Showing posts with label FL2011. Show all posts
Showing posts with label FL2011. Show all posts
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!
- Access and equal opportunity to education - access to computers and also "services, buildings and technology for students with disabilities such as hearing or visual impairment.
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.
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
- 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
 |
| The Education for Sustainability Swirl. Click to enlarge |
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.
 |
| Autumn rain by tiffa130 |
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:
Subscribe to:
Posts (Atom)
