Monday 19 March 2012

ACTIVITY 3 - Here is the first reply 




Response from:  Judy Buckingham

                                 Senior Lecturer/Course Stream Coordinator BSS Year 2 


How do you incorporate flexible learning into your teaching?

I MAINLY DELIVER THROUGH MOODLE, I USE ExE LEARNING PACKAGES, DICSUSSION FORUM, WIKI DOCS, NEWS FORUM AND ADD ADDITIONAL READINGS AND COURSEBOOK TO MOOODLE

Who are your students? (i.e. Certs, BSS Y1, 2 & 3)

YEAR 2

How do you plan and set up the following for your courses
·         Time

WE HAVE FACE TO FACE TUTORIALS (WE FOUDNTHE ONLINE TUTS LAST YEAR DID NOT WORK, THE STDS DID NOT ENAGE AND THEIR WERE A LOT OF ABSENCES, STDS STRUGGLED WITH THE TECHNOLIOGY DESPITE SUPPORT AND TRAINING).  WE HAVE INTENSIVES WEEKS (WORKSHOPS) WHICH COVER NEW MATERIAL.  STDS CAN CONTRIBUTE TO ONLINE DISCUSSION BUT THIS IS NOT FORMALLY ASSESSED.  I SPEND ABOUT 1.5 HOURS A WEEK ON MOODLE UPLOADING NEW MATERIAL, ERSPONDING TO STDS AND SUPPORTING GUEST LECTUERES.

·         Delivery

AS ABOVE, STDS SEEM TO LIKE THE FACE TO FACE APPROACH FOR TUTS AND INTENSIVE WEEKS, OVERALL THEY SEEM MORE SATIFISED WITH THIS APPROACH IN COMBINATION WITH THE ONLINE MATERIAL


·         Logistics

It’s great for me as it enables me to do more work from home, initially it is labor intensive a lot to prepare and set up in terms of getting all content online, but after the first year of teaching it, it become easier, I find I am often revising and reviewing the courses and making changes.  Sometimes making changes can by time consuming and I may favor adding rather than changing to accommodate the time.  When stds don’t come to class this puts them at a real disadvantage particularly when there are group projects, it means the monitoring of attendance has to be more vigilant and stds need to be followed up very early in the piece.

·         Entry Requirements

WE HAVE COURSES WITH PRE AND CO REQUISITES AS THE PROGRAMMME DOC STATES, STDS WILL COME TO THE Year 2 with experience of online delivery from year 1.


·         Content

ALL CONTENT IS AVAIABALE ONLINE, SO THIS MEANs THAT WE SPEND MOST OF CLASS TIME ON ‘DOING’ THE WORK, THE PRACTICAL ASPECTS, I PARTICULARY ENJOY THIS APPROACH AND OUR CLASSES ARE INTERACTIVE AND ENGAGING AS WE DON’T HAVE TO go OVER CONTENT, JUST FOCUS ON WHAT THE CONTENT MEANS IN PRACTICE.  Stds have to be able to work independently and yet support each other with the content.  Stds need to be motivated and disciplined in order to read and understand the material, this is my preferred way of learning but I understand that some studs struggle to manage their time and aren’t as organized about setting time aside to work on content. I’m not sure how much the stds really do in terms of reading and learning the content, I have added this linking to their assessments to ensure that they are getting to grips with the content, and I will see how this work more this year than last year.

·         Instructional Approaches & Resources

I am still finding out what tolls work for me and the stds online, each year it gets easier as I become familiar with resources that work for me, it would make it a lot easier if I log onto to OP easily from home instead of having to go through Citrix, subsequently I keep a lot of material on my desktop which I worry about losing
Kia ora koutou,


As a way to ensure that I recieved feedback from my colleagues within the school, I sent out a bulk email asking for responses to the questions for Activity 3 this week, I am hoping to get a few replies, as it will be great to see what everyone is doing and how they process the topic of flexible learning.


Will post replies as soon as they start to come back!!



Sunday 18 March 2012

Activity Two (as I am not able to be present in class as I have teaching commitments)


Introduction


I teach predominantly on the Certificate in Human Services and we do not have exams or tests.  Our course is set up to provide a model of practice, tools for working with others and practical experience.


We institute a lot of group work into our course and our assessments are always reviewed to see if any changes need to be made.


We update our teaching material all the time to ensure it is current.  For example I was teaching a session on Culture, Values and Beliefs last Thursday and I discussed the impact of the Christchurch earthquakes on the culture of the people of Canterbury (this was a point in my Moodle Book), one of my students was very happy to see that I had incorporated current events (which we always do anyway), but it shows the students that we are not just re-hashing the same material year after year!


What does the term Flexible Learning mean to me?

  • Being creative in the way we teach, knowing the learning styles of our students (i.e. VARK).
  • Reviewing our assessments before, during and after each course/module, what worked well, what didn't.
  • Understanding the abilities and strengths of your teaching staff and ensuring that they teach to their strengths and that they are also supported with weaker areas, so there is room to improve.
  • Being culturally aware, knowing and respecting the way different students work and meeting there needs.
  • Always utilize feedback from courses, staff meetings, team meetings and from managers as this will help with further development of teaching.
  • Knowing when a teaching session isn't working well and adding in extra activities that will be applicable to the module.



 




Why is it necessary to use a more flexible approach in your work?

  • To meet the different needs of students in the class (as well as those undertaking the course from a distance).
  • To keep students interest levels up.
  • Model practical activities, professional boundaries.
  • To keep up with new technology, material, research that will keep the course/modules current and retain student interest.
  • Setting self care strategies.
  • Set task/work goals and maintain a balance of work life and personal life.



What do you need to explore to help this happen?
  • Be a part of ongoing conversations within staff team, school to ensure that I am meeting targets, and that my teaching is of a high standard.
  • Ongoing professional development, become involved in research, networking with industry (I currently do in my other role as Placement Coordinator), but this needs to be at a higher level.
  • Set goals that apply directly to me teaching role in my IDP.


What goals do I have for using Flexible Learning in my work?
  • Sitting in on other lecturers and taking note of different teaching styles.
  • Thinking more creatively about each module I teach and adding in more challenging activities.


REFERENCE:

Collis, B. & Moonev, J. (2001). Flexible Learning in a Digital World. Open and Distance Learning Series. London: Kogan Page Ltd.
















  

Monday 5 March 2012

Hi All,

For those of you I have not met yet I work as a Lecturer and Placement Coordinator in the School of Social Services.

I am currently in my fourth year at tech and I love the challenge that each new group of students bring.  I teach predominantly on the Cert in Human Services, but I have been known to pop up and teach in the BSS at times.

Originally from Invercargill, but Dunedin has been home to my Husband Glenn and I since 1998.

Lisa