I have been spending quite a bit of time reflecting on how flexible educational programs can be designed to promote active learning, student engagement and learning that is student driven, whilst having to meet organisational and professional expectations and obligations. It requires initiative, dedication, creativity, flexibility and innovation. Although the literature highlights the importance of developing these qualities in our learners, it seems to me, that it is these same qualities that have to be developed in our educators. How does one become creative? How does one become innovative and flexible? The answer: only through freedom, opportunity and experience. So as educators we need to design learning and assessment activities and experiences, that allow students to be creative, to be challenged with new experiences and ways of thinking and to be nurtured through this discovery process. Its also important for them to acknowledge their own mistakes as a vital part of the learning process and to have the freedom to choose the way in which they prefer to learn. However, they also need to develop an awareness ,that with these privileges comes accountability and responsibility to their peers, their mentors and all individuals that they come in contact with. Students who learn in environments such as these are more likely to model these behaviours in the 'real world' and will hopefully be more capable of fulfilling their professional obligations in a responsible and humane manner. Likewise, educational organisations need to allow their educators the same privileges in order for them to be able to design and implement instructional design programs that are relevant, humane and inspiring.
The challenge for us now is to undertake the final stage of this unit, and design a course of instruction that will address all the above points.
Our role as instructional designers is develop educational programs that " enable people to become who they were designed to be" and lead the educational process by "serving others", our students and our community. ( John C Maxwell, Leadership Promises for Everyday).
I also find this old eastern saying as highlighted by (Tolle 2005) that "the teacher and the taught, together create the teaching."
Thursday, June 5, 2008
Gathering my thoughts
Although its been a very long time between posts, I hope Shirley will forgive me when she reads this blog. I consider myself a reflective educator/practitioner and always try to instill this approach to learning and practice in my students. However, due to an excessive workload this semester and an unexpected overseas trip, I haven't been able to document my reflections in a written form. This does not meant that I haven't been reflecting on instructional design principles on a day to day basis. One of the very highly esteemed Professors of our school has always said that some of the best scholarly and reflective practices can occur when you are on your own driving, gardening etc... , meaning that reflection is a very important part of learning and teaching. So my reflection for this course happens on a daily basis whilst I am learning and facilitating in a diverse range of learning environments that range from higher education f2f situations, to vocational flexible "on-line learning" learning environments, analysising instructional design practices and reflecting on what is student engaging and inspiring.
Having reviewed the captured text from the live classroom dialogue, I also enjoyed Janice's favourite article written by Stewart Hase and Chris Kenyon , From Andragogy to Heutagogy , found at http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm (retrieved 3rd June 2008)
The following quotations explain the educational revolution that we are entering and highlights the importance of adaptability, creativity and flexibility that must exist in any contemporary instructional design process.
"Heutagogical approaches to education and training emphasise: the humanness in human resources; the worth of self; capability; a systems approach that recognises the system-environment interface; and learning as opposed to teaching. Heutagogy addresses issues about human adaptation as we enter the new millennium."
I love the association that they make between "humanness" and the learning process and the fact that the feeling of self worth is a vital element in any learning process in order for knowledge to develop and flow freely. Learning is about "sharing" and not "hoarding" knowledge as they point out. Today I found out that a student finds my approach to learning and teaching "intimidating" .... this devastated me as I always attempt to keep the 'humanness and the concept of self worth" as a primary focus of my learning practice. However, it seems that in my attempt to keep all students engaged through active learning and participation, the more passive learners find this approach threatening. The challenge......... an instructional design process that engages all students within their comfort zones to develop their capabilities and confidence and build on their concept of self worth.
The following quotation from Hase and Kenyon sums it up beautifully:
"...having teachers think more about process than content; enabling learners to make sense of their world rather than make sense of the world of the teacher; forcing us to move into the world of the learner; and enabling teachers to look beyond their own discipline and favourite theories."
Having reviewed the captured text from the live classroom dialogue, I also enjoyed Janice's favourite article written by Stewart Hase and Chris Kenyon , From Andragogy to Heutagogy , found at http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm (retrieved 3rd June 2008)
The following quotations explain the educational revolution that we are entering and highlights the importance of adaptability, creativity and flexibility that must exist in any contemporary instructional design process.
"Heutagogical approaches to education and training emphasise: the humanness in human resources; the worth of self; capability; a systems approach that recognises the system-environment interface; and learning as opposed to teaching. Heutagogy addresses issues about human adaptation as we enter the new millennium."
I love the association that they make between "humanness" and the learning process and the fact that the feeling of self worth is a vital element in any learning process in order for knowledge to develop and flow freely. Learning is about "sharing" and not "hoarding" knowledge as they point out. Today I found out that a student finds my approach to learning and teaching "intimidating" .... this devastated me as I always attempt to keep the 'humanness and the concept of self worth" as a primary focus of my learning practice. However, it seems that in my attempt to keep all students engaged through active learning and participation, the more passive learners find this approach threatening. The challenge......... an instructional design process that engages all students within their comfort zones to develop their capabilities and confidence and build on their concept of self worth.
The following quotation from Hase and Kenyon sums it up beautifully:
"...having teachers think more about process than content; enabling learners to make sense of their world rather than make sense of the world of the teacher; forcing us to move into the world of the learner; and enabling teachers to look beyond their own discipline and favourite theories."
Monday, March 24, 2008
The start of reflecting on FET5601
Here it is. I have decided to post my learning reflections on this Blog for the course in Instructional Design for flexible learning. So far this has been a little far from being rewarding. Firstly, I have extensive experience in the ADDIE model having written currciulum frameworks and training packages, so it is a little repetitious for me, but seeing as it is a compulsory unit I am sure there is still lots I could learn and further refine my skills. I am looking forward to having a go at online concept mapping, that will be a first. I was really impressed with Jared's. I find that everyone enrolled in this course is far too busy with their work commitments (me included) that there is little time to respond to people's posts!!This is a little tragic really, as it doesn't encourage a sense of a learning community. When I have responded to postings I haven't really recived any reply back, so it really feels a little isolating. However, I am enjoying reading people's different ecperiences and contextual applications of ID. Am just about finished my project outline, and having looked at the exemplars I feel that I am on track!I also find the Moodle a little messy in terms of navigation!Its not easy to find things! Oh well.. I will just plod along for now and concetrate on the readings and my project, whcih I am finding exciting.
Friday, March 14, 2008
What is instructional design for flexible learning
I have just joined a new virtual learning community that is so diverse and a lot bigger that the community I was apart of whilst completing my Grad Cert in Online Learning with the University of Adelaide, so I feel a little out of my comfort zone, but I am sure I will overcome this with time.
What is instructional design (ID) ?
Many of my peers have provided excellent perspectives and definitions of instructional design, including an excellent concept map. I can only add to what has already been said. To me ID is the process of designing educational programs that take into consider the following aspects of the learning process:
a task analysis of the need for a particular area of study and learning
the context of the students' learning environment
the profile of the students' learning needs and styles
development and alignment of the course outcomes to graduate outcomes
selection of evidence based pedagogical approaches
content expertise
student preparation and induction processes
implementation strategies
required resources
assessment approaches
time for reflection, evaluation and analysis for quality improvement strategies
Instructional design for flexible learning encompasses all the above, with a focus on designing learning experiences that take into account the individual needs of the student. Flexible learning is incorporated in f2f, virtual or blended formats/environments. It allows students to have the choice of applying their preferred learning styles and to engage in the learning process at a time that suits them within the framework of achievable yet negotiable time frames. Flexible learning works best when a learning environment is set up that is collaborative, supportive and
inspiring, engaging the students actively through social learning processes.
That's it for now.
What is instructional design (ID) ?
Many of my peers have provided excellent perspectives and definitions of instructional design, including an excellent concept map. I can only add to what has already been said. To me ID is the process of designing educational programs that take into consider the following aspects of the learning process:
a task analysis of the need for a particular area of study and learning
the context of the students' learning environment
the profile of the students' learning needs and styles
development and alignment of the course outcomes to graduate outcomes
selection of evidence based pedagogical approaches
content expertise
student preparation and induction processes
implementation strategies
required resources
assessment approaches
time for reflection, evaluation and analysis for quality improvement strategies
Instructional design for flexible learning encompasses all the above, with a focus on designing learning experiences that take into account the individual needs of the student. Flexible learning is incorporated in f2f, virtual or blended formats/environments. It allows students to have the choice of applying their preferred learning styles and to engage in the learning process at a time that suits them within the framework of achievable yet negotiable time frames. Flexible learning works best when a learning environment is set up that is collaborative, supportive and
inspiring, engaging the students actively through social learning processes.
That's it for now.
Monday, September 17, 2007
Lost in e-Translation
e-research : Lost in Translation
Reading through the terminology associated with this topic, I feel that I am “Lost in Translation”, as I read through literature filled with a foreign language. I am just familiar enough with this e-language to be able to construct just a basic form of a conceptual understanding. I can’t help but feel that Hollywood has had some influence here! As I learn about the emerging Semantic Web, which will be able to provide a future digital repository that will enable a heightened ability to “collaborate, share and preserve digital resources”, I cant help but be reminded of “Terminator” and “The Matrix”, especially as the Grid system that will support this Semantic Web will allow computers to communicate with one another and without the need for human input! Mmmm!!! A bit of a frightening thought really, but we humans can’t help ourselves, we have a need to discover how far we can push the boundaries. Reading through the literature I can’t help but think that a computing engineering background would have helped me cope with the constantly emerging new terminology. Thank God for the University of Queensland website, found at
http://www.itee.uq.edu.au/~eresearch/
that provided an excellent interpretation service for me. So what have I learnt apart from the Hollywood factor? I now know that Grid technologies “facilitate communication and sharing of resources and knowledge between geographically dispersed populations”, that these grid technologies along with semantics are need for Multimedia Indexing to enable a user friendly ability to share and use audiovisual programs, (a concept that is very appealing to me after having been through a harrowing experience trying to upload am mp4 file on the Blackboard/MyUni platform) and that Middleware is needed as the go-between that connects different computer software programs to allow the easy transfer of information across one platform to another. This latter and all the preceding technologies will facilitate the collaborative approach to research in a cyber environment that heightens the ultimate transfer and building of knowledge between one human to another.
Finally, reading through the NCRIS and SAPAC sites I discovered that developing a concept map for this subject, would also help me understand how one granting body is related to another through the very complex web of interrelated funding sources that can be accessed through both federal and state levels. In summary, I gathered that the different government bodies recognise the importance of investing huge amounts of funds into the development of new and emerging technologies that will support the creation of digital repositories of knowledge, for enhanced human collaboration .
Reading through the terminology associated with this topic, I feel that I am “Lost in Translation”, as I read through literature filled with a foreign language. I am just familiar enough with this e-language to be able to construct just a basic form of a conceptual understanding. I can’t help but feel that Hollywood has had some influence here! As I learn about the emerging Semantic Web, which will be able to provide a future digital repository that will enable a heightened ability to “collaborate, share and preserve digital resources”, I cant help but be reminded of “Terminator” and “The Matrix”, especially as the Grid system that will support this Semantic Web will allow computers to communicate with one another and without the need for human input! Mmmm!!! A bit of a frightening thought really, but we humans can’t help ourselves, we have a need to discover how far we can push the boundaries. Reading through the literature I can’t help but think that a computing engineering background would have helped me cope with the constantly emerging new terminology. Thank God for the University of Queensland website, found at
http://www.itee.uq.edu.au/~eresearch/
that provided an excellent interpretation service for me. So what have I learnt apart from the Hollywood factor? I now know that Grid technologies “facilitate communication and sharing of resources and knowledge between geographically dispersed populations”, that these grid technologies along with semantics are need for Multimedia Indexing to enable a user friendly ability to share and use audiovisual programs, (a concept that is very appealing to me after having been through a harrowing experience trying to upload am mp4 file on the Blackboard/MyUni platform) and that Middleware is needed as the go-between that connects different computer software programs to allow the easy transfer of information across one platform to another. This latter and all the preceding technologies will facilitate the collaborative approach to research in a cyber environment that heightens the ultimate transfer and building of knowledge between one human to another.
Finally, reading through the NCRIS and SAPAC sites I discovered that developing a concept map for this subject, would also help me understand how one granting body is related to another through the very complex web of interrelated funding sources that can be accessed through both federal and state levels. In summary, I gathered that the different government bodies recognise the importance of investing huge amounts of funds into the development of new and emerging technologies that will support the creation of digital repositories of knowledge, for enhanced human collaboration .
Sunday, September 16, 2007
Some new reflections on e-research
As part of my research and study on this topic, I have been able to slowly get a handle on the phenomenal revolution that is occurring in e-research. The topic of federated searching, as both Rebecca and Cathy have alluded to, is possibly not at the point where it has become user friendly and accessible, when compared to other search engines at our disposal. Of course the reliable Google Scholar, advaced web searches, the use of a little knowledge of search engine math, and access to platforms such as PubMed etc.. has made research quite "specific and sensitive" (as Rebecca stated), without the use of federated searching. In order to understand the techno jargon involved, I have adopted a "hands on approach" to this topic by "googling" etc.. and even found a federated searching platform but as I had restricted access, it leads me to believe, that federated searching may not be designed for the individual user. My interpretation maybe totally wrong here, but I have made this assumption based on my experience so far. As far as the data repositories are concerned I can definitely see the benefits and have noticed the trend towards the completion of e-theses, but as Cathy pointed out, the extend to which collaboration can be supported through Access and Data Management systems is what appeals to me as well. I have been involved in a collaborative online project in the area of Tobacco Use Prevention and Cessation and the role of oral health professionals, which I will be using as the main focus of the first assessment task and my study so far has enabled me to expand my research in this area.
In closing, I would just like to mention that with a blink of an eye, I have spent 3 -4 hours on the net, just to get my head around a couple of the readings. Very time consuming for me but worthwhile... Just finding the time when students are around is almost impossible ...... Watch this space ........
In closing, I would just like to mention that with a blink of an eye, I have spent 3 -4 hours on the net, just to get my head around a couple of the readings. Very time consuming for me but worthwhile... Just finding the time when students are around is almost impossible ...... Watch this space ........
Sunday, August 5, 2007
My interests
I graduated as a dental hyienist from TAFESA and began my teaching career soon after graduation. I was a lecturer and
program coordinator for TAFESA for 20 years and joined the University of Adelaide in 2001, as a part of the team that developed and implemented the Bachelor of Oral Health, a dual outcome qualification in the areas of dental hygiene and therapy practice.
I have worked extensively for the Australian Dental Council as a part of the accreditation process for oral health programs across Australia and New Zealand. I have taught extensively in the areas of Human Biology and Clinical Practice and have enjoyed my career as an educator keeping it varied and innovative through informed practice. As a part of my studies in Online Learning I have adopted learning technologies in all aspects of my teaching and am finding a whole new dimension to the way teaching and learning is delivered. I am currently involved in an evaluative study in using wikis in education in the area of Human Biology and have been instrumental in developing numerous podcasts in the area of Clinical Practice. I am also part of an interprofessional team that is looking at providing an evidence based approach to delivering quality assured educational programs in the areas of Tobacco Use Prevention and Cessation.
I am looking forward to implementing and evaluating numerous learning technologies in the areas that I teach and developing and designing learning materials that address the needs of our students.
program coordinator for TAFESA for 20 years and joined the University of Adelaide in 2001, as a part of the team that developed and implemented the Bachelor of Oral Health, a dual outcome qualification in the areas of dental hygiene and therapy practice.
I have worked extensively for the Australian Dental Council as a part of the accreditation process for oral health programs across Australia and New Zealand. I have taught extensively in the areas of Human Biology and Clinical Practice and have enjoyed my career as an educator keeping it varied and innovative through informed practice. As a part of my studies in Online Learning I have adopted learning technologies in all aspects of my teaching and am finding a whole new dimension to the way teaching and learning is delivered. I am currently involved in an evaluative study in using wikis in education in the area of Human Biology and have been instrumental in developing numerous podcasts in the area of Clinical Practice. I am also part of an interprofessional team that is looking at providing an evidence based approach to delivering quality assured educational programs in the areas of Tobacco Use Prevention and Cessation.
I am looking forward to implementing and evaluating numerous learning technologies in the areas that I teach and developing and designing learning materials that address the needs of our students.
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