Today, I intend to give Terry my updated plan for bringing flexible delivery into the mechanical engineering diploma programme. The project will be used to develop and deliver electronic based learning resources in the form of a course blog or wiki. The reason behind the project is to get the students actively involved in subject matter by targetting their self directed learning hours. Being an electronic delivery medium, the students should be comfortable with this learning environment.
The learning and research that I have done while enrolled in this subject has helped me understand that students do learn from each other and it is my job to ensure that the subject matter be up to date, cover the subject syllabus and encourage learning in an environment that the students relate to.
I believe this project will be of benefit for both lecturer and students and meets all the requirements for assessment four in the designing for flexible delivery subject that I am currently enrolled in for my teaching qualification.
Sunday, October 7, 2007
Thursday, September 27, 2007
My Project Scope- a design brief
I had a meeting with Bronwyn on the 26 September to discuss my progress with the designing for flexible delivery course and here is a brief from that meeting.
The course is assessed in four parts. The first part is the webblog that I am currently writting in so that's up and running. The second assessment is a teaching resource which I am happy to say I have just finished a draft of and intend to get comments from staff after the holiday break. The third assessment is keeping a reference list which is my delicious account so thats fine. The last assessment involves writing up a flexible delivery plan which is where I am now.
Monday 1 October.
I emailed a draft copy of my flexible delivery plan to Bronwyn on Friday for review, so this is a summary of what I am proposing.
All subjects in the mechanical engineering diploma have a self directed learning component of 60 hours out of a total 150 hours. Using the hardest subject that the first year students grasp as my target base, I believe their learning would be a more meaningful and enjoyable experience by taking a proporsion of these self directed hours and incorporating them as a technology based learning guide. This will transpire into a possible learning platform where assignments, quizes etc could be performed and in so doing expose the students to the wider engineering emvironment.
There are two components that I want this project to achieve. Using the web as the source of information the first part would be to try and give the students an insite into various mechanical engineering projects that utilise the subject content that they are learning in class, but in the much broader sense. ie. it will try and answer the " what is the relevence of this subject that is being taught" in the classroom. The second component would be to bring part of the assessment material into the new technology and actively engage the students by incorporating work based programmes like word and excel that they would use by way of an assignment.
As I have explained in the project scope, the time to surf the web for the necessary content and compile the material into a cohesive whole is of concern but not impossible if the resources are made available. I know that this would be the starting platform to get our mechanical engineering diploma into a format which combines new technology with traditional teaching methods and create the possibility of being able to deliver part of it to distance learners as a viable option.
I will now wait and see the comments from the EDC team about my project.
The course is assessed in four parts. The first part is the webblog that I am currently writting in so that's up and running. The second assessment is a teaching resource which I am happy to say I have just finished a draft of and intend to get comments from staff after the holiday break. The third assessment is keeping a reference list which is my delicious account so thats fine. The last assessment involves writing up a flexible delivery plan which is where I am now.
Monday 1 October.
I emailed a draft copy of my flexible delivery plan to Bronwyn on Friday for review, so this is a summary of what I am proposing.
All subjects in the mechanical engineering diploma have a self directed learning component of 60 hours out of a total 150 hours. Using the hardest subject that the first year students grasp as my target base, I believe their learning would be a more meaningful and enjoyable experience by taking a proporsion of these self directed hours and incorporating them as a technology based learning guide. This will transpire into a possible learning platform where assignments, quizes etc could be performed and in so doing expose the students to the wider engineering emvironment.
There are two components that I want this project to achieve. Using the web as the source of information the first part would be to try and give the students an insite into various mechanical engineering projects that utilise the subject content that they are learning in class, but in the much broader sense. ie. it will try and answer the " what is the relevence of this subject that is being taught" in the classroom. The second component would be to bring part of the assessment material into the new technology and actively engage the students by incorporating work based programmes like word and excel that they would use by way of an assignment.
As I have explained in the project scope, the time to surf the web for the necessary content and compile the material into a cohesive whole is of concern but not impossible if the resources are made available. I know that this would be the starting platform to get our mechanical engineering diploma into a format which combines new technology with traditional teaching methods and create the possibility of being able to deliver part of it to distance learners as a viable option.
I will now wait and see the comments from the EDC team about my project.
Wednesday, September 26, 2007
I see the Light.
Starting to look at what I need to complete for this assessment.
Assessment one is my learning blog. Writing down a few comments on the form and I see that I need to report back about various discussions that I have had up till now.
In one of my previous blogs I mentioned that I would try and talk with Peter Brook regarding teaching to students via television conferencing. I did speak with Peter on a casual basis about it and he advised me that he can only televise to about four students max at a time with present technology. It also means that the students have to be able to reach the receiving telecast in a designated location (ie a school that can recieve the broadcast) but he assured me that it will increase in popularity with time and advance of the technology. For me, this technology would be worthwhile once it has been fully developed, so I will not pursue it until then.
I remember Terry giving us an "Elluminate" demonstration and from my notes I see that it was on the 19 April. That really was a worthwhile session and I apologise Terry for not writing about it till now. In that session Terry introduced us to a variety of programmes and web sites that are available to us for making flexible delivery a reality and not just an idea as well as showing us what "Elluminate" was.
We were introduced to such things as "Audacity" which is where we can have audio imput over slides, turn them into moving demos using moviemaker if wanted and then producing them onto a CD. This is because the files are too large to send via the web. If you wanted to send files down the line then "Flash-Animations" were the way to go (how can I ever forget that poor cat getting it's fur shaved off in a certain manner prior to an operation). These are time consumming to prepare for the technician, but an option non the less.
I have got things jotted down called "Video-in Director", "Action Mazes" and "Toolboxes" which incidentaly took my fancy as Terry mentioned that they were made in Australia for the trades and may have some engineering material in there and best of all they are free to use. Since then, I have viewed the toolbox site, but the actual subjects covered are not really of any help to me. Damn!
The programme that interested me the most though, was ""Course Genie" which turns word documents into web pages for sending down the line. Incorporated in them would be pictures (don't forget copyright rules etc.) and I see from my notes that a secure server like "Blackboard" has to be used. The reason why this programme appealled to me most was that my course is primarily made up of notes, calculations etc, and if I were having to send out a course to a distance learner, then this would be the easiest method to get the content delivered. Also, it would be an ideal starting point for flexible delivery in my course for the students that are here - NOW THERE'S A THOUGHT.
I am going to leave this blog here, and come back with a report about my meeting with Bronwyn from yesterday. See ya.
Assessment one is my learning blog. Writing down a few comments on the form and I see that I need to report back about various discussions that I have had up till now.
In one of my previous blogs I mentioned that I would try and talk with Peter Brook regarding teaching to students via television conferencing. I did speak with Peter on a casual basis about it and he advised me that he can only televise to about four students max at a time with present technology. It also means that the students have to be able to reach the receiving telecast in a designated location (ie a school that can recieve the broadcast) but he assured me that it will increase in popularity with time and advance of the technology. For me, this technology would be worthwhile once it has been fully developed, so I will not pursue it until then.
I remember Terry giving us an "Elluminate" demonstration and from my notes I see that it was on the 19 April. That really was a worthwhile session and I apologise Terry for not writing about it till now. In that session Terry introduced us to a variety of programmes and web sites that are available to us for making flexible delivery a reality and not just an idea as well as showing us what "Elluminate" was.
We were introduced to such things as "Audacity" which is where we can have audio imput over slides, turn them into moving demos using moviemaker if wanted and then producing them onto a CD. This is because the files are too large to send via the web. If you wanted to send files down the line then "Flash-Animations" were the way to go (how can I ever forget that poor cat getting it's fur shaved off in a certain manner prior to an operation). These are time consumming to prepare for the technician, but an option non the less.
I have got things jotted down called "Video-in Director", "Action Mazes" and "Toolboxes" which incidentaly took my fancy as Terry mentioned that they were made in Australia for the trades and may have some engineering material in there and best of all they are free to use. Since then, I have viewed the toolbox site, but the actual subjects covered are not really of any help to me. Damn!
The programme that interested me the most though, was ""Course Genie" which turns word documents into web pages for sending down the line. Incorporated in them would be pictures (don't forget copyright rules etc.) and I see from my notes that a secure server like "Blackboard" has to be used. The reason why this programme appealled to me most was that my course is primarily made up of notes, calculations etc, and if I were having to send out a course to a distance learner, then this would be the easiest method to get the content delivered. Also, it would be an ideal starting point for flexible delivery in my course for the students that are here - NOW THERE'S A THOUGHT.
I am going to leave this blog here, and come back with a report about my meeting with Bronwyn from yesterday. See ya.
Thursday, September 20, 2007
What's the Problem?
(I will keep this post here without the dflp07 label as it really is me letting off a bit of steam but at least it shows that I am still here and am certainly thinking about the group of students I have to teach. It also means that I am going to finish off this course so stay tuned!)
I am at present supervising the end of term test from one of the final year papers in the National Diploma in Engineering. I knew from the beginning of this course that it was going to be a difficult paper for this group of students that are currently sitting it. I say difficult only in the context of the mathematical computations that are required to get the answers to the problems given.
There are only five students in this class, we are 20 minutes out from finishing, and already two of the students have left. The look on their faces as they threw me their answer sheets says it all and one even had a parting comment "that's your best one yet Dave" confirmed what I feard most - the test was too hard for them.
Was it too hard I hear you say. Well, it happened to be some questions from last year's exam paper from another polytechnic, so yes, it was reasonably hard, but it is of the same standard that this paper has to be delivered at. The final exam that they have to sit in seven weeks will be of the same level that this test was delivered at, so WHATS THE PROBLEM?
It is now the next day, and I have already marked the test. Lowest mark 10%, with highest mark 19%. I have this same group of students this morning for 3 hours with another subject.
Lets us call these five students Mr's A, B, C, D and E respectively and examine their learning needs and styles. Normally, on Friday, Mr E does not turn up as he has already indicated to me before that he can't really get out of bed before 11am anyway. Too much of a night owl he said. Obviously a classic case for "Blackboard" type learning. You know the way - have the notes available "on line" so that he can go to them when he wants etc.etc. Trouble is Mr E has told me that he dosn't have the self discipline to study by himself at home. Too many distractions he says. Well, sorry Mr E, if you only turn up to two thirds of the classes as my attendance record shows, it means you only have two thirds of the subject matter at hand so I cant see a problem, can you?
Next, we move onto Mr D who incidentily also did not turn up for today's class. This fellow sits in class without saying a word. I have to virtually twist his arm to get him to ask a question. I am in class, writing up notes and things on the board, talking about the subject matter and I ask "any questions anybody". I get questions. Great. Then I look at Mr D. "Do you understand what I have just done Mr D?", I say. And then comes that little shake of the head meaning I don't understand. I have to say that Mr D is an international student, so is understanding English the problem?
Now Mr C is a different kettle of fish. Always quick with the smart remarks which, at times can be, either ammussing or intelligent and I dont have an issue with. Not afraid to ask questions and also keeps me in check every so often. The problem with Mr C is he keeps everything to the last minute. If an assignment is due 5pm on a certain day, it will be in my postbox at or near 5pm on that day. To study for a test means he can keep drinking till the night before the test or if it is an afternoon test, then party the night before as he has got the morning to study for the test at the sacrifice of any morniong classes that he may have. Is lack of managing time the problem? Order of priorities an issue? Sorry, NOT MY PROBLEM.
Mr B is a senior student and has told me that he has an agenda after competing his diploma which is fine. Mr B's problem is that he has been out of the school environment for a while, particularly with mathematics and as such, is having to come to terms with that issue.
Last one up is Mr A. I have been told that he has a medical condition that may hinder his learning so it is understandable that this course will be difficult for him. He is, nevertheless,. copping quite well and has indicated that he may want to go to university after completing the diploma. It did sadden me that after giving up in one of the questions in the test he left a comment which implies sex and travel so Mr A is now getting a bit of an "attitude". You know the one. Sorry, too hard, put it in the "too hard basket" and not my problem.
Monday morning and here I am thinking about flexible delivery and how I can apply it to my lesson structure. The five cases that I have just described are not unique by any means but it does bring home the point that they all believe that they will pass the end of year exam by reading the notes that I give them in class, do the odd assignment sheet that I hand out and answer the class exercises that we do during the term. WRONG.
From day one, all our students get told that they get 90 "contact" hours with the lecturer and are "expected" to do 60 hours "self directed learning". So what is SELF DIRECTED LEARNING?
I remember when I was a student spending countless hours in the library researching material, doing problems etc etc. and asking the lecturer questions when needed. Our department has an"open door" policy which allows students to come to us for help when required, so nothing has changed. What I think I am trying to say here is that it does not matter what format the research material is in, it is up to the individual to be motivated enough to do that bit extra in order to guarentee success in their studies.
One thing I do know is that on a number of occasions through the running of the course, I have asked the students if they believe that they could study this material from home or at work etc, and ALWAYS, I get the response no way in hell could they do this on their own. With that in mind, I am going to sign off now and come back later with a plan to help these guys with their studies. Briefly, I believe they have great difficulty in comming to terms with the "mechanics" concept. That is, using the mathematics that they have learnt in class and appying it in engineering mechanics. Cheers.
I am at present supervising the end of term test from one of the final year papers in the National Diploma in Engineering. I knew from the beginning of this course that it was going to be a difficult paper for this group of students that are currently sitting it. I say difficult only in the context of the mathematical computations that are required to get the answers to the problems given.
There are only five students in this class, we are 20 minutes out from finishing, and already two of the students have left. The look on their faces as they threw me their answer sheets says it all and one even had a parting comment "that's your best one yet Dave" confirmed what I feard most - the test was too hard for them.
Was it too hard I hear you say. Well, it happened to be some questions from last year's exam paper from another polytechnic, so yes, it was reasonably hard, but it is of the same standard that this paper has to be delivered at. The final exam that they have to sit in seven weeks will be of the same level that this test was delivered at, so WHATS THE PROBLEM?
It is now the next day, and I have already marked the test. Lowest mark 10%, with highest mark 19%. I have this same group of students this morning for 3 hours with another subject.
Lets us call these five students Mr's A, B, C, D and E respectively and examine their learning needs and styles. Normally, on Friday, Mr E does not turn up as he has already indicated to me before that he can't really get out of bed before 11am anyway. Too much of a night owl he said. Obviously a classic case for "Blackboard" type learning. You know the way - have the notes available "on line" so that he can go to them when he wants etc.etc. Trouble is Mr E has told me that he dosn't have the self discipline to study by himself at home. Too many distractions he says. Well, sorry Mr E, if you only turn up to two thirds of the classes as my attendance record shows, it means you only have two thirds of the subject matter at hand so I cant see a problem, can you?
Next, we move onto Mr D who incidentily also did not turn up for today's class. This fellow sits in class without saying a word. I have to virtually twist his arm to get him to ask a question. I am in class, writing up notes and things on the board, talking about the subject matter and I ask "any questions anybody". I get questions. Great. Then I look at Mr D. "Do you understand what I have just done Mr D?", I say. And then comes that little shake of the head meaning I don't understand. I have to say that Mr D is an international student, so is understanding English the problem?
Now Mr C is a different kettle of fish. Always quick with the smart remarks which, at times can be, either ammussing or intelligent and I dont have an issue with. Not afraid to ask questions and also keeps me in check every so often. The problem with Mr C is he keeps everything to the last minute. If an assignment is due 5pm on a certain day, it will be in my postbox at or near 5pm on that day. To study for a test means he can keep drinking till the night before the test or if it is an afternoon test, then party the night before as he has got the morning to study for the test at the sacrifice of any morniong classes that he may have. Is lack of managing time the problem? Order of priorities an issue? Sorry, NOT MY PROBLEM.
Mr B is a senior student and has told me that he has an agenda after competing his diploma which is fine. Mr B's problem is that he has been out of the school environment for a while, particularly with mathematics and as such, is having to come to terms with that issue.
Last one up is Mr A. I have been told that he has a medical condition that may hinder his learning so it is understandable that this course will be difficult for him. He is, nevertheless,. copping quite well and has indicated that he may want to go to university after completing the diploma. It did sadden me that after giving up in one of the questions in the test he left a comment which implies sex and travel so Mr A is now getting a bit of an "attitude". You know the one. Sorry, too hard, put it in the "too hard basket" and not my problem.
Monday morning and here I am thinking about flexible delivery and how I can apply it to my lesson structure. The five cases that I have just described are not unique by any means but it does bring home the point that they all believe that they will pass the end of year exam by reading the notes that I give them in class, do the odd assignment sheet that I hand out and answer the class exercises that we do during the term. WRONG.
From day one, all our students get told that they get 90 "contact" hours with the lecturer and are "expected" to do 60 hours "self directed learning". So what is SELF DIRECTED LEARNING?
I remember when I was a student spending countless hours in the library researching material, doing problems etc etc. and asking the lecturer questions when needed. Our department has an"open door" policy which allows students to come to us for help when required, so nothing has changed. What I think I am trying to say here is that it does not matter what format the research material is in, it is up to the individual to be motivated enough to do that bit extra in order to guarentee success in their studies.
One thing I do know is that on a number of occasions through the running of the course, I have asked the students if they believe that they could study this material from home or at work etc, and ALWAYS, I get the response no way in hell could they do this on their own. With that in mind, I am going to sign off now and come back later with a plan to help these guys with their studies. Briefly, I believe they have great difficulty in comming to terms with the "mechanics" concept. That is, using the mathematics that they have learnt in class and appying it in engineering mechanics. Cheers.
Tuesday, April 17, 2007
Time for Reflection
I've got a bit of free time at the mo, so thought I had better revisit this subject. Just finished reading all the current member blogs and had to read up on the article reported in Dave McC
blog on Cognitive Learning Theory. Very interesting. I believe I have picked up some useful pointers about presenting my analytical subject material from it and have saved it in my delicous account.
In that report it was stated that students retain more information on problem solving by utilizing the approach of carrying out a full worked example as a class group and then getting them to solve a similar type problem by themselves without referring back to the worked example just done.
The other day, after reading Jacquie Hayes interview with Dave Bremer, I decided to go and speak with him since I didn't realize that he is teaching by distance learning and his office is just around the corner from mine. Had a good talk with Dave and he agreed that my subject is at the "hard" end of subject matter in terms of distance learning but he advised me rather than to think "how could I teach this online" to rephrase it as "if I *had* to teach this online, how could I make it more interesting for the poor distance learner?" I am also trying to speak with Peter Brook whom I believe is presenting subject matter to schools "Live" but is limited to four students at a time. I will enter a posting of this meeting when it happens.
Getting back to what Dave said about making a subject more interesting, what comes to mind is some sort of interactive component embedded within the subject content. For instance, I can imagine covering the topic on vibration analysis by having the student reading notes via word or similar programme and having a button that reads "press this to see what happens when the forcing frequency equals the natural frequency of vibration" and upon picking the button, a video starts up showing a bridge or similar structure come tumbling down since students enjoy seeing things break apart. (I know I do)
In the meantime I will surf the net and see if I can find some institution which is teaching engineering by distance or any other relative info. Bye for now.
blog on Cognitive Learning Theory. Very interesting. I believe I have picked up some useful pointers about presenting my analytical subject material from it and have saved it in my delicous account.
In that report it was stated that students retain more information on problem solving by utilizing the approach of carrying out a full worked example as a class group and then getting them to solve a similar type problem by themselves without referring back to the worked example just done.
The other day, after reading Jacquie Hayes interview with Dave Bremer, I decided to go and speak with him since I didn't realize that he is teaching by distance learning and his office is just around the corner from mine. Had a good talk with Dave and he agreed that my subject is at the "hard" end of subject matter in terms of distance learning but he advised me rather than to think "how could I teach this online" to rephrase it as "if I *had* to teach this online, how could I make it more interesting for the poor distance learner?" I am also trying to speak with Peter Brook whom I believe is presenting subject matter to schools "Live" but is limited to four students at a time. I will enter a posting of this meeting when it happens.
Getting back to what Dave said about making a subject more interesting, what comes to mind is some sort of interactive component embedded within the subject content. For instance, I can imagine covering the topic on vibration analysis by having the student reading notes via word or similar programme and having a button that reads "press this to see what happens when the forcing frequency equals the natural frequency of vibration" and upon picking the button, a video starts up showing a bridge or similar structure come tumbling down since students enjoy seeing things break apart. (I know I do)
In the meantime I will surf the net and see if I can find some institution which is teaching engineering by distance or any other relative info. Bye for now.
Wednesday, March 14, 2007
Comments Please as Requested
Hi there steam fans. Time to let off some more gas. Jeepers Creepers. I mention in my last blog that I liked the idea of our three facilitators keeping the assignments coming so that I can pass this subject and young Leigh sends us a calender of weekly events. I didn't mean that you cancel out all my spare time guys! Enough said.
Today's assignment is to comment on a fellow members response to our last assignment. I have read the three others that were submitted and on reflection would like to comment on Sheryll's one since I feel her course is tied down pretty much like mine; between a rock and a hard face.
Sheryll stated at the start that she felt her course was quite flexible already. I would agree certainly that the 2 hour session times for students to come and study is great and that takes care of being open all hours but as we are learning, flexible delivery is more than that. The students are given a book to work through at their own pace. What does this mean? If it means, "Look. Here are all the notes for this subject. You just go through them, and anything that doesn't quite jell, come and see me." then you are still relying on the presence of a facilitator to be on hand when the need arises. Being a course that is instructing the student to use a computer, it may be quite difficult to expect that person to be able to send emails, teleconferencing etc at the start when they are in most need of guidance.
I remember when I had to learn a computer based drawing programme for my job. At the time I was self employed so, I bought a book and a computer (a very speedy 286 I think) and went from page one right through till the end. My keyboard got a hammering, my fingers have never fully recovered and the four letter words could be heard for miles. Not a pleasurable way to learn, but learn I did since my income depended on it. I am not sure if the young students today would be that committed since a vast majority live for the day and not worry much about the future.
I also know from past experience how difficult it is doing a course by correspondence. Like Sheryll's course, you were given some sort of assessment book or assignment to complete and send back to the institute for marking, comments etc. I really wonder if doing a course using todays technology it would be any easier. It still revolves around the individual putting in the time to do their subject matter. It all comes down to 'time management' people irrespective of the delivery mode.
We are starting to talk about the 'acquisition and participation' models now how getting the students more involved with the participation concept will enhance their learning but the need for someone to facilitate the direction of the learning will still be required. From my teaching experience I do believe that students learn from each other very well and thats fine, but my how the conversation drifts off course if you let it; cars, booze, parties etc. etc. I still play a key part to the students learning in my course and I know that it is very much of the acquisition model, but don't forget, we are providing a service that industry dictates. If these graduates of ours come out of study with a qualification, industry expects that they are capable of performing that duty with minimum training required. I say again, in order for our institute to achieve this standard, fair, level playing field type assessments must be in place.
Sheryll finishes off her appraisal of flexible learning by telling us that her students must do an on-line assessment to pass and then come in person to do the institutes own assessment to pass the unit. Not very flexible for some people. Very true Sheryll, but at least you have made sure that everybody does reach the same standard to qualify for that unit. Well done.
Today's assignment is to comment on a fellow members response to our last assignment. I have read the three others that were submitted and on reflection would like to comment on Sheryll's one since I feel her course is tied down pretty much like mine; between a rock and a hard face.
Sheryll stated at the start that she felt her course was quite flexible already. I would agree certainly that the 2 hour session times for students to come and study is great and that takes care of being open all hours but as we are learning, flexible delivery is more than that. The students are given a book to work through at their own pace. What does this mean? If it means, "Look. Here are all the notes for this subject. You just go through them, and anything that doesn't quite jell, come and see me." then you are still relying on the presence of a facilitator to be on hand when the need arises. Being a course that is instructing the student to use a computer, it may be quite difficult to expect that person to be able to send emails, teleconferencing etc at the start when they are in most need of guidance.
I remember when I had to learn a computer based drawing programme for my job. At the time I was self employed so, I bought a book and a computer (a very speedy 286 I think) and went from page one right through till the end. My keyboard got a hammering, my fingers have never fully recovered and the four letter words could be heard for miles. Not a pleasurable way to learn, but learn I did since my income depended on it. I am not sure if the young students today would be that committed since a vast majority live for the day and not worry much about the future.
I also know from past experience how difficult it is doing a course by correspondence. Like Sheryll's course, you were given some sort of assessment book or assignment to complete and send back to the institute for marking, comments etc. I really wonder if doing a course using todays technology it would be any easier. It still revolves around the individual putting in the time to do their subject matter. It all comes down to 'time management' people irrespective of the delivery mode.
We are starting to talk about the 'acquisition and participation' models now how getting the students more involved with the participation concept will enhance their learning but the need for someone to facilitate the direction of the learning will still be required. From my teaching experience I do believe that students learn from each other very well and thats fine, but my how the conversation drifts off course if you let it; cars, booze, parties etc. etc. I still play a key part to the students learning in my course and I know that it is very much of the acquisition model, but don't forget, we are providing a service that industry dictates. If these graduates of ours come out of study with a qualification, industry expects that they are capable of performing that duty with minimum training required. I say again, in order for our institute to achieve this standard, fair, level playing field type assessments must be in place.
Sheryll finishes off her appraisal of flexible learning by telling us that her students must do an on-line assessment to pass and then come in person to do the institutes own assessment to pass the unit. Not very flexible for some people. Very true Sheryll, but at least you have made sure that everybody does reach the same standard to qualify for that unit. Well done.
Tuesday, March 6, 2007
Flexible Learning in a Digital World : Experiences and Expectations
Response to Flexible Learning : It's not just about distance
Collis B. & Moonan J (2001) Kogan Page Ltd : London
I have just finished reading Leigh's comments about the handout we were sent on flexible learning.
It seems that our young friend Leigh is as much confused about flexible learning as I am as he couldn't get an answer to his question "Why do we need flexible learning" from that handout. I think I have an answer but I will get to that shortly.
First and foremost I would like to thank our facilitators for sending me a memorandum with some instructions for me to carry out so that I may have a chance at completing all the required assessments for this course as I am completely snowed under with work , like everyone else it seems, so as far as I am concerned, keep the instructions flowing please so I can be guided to where it is I have to go. Does this make sense?
Now to the questions at hand:
Do I agree or disagree with this article? MMMMMM.
I have got so many highlighted sentences, phrases, words etc. on the pamphlet that I do not know where to start. The article states on several occasions that it is the "learning institute" that plays a big part in the flexible delivery programme and on that issue, I agree with totally. I regard the institute as a company and as such should abide by it's ideas and plans for it's future. The CEO for our institute believes that in order for us to stay competitive, we must "reach those people who we can not reach at present". To achieve this, the term flexible delivery has appeared on the scene and instantly, we think of distance learning using the internet. I suppose that is part of the answer to Leigh's question that was asked before, the answer being survival for want of a better term.
I do agree that flexible delivery will make my job as a lecturer more demanding and time consuming and I quote from page 14 of the handout "When the learner is given more choices the instructor is increasingly required to respond and individualize rather than plan and deliver." It then continues on "The more choices the learner has, the more demands and thus challenges there are for the instructor." Yep, it sounds like a hell of a lot more work for me!
But hang on a minute. Something is missing from our equation. We are covering the flexible delivery part but what about the flexible learning part. Now, this is where the fun really begins.
The supermarket scene that was mentioned in the handout seems like a pretty good example to my way of thinking when it comes to flexible learning. What will you end up with? You end up with a course that has a variety of options for learning styles but at what stage do you do assessment? Will the assessment be the same or possible for all the options that the student / customer wants? Are we assessing on a "level playing ground?" That is really the key question to ask at the end of the day. By all means, I understand the flexible delivery part, but from my experience, a lot of students that come to our institute still believe that as a teacher or lecturer, you have the knowledge that they want and why should they be expected to go outside their comfort zone of learner / teacher relationship that they are used to from school. As the handout read and I quote "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."
I believe the starting point for "flexibility" must begin in the school environment. Flexibility is really a way of thinking is it not? For adult students, I am sure it would be embraced, both the delivery and learning aspects of it. But I believe that a large proportion of the young school leaver that comes to our institute to study our programmes are exposed so much by today's technology that they either lack, or are not interested in, the "skills of common sense" that were taught to me at school. Remember the three R's - Reading, wRiting and aRithmatic. Are they still teaching these at school? I don't know. As a result, three weeks into our programme and already the complaints of the course being too hard have surfaced. Now I have to show empathy and be the mentor for these people which under flexible delivery may not be possible! Hence, the students need face to face contact and guidance which is why we are here. It does not matter what form of communication you deliver your course programme in, the bottom line is that it is up to the individual to do the required tasks or problems in order to understand the content of the subject and at times help must be on hand. Take this course for instance. I VALUE the face to face contact I have with my facilitators. What makes our students that we have today different?
Looking at table 1.4 on WWW based applications, yes it looks great and all the bases are covered using today's technology, but I am not totally convinced yet that our engineering course could be covered completely by these applications.
I think that as far as education goes, we are in a stalemate situation as far as using technology to it's full capacity with whats on offer today. Think of tomorrow when we have access to "live class cam" when I can be in front of a room strutting around doing my thing not only to the students present, but also to the distance learners watching me on their computer screens, asking questions, participating in the session, as it happens. They not only see and hear me, but I can see & hear them as well. Now that's where I am heading. Next thing you will tell me is that it is already available and they are doing it in the States or somewhere else. Great. So why aren't we doing it instead of scratching at the surface.
How can I introduce flexibility into my course? I believe that I already am participating in flexible delivery. Just today, I was relieving for a fellow lecturer and let the students decide what topic they would like to learn about in the session. Some of them said this, some that, but the common ground was no writing just listening or watching. Videos do come in handy at times don't they? Questions and answers afterwards to reinforce the key points they saw and that's that. Speaking of which, it's cheese time, so I am off and look forward to my next assignment to carry me through this large sea of knowledge, forever getting deeper and deeper.
Collis B. & Moonan J (2001) Kogan Page Ltd : London
I have just finished reading Leigh's comments about the handout we were sent on flexible learning.
It seems that our young friend Leigh is as much confused about flexible learning as I am as he couldn't get an answer to his question "Why do we need flexible learning" from that handout. I think I have an answer but I will get to that shortly.
First and foremost I would like to thank our facilitators for sending me a memorandum with some instructions for me to carry out so that I may have a chance at completing all the required assessments for this course as I am completely snowed under with work , like everyone else it seems, so as far as I am concerned, keep the instructions flowing please so I can be guided to where it is I have to go. Does this make sense?
Now to the questions at hand:
Do I agree or disagree with this article? MMMMMM.
I have got so many highlighted sentences, phrases, words etc. on the pamphlet that I do not know where to start. The article states on several occasions that it is the "learning institute" that plays a big part in the flexible delivery programme and on that issue, I agree with totally. I regard the institute as a company and as such should abide by it's ideas and plans for it's future. The CEO for our institute believes that in order for us to stay competitive, we must "reach those people who we can not reach at present". To achieve this, the term flexible delivery has appeared on the scene and instantly, we think of distance learning using the internet. I suppose that is part of the answer to Leigh's question that was asked before, the answer being survival for want of a better term.
I do agree that flexible delivery will make my job as a lecturer more demanding and time consuming and I quote from page 14 of the handout "When the learner is given more choices the instructor is increasingly required to respond and individualize rather than plan and deliver." It then continues on "The more choices the learner has, the more demands and thus challenges there are for the instructor." Yep, it sounds like a hell of a lot more work for me!
But hang on a minute. Something is missing from our equation. We are covering the flexible delivery part but what about the flexible learning part. Now, this is where the fun really begins.
The supermarket scene that was mentioned in the handout seems like a pretty good example to my way of thinking when it comes to flexible learning. What will you end up with? You end up with a course that has a variety of options for learning styles but at what stage do you do assessment? Will the assessment be the same or possible for all the options that the student / customer wants? Are we assessing on a "level playing ground?" That is really the key question to ask at the end of the day. By all means, I understand the flexible delivery part, but from my experience, a lot of students that come to our institute still believe that as a teacher or lecturer, you have the knowledge that they want and why should they be expected to go outside their comfort zone of learner / teacher relationship that they are used to from school. As the handout read and I quote "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."
I believe the starting point for "flexibility" must begin in the school environment. Flexibility is really a way of thinking is it not? For adult students, I am sure it would be embraced, both the delivery and learning aspects of it. But I believe that a large proportion of the young school leaver that comes to our institute to study our programmes are exposed so much by today's technology that they either lack, or are not interested in, the "skills of common sense" that were taught to me at school. Remember the three R's - Reading, wRiting and aRithmatic. Are they still teaching these at school? I don't know. As a result, three weeks into our programme and already the complaints of the course being too hard have surfaced. Now I have to show empathy and be the mentor for these people which under flexible delivery may not be possible! Hence, the students need face to face contact and guidance which is why we are here. It does not matter what form of communication you deliver your course programme in, the bottom line is that it is up to the individual to do the required tasks or problems in order to understand the content of the subject and at times help must be on hand. Take this course for instance. I VALUE the face to face contact I have with my facilitators. What makes our students that we have today different?
Looking at table 1.4 on WWW based applications, yes it looks great and all the bases are covered using today's technology, but I am not totally convinced yet that our engineering course could be covered completely by these applications.
I think that as far as education goes, we are in a stalemate situation as far as using technology to it's full capacity with whats on offer today. Think of tomorrow when we have access to "live class cam" when I can be in front of a room strutting around doing my thing not only to the students present, but also to the distance learners watching me on their computer screens, asking questions, participating in the session, as it happens. They not only see and hear me, but I can see & hear them as well. Now that's where I am heading. Next thing you will tell me is that it is already available and they are doing it in the States or somewhere else. Great. So why aren't we doing it instead of scratching at the surface.
How can I introduce flexibility into my course? I believe that I already am participating in flexible delivery. Just today, I was relieving for a fellow lecturer and let the students decide what topic they would like to learn about in the session. Some of them said this, some that, but the common ground was no writing just listening or watching. Videos do come in handy at times don't they? Questions and answers afterwards to reinforce the key points they saw and that's that. Speaking of which, it's cheese time, so I am off and look forward to my next assignment to carry me through this large sea of knowledge, forever getting deeper and deeper.
Thursday, February 15, 2007
Welcome to my blog
Hi guys and welcome to my blog.
Please don't be put off by my blog's title "Dangerous Dave". This was a name I adopted from one of my first classes I lectured here mid last year teaching CAD. The students had a thing with danger mouse (a carton programme I think) and when I chastised a few of them copying work, as well as most of them looking at the 'trade me' site when I wasn't looking, well the rest is history. They would also start squecking whenever I taught them something new with the programme, which demonstrates the variety of students we have these days!
I am a lecturer in Mechanical Engineering, teaching the diploma level subjects here at Otago Polytechnic. I have been involved in engineering for most of my working life which is some 28 years there abouts. In that time, my experience ranged from apprenticeship through to self employed design engineer / draftsperson. To put that in perspective, my position here at the Polytech will be my 29 contract of employment. Yes, I have been around the block a few times. I am hoping that this will be a long and fruitful relationship, and as I am finding out, as I think most of you are, there is never a dull moment.
Which brings me to here; - What is flexible learning to me? I think I said in my face to face meeting with our three respected facilitators that it meant Work. Ah yes, that nasty word.
On reflection, I now believe that it is being flexible in our delivery approach to our particular subjects depending on the students that we are teaching. The computer is just another tool (a very powerful one at that I have to admit) that I use every day in my work, BUT, I treat the computer as that - simply a tool and not something that I have to rely on for everything. Flexible learning, to me, means that there are quite a number of tools available to me as a teacher for delivering my respected subjects across to the students, and as I have shown, not all students are the same, so it is up to me to choose the most appropriate method for delivery.
The main goal for me from this course on flexible delivery is to be able to make a rational and educated choice on the appropriate delivery method available to me for teaching a subject to a variety of students and if that method happens to end up being using the internet or computer as part of that choice, then I want to be fully competent in achieving that task.
Thanks for taking the time to read this. I think I will get off my apple box now and sit in a corner and nibble on some cheese.
Please don't be put off by my blog's title "Dangerous Dave". This was a name I adopted from one of my first classes I lectured here mid last year teaching CAD. The students had a thing with danger mouse (a carton programme I think) and when I chastised a few of them copying work, as well as most of them looking at the 'trade me' site when I wasn't looking, well the rest is history. They would also start squecking whenever I taught them something new with the programme, which demonstrates the variety of students we have these days!
I am a lecturer in Mechanical Engineering, teaching the diploma level subjects here at Otago Polytechnic. I have been involved in engineering for most of my working life which is some 28 years there abouts. In that time, my experience ranged from apprenticeship through to self employed design engineer / draftsperson. To put that in perspective, my position here at the Polytech will be my 29 contract of employment. Yes, I have been around the block a few times. I am hoping that this will be a long and fruitful relationship, and as I am finding out, as I think most of you are, there is never a dull moment.
Which brings me to here; - What is flexible learning to me? I think I said in my face to face meeting with our three respected facilitators that it meant Work. Ah yes, that nasty word.
On reflection, I now believe that it is being flexible in our delivery approach to our particular subjects depending on the students that we are teaching. The computer is just another tool (a very powerful one at that I have to admit) that I use every day in my work, BUT, I treat the computer as that - simply a tool and not something that I have to rely on for everything. Flexible learning, to me, means that there are quite a number of tools available to me as a teacher for delivering my respected subjects across to the students, and as I have shown, not all students are the same, so it is up to me to choose the most appropriate method for delivery.
The main goal for me from this course on flexible delivery is to be able to make a rational and educated choice on the appropriate delivery method available to me for teaching a subject to a variety of students and if that method happens to end up being using the internet or computer as part of that choice, then I want to be fully competent in achieving that task.
Thanks for taking the time to read this. I think I will get off my apple box now and sit in a corner and nibble on some cheese.
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