2008 - 2013 Flexible Learning Course

bygarlandcannon

 I have put together some more highlights from your posts.

Gina has posted three short presentations of her Flexible Learning plan, and they are well worth a look. The way she has structured the aspects of the plan is what I am looking for because the concepts of flexible learning are explained according to the strategies she has chosen and in her context. Please give her feedback before she presents in person on Monday. 

It is worth looking back at the posts that led to her final Flexible Learning plan.  You may wish to start with her discussion about strategies that could be used in two occupational therapy courses that are in the process of being re-mixed. Gina mentions in her post of examples about flexible learning that choice is an important component of flexibility, ... it goes deeper than this ...". Perhaps this highlights something that prickles educators - how much choice should there be to be truly flexible? Check out her table showing an analysis of flexibility in the course she teaches. In the post about using discussion forum strategies, Gina has come up with a cunning plan for engaging her students in studying symbols and rituals.

Maari has some insightful discussion in her post about learning theories. See if you agree with her ideas about communities of practice, and constructivist learning, and my comments to her ideas. She continues with linking Kolbs' Experiential learning theory to ePortfolios in her post about Technologies. See what you think about these ideas. Maari's post on sustainability in relation to writers is interesting and gives a whole different perspective. Well worth a read. Maari describes a tricky situation in her post about cultural sensitivity because her learners are global. So how can she integrate indigenous cultural approaches in this situation? See if you like my suggestions for addressing cultural diversity.

Laurie in her post about access and equity, diversity & inclusivity discusses an interesting article by Honey & North (2009) article which is specially useful because it is based on Honey's thesis and research into flexible learning with post-graduate nurses. See if you agree with the remark in the article about the % majority they believe is required to go ahead with online learning. Is 40% of the class needing upskilling in technologies a reasonable expectation?  Laurie has also posted about blended learning and shared some strategies (check out my comments). In this she has shared a model of learning using the eLearning ladder.  I discovered an article which is a critique of this ladder and two other different models - the five-stage e-moderating model for teaching and learning online, e-tivities, and communities of practice.  

Reference
Watts, N. (2010). Reflecting on models for online learning in theory & practice. Journal of Teaching and Learning in Higher Education (AISHE-J), 2(1), p 19.1 - 19.12. Retrieved from http://ojs.aishe.org/index.php/aishe-j/article/view/19

Jayne is really getting into the swing of using video resources in her teaching, and describes her ideas for using ipads in tutorials in her post: Technologies for learning. The place of creating real world cases about Occupational Therapy practice using video and wikis in open education is discussed in her post: OER and Practices. In her fabulous post about Sustainability, Jayne explains how she is facilitating reasonable workloads for herself and her students and using sustainable practices. Remember it is not just about saving paper - as Jayne says it is about reducing workloads for students, and using cost-effective ways to provide them with materials. Te Whare Tapa Whā for education discussed by Kate Timms-Dean in her presentation is similar to the four corners for health mentioned by Jayne in her post on cultural sensitivity and indigenous learners. The post about learning theory shows how hard it is to pick just one, and Community of Practice learning theory appears to be preferred by Jayne although she discusses a mix.
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Annette has posted the questions she used in a survey of teachers and she is developing a snapshot of some examples.

Nick has described an interesting approach to teaching dry topics such a Pythagoras's theorem in his post on open education resources. What do you think of my idea for involving the students in creating and sharing open education resources? In a post about Adult learning theories and approaches, he also describes the project-based model of learning used in his teaching, and uses some big words like Zone of Proximal Development. Who coined that phrase - do you know?

More to come later.

The Meerkats say Nah!

Lots of activity to report on, and such creative ideas so I am breaking my summary into two parts, otherwise the post will be far too long. I have chosen an image of Meerkats to represent the theme of inquiry whch is coming through in your posts. Aren't they such curious alert little creatures.

Cat has written a very funny piece about the wonderful flexibility offered by the Vet Nursing school. Can you beat these strategies in your programmes or courses? It makes me want to do the courses just so I can play with the animals.

Lisa M's post demonstrates that she has considered a variety of ways to support inclusive teaching. Check out the Cone of Learning about passive versus active learning. The diagram prompts us to think about the importance of offering choice to students to encourage deeper learning. Who would be happy with 10% engagement when 90% is possible? Lisa believes that: "... everyone learns and comprehends at a different pace. No 2 students are the same." Two questions spring to mind for me from her post.

• Do you agree that peer support is important for Lisa's students? 
• What strategies could she use to encourage peer support and address the diversity in her learners?

Jayne has discussed some options that might challenge access to online materials. To access the OT programme students need to purchase a computer and broadband access, but I have suggested providing materials and activities that students could download on to a smartphone or ipad - they will only need access to a wifi network which could be free in their local area - cafes and libraries, campuses. She has some good initial ideas for introducing flexibility. Any suggestions for tools or strategies that she could use with her students to get them to interact in groups?

Fifi has shared an excellent example of truly student-centred learning obtained when she interviewed a colleague. See if you can spot the flexibility in the approaches she describes. In a later post about access and equity, she also discusses some of the factors impinging on students' learning, and mentions: " More flexibility brings with it more independence but also the need for more self-direction and more self-motivation. These traits are not automatic in many learners."

Interaction could be key to the approach Lisa takes when designing her plan for flexibility - see what you think about Lisa's post with her ideas and goal for flexibility, and if you can give her any suggestions. Read on to her latest post and you will find that her goal may be changing.

Laurie is interested in using blogs with third year nursing students. See the example that she is basing some of her ideas on, and the reasons for using blogs with her students. Perhaps you can contribute to the suggestion I put forward about addressing confidentiality issues. Also, Laurie in the most recent post has discussed the links between the theoretical basis for her teaching - relational capacity, and the practicalities of learning - networked learning. Is she on the right track?

Bend it like learners makes an excellent point - "flexibility gives us the opportunity to take control of our own learning at a time and place that suits our busy lives" is so true. This fits with the findings of a 2012 article called The relationship between flexible and self-regulated learning in open and distance universities. The authors discuss the connections between self-regulated learning and the dimensions of flexibility, including learning styles, and also flexibility of teacher contact, time management and content. Their research concluded that SR learning and flexibility are strongly connected. How do you think their ideas fit with the models used in your courses?

Nick has posted several interesting examples of flexibility in a project-based learning environment. He may be feeling a little lonely out there, unless some of you give him encouragement for the great flexible teaching he is already doing. What do you think about the dimensions of flexibility described in the post about the block course - could additional strategies be used? You may be interested in this 2003 report: The project method in vocational training.One of the factors they claim is important relates to self-directed learning. How do you currently support and guide students to become good at doing this?

Maari has provided us with lots of ideas to ponder and debate about providing access for the diverse groups she teaches. Check out her comment about a situation where open discussion would be very inappropriate. The later post shows two examples she developed using the flexibility grid, and a discussion about when flexibility must have limits. See what you think and please do give Maari some feedback on her ideas.

• 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.

• 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. 

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.

• 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.

• 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.

• 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.

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/

hmm, Week 9 was a bit of a hick up our end sorry. So if you've been up to speed with us and were attempting week 9 this past week then you have no doubt been a bit confused. Everything is in order now. The problem was thatright up until Wednesday last week we were adjusting the course wiki as confirmation of Dr Mann's talk was still being finalised. Unfortunately, we forgot that we had already copied and pasted instructions to the blog earlier in the week! So those of you who have been using the course blog to obtain instructions were out of the loop. In future, I think we will simply link to the course wiki to announce instructions so that this blog doesn't risk neglect like that and we end up putting different instructions out there. We're sorry about that mistake.

Thankfully only 2 people have posted responses to week 9 on Sustainability, and those responses have been understandably brief. Sustainability is of course an important consideration when designing for flexible learning, so I hope people will be willing to have another go. The recording of Dr Mann's talk is well worth listening to.

We are basically trying to get people to take a very broad view of sustainability, through consideration of the triple bottom lines: ecological, economic and social sustainability. From those bottom lines we are asking you to build up and relate them into your plans. How does social sustainability relate to your plan? It might be that by making your course open access, you are helping society become more easily educated in your field and so that might be having a positive affect of a sustained improvement of society. It might be through considering the holistic impact of the professions you are teaching for that you help develop practitioners that are able to have a positive ecological and economic impact in a wider range of areas in their work - this is certainly something Sam Mann talks about.

Once again, sorry for the muck up our end. We will in future be pointing to the wiki instead of copying instructions to here, just in case we have to be making last minute changes.

So, what's been happening in the participant blogs this week?

Athena on the Odyssey has a post in for week 6 earlier this week. It seems that the winds have been calm the past few weeks and the Odyssey may be lagging in the water a bit. But the reports coming in remain rich. This week Athena is exploring open education and informal learning, and has discovered a correlation with free trade:

However, what I have noticed is that when offerings are made (especially to the gods) the omens are often good and trade goes well, and sometimes with abundance. New trade networks are established and information is shared and new merchandise, tools and ways of doing things are acquired.

What I am noticing more and more in Athena's posts is the creative use of hypertext. To the untrained eye hypertext writing reads like unfinished sentences, but to the experienced reader there are levels of depth in those blue underlines that offer more insights for those willing to click. It is a sort of remix efficiency, offering readers the option to skim and get the general ideas, or click and get more in depth ideas. It is also an efficient use of the writer's time as it doesn't waist it rewriting what has already been said, but can (if done well) demonstrate suitable levels of thinking and understanding. As a result, Athena's writing is short and concise for both the writer and the reader, but offering windows into new areas for both to consider. Many people criticise this form of inquiry as shallow and problematic. I disagree with this and think it hints of luddite thinking. Hypertext writing points to a new way of communication and so perhaps a new way of understanding.

Midwikied over at Fled: Flexible Learning Education Design has 2 new posts in this week. Midwikied is taking a wonder again - which is great to see, and is bringing back new topics for us to think about. Her most recent post on Learning Management Systems vs Web Based Resources can easily relate to our week 8 topic of the modern Interent. In this post Midwikied weighs up the benefits and limitations of Learning Management Systems against the benefits and limitations of conducting education on the open Internet (like we are doing in this course). It is a balanced and thought provoking post and well worth considering if you are operating with an LMS.

An earlier post from Midwikied looks at instructional learning and socially constructed learning and how they relate to her teaching philosophy. Another valuable read that will I think become significant in the development of her flexible learning plan.

It is great to see Midwikied willing to take her engagement in this course to such a level.

Alli is someone who has made an attempt on this week's To do.. and although there was some confusion on what was supposed to be happening, and Alli has not yet listened to Dr Mann's talk, she has posted ideas and considerations that certainly relate to the economic and social bottom lines of sustainability. In particular I think this stands out most of all:

The design and therefore the designer needs to be ‘transparent’ to ensure the content is legal, credible and is set at the required level covering the correct content. Designers need to be accountable and responsible for the information they are disseminating. Content needs to be regularly reviewed and altered if necessary to ensure what is being delivered is still relevant and accurate. The transparent aspect ensures tat students who complete the course are set comparable objectives and assessments and therefore the resulting ‘qualification’ will be consistent regardless of where, when, who, why or how a participant studied.

Alli at Polytech Week 9.

I think there is a potentially strong connection between Alli's word's here and Midiwikied's words about Learning Management Systems. The things Alli is talking to imply considerable demands on any one individual. There are however levels of efficiency that smart use of the contemporary Internet can afford many of the things Alli points to. I think it would be a valuable discussion to have, and I hope Midwikied will follow it up with what she might see in the connection.

Chef in the Flexible Frying Pan also notes similar issues relating to economic and social sustainability with his scan of John Casey and Pam Wilson's article A practical guide to providing flexible. learning in further and higher education. (Note the hyperlink there Chef? You might find it useful to link the image you have used to that link). So there's a 3 way conversation to be had. What does the contemporary Internet offer us in terms of shared workloads, transparency, accuracy through peer review, accessibility etc. How do these things affect sustainability exactly? Are there ways we could engage with the Internet better so as to afford us more sustainable workloads AND study loads?

Kristi Carpenter is still in the game and has updated with weeks 3 and 4. In week 3 Kristi mentions that she is interested in how the secondary school sector is preparing people for more self directed learning. I wonder if anyone in the group can help her with that inquiry. Certainly there are lots of secondary school teachers who are blogging their work and reflecting on that same question. Derek Wenmoth would likely be a person who would point you in the right direction, as would Artichoke. Both of these NZ educational bloggers work with teachers around New Zealand and as a result have a pretty good over view of the secondary sector especially.

And that concludes our week 9 round up. It would be good to see more hypertext referencing going on, and if you are going to question something (which we want to see) that you go somewhere towards attempting an initial answer with references and hyperlinks. Haul out those Internet research skills (or practice them) and engage. Engage in commenting, cross referencing and extending your communicative networks. The Internet (our main library in this course) is not static - you must get in there and ask, discuss, bring out what it is you are looking for.