I find people saying Web2.0 is free. Well to some extent it is. But the infrastructure and construct of that infrastructure, development of staff etc... is not free.
TIME is NOT FREE. EFFORT is NOT FREE.
A communication Last Saturday indicates some of the free-forming of ideas and complexities around topics. It shows quick switching between professional discourse and natural social interaction. It is also reminiscent of the Maori pedagogical framework ideal where education be: group oriented, open, using of story, etc... Thanks Chris for allowing me to use this video capture as demonstration of the complexities of learning and to help our Unitec hierarchy to 'see' the types of conversations we are all having 'in action'.Many of the topics raised in this impromptu discussion between colleagues helps to express "where we are now". It also suggests that support for front line staff, though intended, is held up. Is the transparency and direction from "The Top" clearly stated to staff below? Why do staff have to work double duty to enhance our collective skill base and competency? Is the plan to overextend staff, that see the possibilities and wish to participate, to the point of "flogging us to death".
I've looked for similar situations that may help to view and guide us from a less emotionally linked source. Australia has, and as with any continuum, is still journeying down the road of flexible learning, they have started a little before us, in larger numbers and it would be remiss of us not to study their experiences to compare.
(Harding.J. 2004) presents us with an overview of the operational changes and feedback of examples of flexible learning initiatives Australian VET based educators found relevant at the time. I'll try to give you the flavour of the paper; Here, from the Abstract and Introduction;
"The Flexible Learning Leaders' program provides time and funding for professional development, and for undertaking projects related to Flexible Learning......... At an operational level this goal was achieved, with nearly one hundred staff completing the.......Flexible learning Centres are an option for educational organisations adapting to rapidly changing social and business environments. Different organisations focus on the centre for learners, or teachers, and sometimes both groups. The resultant benefits are discussed....."
and:
"Delivering effective vocational education and training (VET), means adapting to a
rapidly changing and increasingly complex social and business environments, and
keeping up to date with technological changes.......Economic imperatives are forcing regular organizational restructure."
and:
Cairns notes:
Change is the only constant, knowledge and information is open, plentiful and
incomplete. The reality of the new-style organisation is characterised by
chaos, complexity, uncertainty and paradox. The rate of change is such that
we can no longer even pretend that we can know what is going to happen next.
(1998:26)
I take it that these 'Flexible Learning Centres' are the glue to be able to collectively handle and examine (financially and socially) the procedures and effectiveness of initiatives much the same as we are at present chasing.
(Harding.J. 2004)continues;
"The Australian Flexible Learning Framework (AFLF) provides funding so that
vocational education and training (VET) practitioners can have time to reflect,
analyse, collaborate and share their learning across their workplace, organisation,
State and Australia."
"The commitment and enthusiasm of staff has been developed in a variety of ways:
• through work based professional development projects over the past two
years, with a flow on effect to other staff
• with top management support and strong leadership in this area
• through informal mentoring and
• the increased participation of staff in the Introduction to Teaching Online
course, formal and informal flexible learning focussed committees, meeting
and breakfasts, and gathering and documenting brief case studies of flexible
learning practices in various sections.
In terms of change management, there is now a cohort of people with enhanced skills
and numerous staff are trying out blended learning options."
and:
"The Flexible Learning Leader’s project in 2003 highlighted the need for people to feel
valued and for leaders to take into account that perception, or value-based
judgements, (Fullan 1999) are pivotal in implementing change. Senge (1990)......the project built on a strategic plan which had excellent support in regard to flexible learning practices......The ‘people’ section of the framework is more complex. The Flexible Learning Leader’s project, as a collaborative effort with College and Institute management, has resulted in a wide dissemination of e-learning pedagogy and technical support is excellent. Following research....."
Harding goes on to discuss and highlight other models of VET Institutes she has visited. This culminates in an overview of "Potential Outcomes of the Centre of Learning and Teaching"
Leadership is much discussed and is quite direct and poignant to our situation. Her conclusion is worth the read in itself, it is very reflective of my own views and 'gut feeling'.
Here is just a snippet:
"The Flexible Learning Leader’s project allowed the most valuable resource – time –
for building networks of enthusiasm and commitment to flexible learning in Southern
Sydney Institute, and to develop leadership skills and knowledge. This time allowed
for risk-taking in supporting blended learning options, and could lead to a
groundswell of support, and an exponential uptake of flexible learning......"
I've looked for similar situations that may help to view and guide us from a less emotionally linked source. Australia has, and as with any continuum, is still journeying down the road of flexible learning, they have started a little before us, in larger numbers and it would be remiss of us not to study their experiences to compare.
(Harding.J. 2004) presents us with an overview of the operational changes and feedback of examples of flexible learning initiatives Australian VET based educators found relevant at the time. I'll try to give you the flavour of the paper; Here, from the Abstract and Introduction;
"The Flexible Learning Leaders' program provides time and funding for professional development, and for undertaking projects related to Flexible Learning......... At an operational level this goal was achieved, with nearly one hundred staff completing the.......Flexible learning Centres are an option for educational organisations adapting to rapidly changing social and business environments. Different organisations focus on the centre for learners, or teachers, and sometimes both groups. The resultant benefits are discussed....."
and:
"Delivering effective vocational education and training (VET), means adapting to a
rapidly changing and increasingly complex social and business environments, and
keeping up to date with technological changes.......Economic imperatives are forcing regular organizational restructure."
and:
Cairns notes:
Change is the only constant, knowledge and information is open, plentiful and
incomplete. The reality of the new-style organisation is characterised by
chaos, complexity, uncertainty and paradox. The rate of change is such that
we can no longer even pretend that we can know what is going to happen next.
(1998:26)
I take it that these 'Flexible Learning Centres' are the glue to be able to collectively handle and examine (financially and socially) the procedures and effectiveness of initiatives much the same as we are at present chasing.
(Harding.J. 2004)continues;
"The Australian Flexible Learning Framework (AFLF) provides funding so that
vocational education and training (VET) practitioners can have time to reflect,
analyse, collaborate and share their learning across their workplace, organisation,
State and Australia."
"The commitment and enthusiasm of staff has been developed in a variety of ways:
• through work based professional development projects over the past two
years, with a flow on effect to other staff
• with top management support and strong leadership in this area
• through informal mentoring and
• the increased participation of staff in the Introduction to Teaching Online
course, formal and informal flexible learning focussed committees, meeting
and breakfasts, and gathering and documenting brief case studies of flexible
learning practices in various sections.
In terms of change management, there is now a cohort of people with enhanced skills
and numerous staff are trying out blended learning options."
and:
"The Flexible Learning Leader’s project in 2003 highlighted the need for people to feel
valued and for leaders to take into account that perception, or value-based
judgements, (Fullan 1999) are pivotal in implementing change. Senge (1990)......the project built on a strategic plan which had excellent support in regard to flexible learning practices......The ‘people’ section of the framework is more complex. The Flexible Learning Leader’s project, as a collaborative effort with College and Institute management, has resulted in a wide dissemination of e-learning pedagogy and technical support is excellent. Following research....."
Harding goes on to discuss and highlight other models of VET Institutes she has visited. This culminates in an overview of "Potential Outcomes of the Centre of Learning and Teaching"
Leadership is much discussed and is quite direct and poignant to our situation. Her conclusion is worth the read in itself, it is very reflective of my own views and 'gut feeling'.
Here is just a snippet:
"The Flexible Learning Leader’s project allowed the most valuable resource – time –
for building networks of enthusiasm and commitment to flexible learning in Southern
Sydney Institute, and to develop leadership skills and knowledge. This time allowed
for risk-taking in supporting blended learning options, and could lead to a
groundswell of support, and an exponential uptake of flexible learning......"
Works Cited:
Harding, Jenni. "Using Safety Nets: Flexible Learning and Operational Change." Knowledge Tree Index Page. Ed. Jo Murray. Web. 03 Oct. 2010. <http://knowledgetree.flexiblelearning.net.au/edition05/html/pra_jennifer_harding.html>.
http://elearning.swsi.wikispaces.net/
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