Friday, November 27, 2009

Feedback please!

Well everyone out there, if any of you have found the time to go through the presentation (it takes about 20 mins) then I would love some feedback! Post it as a comment below, it would give me a great sense of satisfaction to see some comments, no matter what is in them!
Specifically, I would like to know:
  • what you think about the idea of a primarily theoretical course being presented on-line
  • how you think my use of the learning theories might help students engage more
  • if I have captured the potential pitfalls - and if not, what else can you think of

Thanks so much!

Course plan - just for Gertie's folks!

Click here to see a vidoe of Hellies plan for her course to be delivered on-line primarily, with some face-to-face content in the form of a workshop. This video includes some of her musings and rational for the plan, and some aspects she has had to consider.

Tuesday, November 3, 2009

The plan!

What is your idea for flexible learning and why have you chosen it?
Well, is it my idea or isn't it - the directive is that my course is on-line from next year. On-line totally, but with a workshop popped in there somewhere...Gertie will be pleased!
So, my idea is to create an online course that is diverse, innovative, interesting. I want to ensure connectivity by having students connect with each other in as many ways as possible, and connect with the lecturer as well. I need to ensure the assessment includes summative throughout as well as at the end to assist with student motivation to go on-line weekly. My on-line course will be dynamic, interactive, colourful, diverse and cater for all learning styles. I will encourage face to face interaction as much as possible between students.

What examples of Flexible Learning does your idea draw on?
You-tube, internet, reading, writing, talking, listening, concept mapping, doing, quizzes, face-to-face in workshop, active learning activities including scenarios, elluminate sessions, eXe packages, voice-over powerpoint presentations...

How does your flexible learning plan fit with an educational organisation's strategic directions?
Must fit as it is the bosses directive! Fit's with EDC encouragement to utilise online tools and to create more interactive and divers resources for on-line learning. Fits with strategic direction regarding increasing accessability to courses.
Any risks or concerns that you will need to resolve before you can implement your plan for flexible learning.
Need to ensure students are aware that they will need good internet connection, or to at least ensure Polytech has appropriate level of internet support availiable to students. Also need to ensure assessment is modified appropriately, and that there is enough time allocated to developing the resources prior to the commencement of the course. Students will need to be able to use the resources and so will need training in how to use moodle and the exe packages.

Monday, November 2, 2009

Over Length Course Material 2

Check out this SlideShare Presentation: Over-length course material

Monday, October 12, 2009

overlength course material

Hellie has been reflecting on Gertie's complaint ages ago that it took her over two hours to work through a learning package - and that was homework for just one of her 6 courses this semester. hellie decides to read Fred Lockwood Estimating student workload, readability and implications for student learning and progression.
Click here to see what she took from it.

Thursday, October 8, 2009

Inclusive design.

Gertie said OMG! I can't learn about Inclusive Design tonight - I have a party to go to...Hellie said yes you can, click here and you'll get it in 30 seconds flat!

When Hellie prepared the teaching for this, she reflected (contemporary word for thought about) on the inclusiveness in her course design. Of course every course cannot be designed for every person on the planet, but Hellie is confident that anyone who met the criteria to enter the Occupatioanl Therapy programme would manage her course, with some possible need for modifications to meet physical difficulties some students may experience. The things that most make her confident this is the case are the fact that the course delivery and assessment methods are flexible, varied, diverse and adaptable.

On this course, one size does not have to fit all, there are a whole heap of sizes avaliable, and alterations are possible if necessary.

Wednesday, October 7, 2009

Grasping culture!

Well, now Gertie is into managing her learning in a variety of ways, and is even managing to get better grades with her ability to pick and choose a bit when and where and what and how to learn to meet the required objectives. She does, however, have a bit of a problem with the idea of having to go on the hui - it's not so much the learning about Maori culture and stuff, but it's having to sleep at the Marae for a night, and having to learn her mihimihi. She's never been very good at pronouncing Maori words... And what if she upsets someone really inportant?

Again she meets with Hellie and challenges why she should have to go. Fortunately, Hellie has recently read the Polytech Maori Strategic framework, has attended numerous Treaty of Waitangi workshops, and has done some reading and study. Hellie is able to explain that she too identifies as NZ European, but that she understands that she is living in a bicultural place, and that she has a moral, ethical and legal responsibility towards understanding how to work in partnership with Maori, and that learning about their culture helps prevent misunderstandings. She talks about cultural safety, and explains how OT students are helped to develop culturally safe practice. The hui experience is a part of this, along with the treaty workshops, and with the learning she will do in various aspects of her course. Hellie also points out that there are Maori students in the class, and that they have the right to study in an environment that is knowledgeable about and respectful of their culture as much as non-maori do.
Gertie says the strategic framework is all well and good, but does it really make a difference? Is anything ever really put into practice?
Well, Part of the framework says we should:

  • create a system of role models
  • raise expectations for Maori
  • Maintain retention

Hellie is able to point out that the polytech does have support services for Maori, a pre-grad celebration programme, Maori awards, and that there is a whanau room. She also points out that the OT school has a group for Maori students and staff, and that they all have input into developing the meaning and relevence of the programme for Maori as well as enhancing the ability of non-Maori to develop cultural awareness and safety. Also, the way the programme is being delivered and assessed is increasingly flexible, which may help people (including some Maori) with learning styles that are not reader-writer to achieve. And, part of the rational for choosing Wintec to be the second campus for the programme was to make it more accessable to a larger number of Maori students in an attempt to grow the population of Maori OTs.

It seems, however, that Gertie is still a little resistant - mostly she is frightened of having to stay in a place as strange as a marae, and of making mistakes and upsetting people. Hellie reassures her that whenever working with people of any other culture, if she is able to be respectful and to develop rapport with the people, she will generally be forgiven mistakes!