She is also demonstrating how to link to other people's discussion about the topics on their blogs.

Begin week 14 - Finish draft flexible learning development plan and presentation

2008-06-09T23:59:00.001+12:00

This is the week when you will be finalising your presentation (Assignment two) to inform others about your flexible learning plan. The plan itself will still be in draft form but should have most of the components included. You will not be able to finish your plan until you have gathered feedback about it from others so the presentation is an important part of the plan.

To do

Ensure the presentation has the following attributes:

digital format;
provides a clear overview of your plan;
accessible to others online;
posted either directly into or as a link from your blog.

End week 13 - Funding

2008-06-09T19:50:00.003+12:00

Finding funding for research and development is something on my mind a lot these days. For those of us who are trying to find new ways of doing things it can mean that we need to take risks - which inevitably means we might make mistakes.Because of this element of risk, relying on small amounts of money internal to your place of work can adversely affect your ability to research, test and develop new practices. Smaller organisations can tend to be risk averse if their abilities to fund R&D are restricted.

Which is why I'm interested in exploring a wider range of funding possibilities. What international funding is out there? What partnerships and with whom could lead to more reliable funds? Is commercial sponsorship an option?

Finding an alternative funding source may be a way to sustain your ability to test and develop new models, to make mistakes and to learn from them, without the precariousness that can come when relying solely on internal funds.

So, let's see if anyone had a chance to think about funding options for flexible elearning development this week...

Ali seems to have hit a wall when it comes to funding, which could limit her opportunities to develop her ideas. I have suggested a few ways forward in her comments, but its hard to help without knowing the full context. Perhaps others have some ideas?

Raewyn isn't up to week 13 yet but has done a bit of catching up for weeks 9 - Sustainability, and 10 - Access and equity. Raewyn's post for access and equity is excellent and well worth a read. In it she considers the inequality encumbered in computing and Internet access, and the necessary literacies to use it. Raewyn also reflects on open access to nursing education and training and asks if open access is such a good idea after all...

Megan has also posted her thoughts about Internet access in NZ with an entry for The Modern Internet. Its great to see people reflecting on a serious issue afflicting NZ society today. Let's hope those promises for better access within 3 years some through! Megan has also starting gathering ideas for a design for flexible learning development - but so far no one in DFLP has left her a suggestion. We are a small group however, and I have suggested to Megan that she may have to network wider to bring in ideas, if you have a free moment though, have a look at Megan's idea and see if you can challenge it or suggest something more.

Michelle has made a start on her plan for developing services for students from other courses who need foundation maths support. Given that Michelle's plan would be of use to all teachers, I think we should all have some suggestions on how Michelle's development might be used in each of our areas.

Now, Chef in Dunedin has offended me while talking about cultural sensitivity :) better go see what's it all about... But he makes up for it with some good reflections about Flexible Learning in Educational Organisations..

CPSmith (AKA Chef @ Polycrom) has written up a very interesting account of a recent experience working with positive discrimination, as well as a personal reflection on access and equity.

OTPenK has a very interesting plan developing where she aims to embed librarians in her online courses. This is something we've been trying to do with our courses in EDC, and in our development work with departments. Getting such a service agreement can be a real challenge. I wonder if getting librarians internationally would be a better way to go. OTPenK also has an in depth look at Access and Equity, pointing out that one of the extra resources is no longer accesible! Ironic. Rest assured we won't be using that one anymore! Good old reliable education file servers hey...

Tracey Kennedy is beginning to consider flexible and inflexible aspects to her courses in fashion studies. Tracey also includes some notes on the Elluminate session were the Otago Polytechnic CEO Phil Ker talks about Flexible Learning in the organisation.

And finnally Susan Ellis has posted a very strong post about access and equity and how in many ways it relates to social sustainability. Susan is developing a plan using universal design principles (something we must remember to add to the next DFLP course!)

Clearly, many people are not keeping up with the pace of the course and most are at very point. Of course, all this is OK and we understand that different pressures come into play that can you knock you out of synch. So don't sweat it too much if you are behind, you are able to complete the course at your own pace and be assessed when you are ready to be assessed. But of course, if you can catch up then do so, if only so you don't have the thing hanging over you, but more importantly so you can benefit from feedback and opportunities to discuss the weekly topics.

Wk 13: June 2-8: National and International support for flexible learning development

2008-06-03T15:25:00.003+12:00

This week the course schedule is guiding you towards the many ways you can get financial support for flexible learning developments. Some organisations provide contestable funds for innovations, others include it in the money allocated to departments, and others distribute money for development according to strategic priorities.

What does your organisation do to fund FL?

Since the advent of eLearning nationally in Australia and New Zealand, there have been lots of funding opportunities. For example, in Australia, The Flexible Learning Framework was predominant, and in New Zealand a lot of money was poured into the eLearning Collaborative Development Fund (eCDF) and the Innovation Development Fund (IDF). At the moment the closest fund to these is administered by the Tertiary Education Commission - TEO Component Funding - encouraging and supporting innovation.

Part of your brief in this course is to identify funding opportunities that could be appropriate for your plan (assignment 3). You are asked to write to your blog a brief outline of how you would apply for funding and incorporate it into your overall development. Remember to include notes of funding opportunities in your presentation (assignment 2) and in your plan (assignment 3).

Summary - Wk 12: May 26-June 1: Flexible learning in educational organisations

2008-06-03T11:33:00.018+12:00

Last week we had a very interesting presentation by the Chief Executive of Otago Polytechnic, Phil Ker. He stimulated some lively discussion about flexible learning strategy, and gave us some examples of his own involvement in creating flexible courses. You can tap into the recorded Elluminate session to hear for yourself. Also available are audio recordings of this session. The regular CE update is now posted on an organisational blog.
So who has been posting about organisational flexible learning so far?
Ali mentions in her weekly post how strategic statements are all well and good, but unless attitudes can be changed, flexibility will be very hard to implement in her organisation.

Watch this space for more posts about organisations and flexible learning. The Otago Polytechnic Profile document has plenty of information about the organisation's strategic direction for FL.

Some people are not posting weekly, but are still doing the readings and exploring their interests. It is okay to combine several topics in one post, and Susan did this very well around access and equity and cultural diversity which you will discover as you read further.

Several people already have definite ideas for a flexible learning development plan (listed at the end of this post - apologies if I have missed anyone) and others are still dabbling.

Posts on other topics
Chef@Polycrom has written some important points about access and equity in his post for this topic. Namely ways in which he can assist his students to access eLearning. For example, organise for translation of digital media into other languages, particularly important for students who have recently arrived in New Zealand. Open platforms are a great facility for developing materials with language translation. For example, Wikipedia, Wikiversity, Wikibooks and WikiEducator all provide this service to varyng degrees. Check out the sites to see the range of languages that are available including the multilingual hub on Wikiversity. Plus the wiki platform provides a dynamic space for you to keep your material current.

It was also heartening to see that the Disabilities Service presentation by Pam McBride at Otago Polytechnic has been informative. Chef is now aware of the need to ensure that both online and hard copy materials easy to read for people with sight impairment.

Chef@Polycrom has also posted about cultural diversity recently, and his account of a tricky situation around race-based scholarships illustrates that it is not always easy to keep the punters happy. What is fair and equitable for one person, may be seen as disadvantageous to another. I am really enjoying reading Chef's stories, and I really like the way he is applying his learning to his experiences in hospitality.

I wonder has anyone else had similar experiences?

Susan has written about cultural diversity and access and equity in one post. There is an interesting tip for finding about others' beliefs in the classroom which Susan heard about in Kate Timms presentation on cultural diversity. I like the way, Susan is applying her thinking to design for flexibility, and she gives us an excellent example about the "western classical music tradition" which caters to a minority, yet it is globally very powerful.

Susan's most recent post about disability, diversity, access or exclusion provides us with some information about "sustainable practices from ...Otago Polytechnic Strategic Plans"(Graduate profile, learners' needs etc), as well as a critique about Universal instructional Design. For example, social inequity can impact on learners leading to a natural disadvantage which is compounded by disability and exclusion for other reasons. Check out the Bob Dylan video clip as well which alludes to "the direct connection between materialism and social justice and cultural issues". Good listening and an illustration of how music in a refreshing way to teach literacy (also mentioned by Susan).

Susan asks, "Is online learning an inducement for someone who has already has somehow have fallen through the gap. . .".

On the surface we might not think so, because online learning often necessitates some sort of skill in being a self-directed learner. However, if the learning is more relevant for the student, then it has more chance of engaging and interesting them. I am sure people working in Youth skills and Foundation Learning would have opinions about this.

There is some good discussion about the impact of modular learning on students - are we turning them into dependent and passive learners by doing this?

Also Susan has some good ideas for how to gather information about the needs of the learners right from the outset. For example, their skill set on entry into programmes. I believe that this is being done to some extent, now that Otago Polytechnic has a policy for open entry, perhaps the staff in the Foundation Learning programme will know.

At then end of this post, Susan asks "What is the logical conclusion for sustainability via strategic goal setting as the Otago Polytechnic has been doing. I wonder." She would love your opinions about this am sure.

Annalynn has recently put up two great posts in response to the following questions:
Week Four post.

How can distance, correspondence and/or online learning create flexible learning opportunities in your context? Response One.

This post is great because it is in the context of Annalynn's teaching practice - a "person-centred" and experiential model. She describes some of the issues for the programme now that it is moving towards degree level, and states, "Most respected counselling training programmes emphasise the importance of an interactive social context on a frequent basis so as to enhance trainee learning". The dilemma for AnnaLynn is how to find some creative ways to offer distance learning, so that her students can learn to "be with" clients by experiencing some situations for themselves e.g. conflict resolution, and at the same time maintain confidentiality when discussing topics in groups.

My suggestions were: One way to do this would be via web-conferencing and/or telephone conferencing. Video conferencing using Otago Schools is also a solution. Web-conferencing via Elluminate requires access to a computer, but the Community learning centres in Alexandra, Queenstown, Wanaka and Cromwell are available to all OP students. All options would enable social interaction, and confidentiality could be maintained.

Asynchronous discussion, perhaps in the form of weekly activities, on a closed discussion board such as Blackboard, is another option. Each discussion topic could counts towards a final piece of work, and could be discussed online and then written about in more depth in a subject journal which requires a weekly entry. The framework would encourage their entries to include ideas from others in the class and references to the literature.

Week 5 response.

My impressions of a historical context for flexible learning generally.
How does flexible learning exist today and where it is headed in the future?

As you will read, a lot of effort has gone into this post. Annalynn has written a wonderful critique of "Beaumie Kim’s review of social constructivism", and Crotty (1998) in her discussion of constructivism and constructionism theories. Some excellent links to the material she is writing about as well. Well worth a look.

I wonder do you agree do we all learn best in a social context and when we are able to construct our own knowledge?

More plans are appearing
Michelle has posted her plan for bringing fundamental mathematical skills to her class using a variety of tools and communication methods. Some interesting assessment ideas including the use of blogs.

Sustain Fashion has been reasonably quiet for several reasons and is now back. She has posted some initial ideas for a plan and would love some feedback from the class. Her plan will integrate a research project and includes the use of blogs and reflective writing.

Ali has had her plan up for a while now so make sure you take the time to give her some feedback.

Flexible frying has posted some initial ideas for his plan.

Several other people have mentioned ideas in various posts, but have not pulled them together into a plan as yet. It is all very interesting seeing your ideas evolve. The recent poll about the usefulness of the presentations was not well enough represented to give the facilitators any useful information, so we are still in the dark about your preferences. Perhaps next time.

Wk 12: May 26-June 1: Flexible learning in educational organisations

2008-05-27T10:37:00.006+12:00

In this topic you will explore and justify some organisational strategies for the development of flexible learning environments.

This week, Otago Polytechnic's Chief Executive, Phil Ker will present via a web conference, and discuss with you the ways in which Otago Polytechnic is approaching flexible learning development. Friday 30 May, 11.00-12.00 on Elluminate - meeting link.

I hope you can make the session and contribute to what should be a lively discussion.

Round up wk11 - Cultural Diversity.

2008-05-25T12:44:00.001+12:00

Apologies for this delay in getting our a round up for week 12. I'm over in charming Hobart doing some consulting, and have had difficulty making the time to go through people's blogs properly and post comments and write a summary. But this morning I have a morning off, and I am really pleased to see a whole range of very thought provoking posts made by participants at various stages in the course. Still not a lot of cross referencing and commenting going on, but I can understand that it takes a bit to get in there and discuss things you yourselves aren't feeling confident about, and without getting all the physical cues we rely on in face to face communication.

Speaking about face to face, I am really pleased to say that Fiona, Ali and Susan took the initiative and organised their own face to face meeting to discuss their progress in the course last week. I hear it went well, and we want to encourage more of this. It is an important skill to develop as teachers who are breaking new ground in flexible learning - the ability to call meetings independently of your managers and to discuss what ever needs to be discussed about this emergent field. Bronwyn and I had to force ourselves not to go along though we would have liked to! We didn't want the meeting to be affected by our presence ad what we think is important such as the DFLP schedule and the agenda it places on you. Instead we hope that as the course progresses, as many of you as possible will continue with developing independent learning skills like these, documenting your progress along the way, and being generally open so that supports will come to you in the form of comments, reference posts, or face to face meetings called by people doing similar things. This doesn't mean you are on your own! You have the course schedule to follow which is outlining a range of topics that are important to consider in flexible learning, and that directs you complete assignments that amount to a readiness for assessment and hopefully a successful completion of the course and the Certificate it leads to. You also have Bron and myself committed to reading all your work, writing summaries, adding comments, pointing out things and introducing new contacts. You have access to the student support services at Otago Polytechnic in case the technology is causing you grief. And you are hopefully developing skills that will be useful in continuing your inquiry into flexible learning long after the course is finished. Personally I am seeing more evidence of this and that's great.

So who's posting about Cultural Diversity this week?

Ali has hands down posted the strongest response to the topic so far, and makes some really important points. I personally have learned a lot from Alis post and her insights will influence my course design work from here on. Thanks Ali.

And Michelle backs that up too, first pointing out a subtle but important correction to Ali's scenario, and reinforcing what Ali was saying about the complexity of the issue and the continuous need to reexamine what and how we do things. Michelle also takes the scope wider in reference to gender dominance in some sectors and the affect that can have one people's learning, both positive and negative.

Chef Dunedin comes in with a very important reference to Universal Design principles, which reminds me that we must add that as a core reading for the next course. Universal design provides a useful set of criteria for all of us to think about in our work. I know that from time to time the design schools at the Polytech and the University invite guest speakers on universal design, perhaps we should all make contact and request such a speaker again... independent learning skill?

What else is being considered this week?

Carolyn posts her apologies for a clearly busier than usual schedule these next few weeks, so her contributions will be understandably quiet for a while. Good luck in your presentation in Scotland, and for you hubby's 50th Carolyn. Thanks for letting us know and we look forward to having you back on the case with us.

Raewyn has been playing with Animoto to produce a couple of charming and quite moving 30 second audio visual clips about her family life. Raewyn has picked up this new skill in an after hours group called DIL, where people are skills sharing and talking about digital stuff. Raewyn has also posted a design plan that sounds excellent for supporting nurses on work experience.

OTPenK points out the very important issue of access to broadband Internet in NZ as being a key consideration in the use of the modern Internet in flexible learning. She also responds to the Keen and Weignberger debate, generally agreeing with both sides of the coin.

Chef up at Cromwell has posted a strong and concise article about sustainability, including a triple bottom line approach and how Otago Polytechnic is fitting that. He also posts on the Modern Internet, also agreeing with both sides of the Keen Weinberger debate, but possibly leaning more to the Keen side of too many cooks spoiling the broth so to speak ;)

And finally Athena, sailing the seven seas and reporting the voyage with enjoyable metaphors. While Athena may not be willing to accept it, she is far from confused in the topic (no more than the rest of us anyway :) and is right in there and on course. Her frustrations and concerns are shared by all of us as we grapple with the new possibilities afforded to learning, and clearly Athena is ready to explore all of those and report careful considerations back that don't necessarily have right and wrong answers. Athena is starting to come up with a possible plan involving Wikieducator for Occupational Therapy and we watch with interest to see how that plan becomes more solid.

So a good week was last week. I hope you are all getting ready to make us look good by attending the CEO for Otago Polytechnic's talk on Flexible Learning from an organisational perspective. (Bron, I hope you have prepared the boss for the high possibility of very few actually attending the talk, and that the recording is possibly more important? )