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."
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