Minisymposium as wrap-up on year

It was appropriate to attend a mini symposium offered by the and present a short overview of my e-Learning developmental journey for 2010.
Lord knows where this will take me in the final outcome, bur the experiences this year have given me enough insight to be intrigued and hopeful of some good developments for all learners in our futures.
To this end I personally feel part of a community that is likely to be ongoing in my professional career. Can this "professional career" ever be isolated from social interactions? NO. This however doesn't mean my entire social networking be career oriented. This is a comfort to realize as we all need our private space and family interaction that can be the release valve to the pressures of our profession.

Tabitha ran a log of events in her Blog and as tweets. She kindly expressed that my sharing of 2010 discovery inspire her to update here blog.

http://tabitharoder.wordpress.com/

I used my I-Pad notes to record a few ideas and terms from other presenters. Really good feeling in the COP.

Vickle may not wish to have Carringtons as an after symposium luncheon location next time :-)

http://www.youtube.com/watch?v=zGEquKzzMyU

Concept Map

Copy of #SLT10 concept map on Prezi

Reflections to Peer Feedback.

Feedback suggested that the transparency of my concept map was lacking. I shouldn't wonder. The concept put into a more structured format might be more recognisable when aligned to the goals of the Unitec Living Curriculum.

Without being too exhaustive in the concept I've tried to matrix the relevant directives between level 3 & 5 NZQA courses to clarify.

I've also eluded to the readings that support my direction to some extent and without wishing to revisit my previous blog posts on readings.

CONCEPT MAP  RE: #SLT10

Using the Mapped Living Curriculum to view concept around sound pedagogical activities to engage

Level 4 CAT Boatbuilding students.

Mapping the Living Curriculum

The Living Curriculum is defined by a number of characteristics.  The Unitec Principles of Learning and Teaching are identified on the left hand side of this table and are themselves derived from the characteristics of the Living Curriculum.  When the characteristics and the principles are analysed alongside each other, four key ideas that underpin approaches to learning and teaching become evident.  These are:

• enquiry (how learners go about asking and answering questions);
• discipline (how learners engage with the knowledge that underpins the discipline);
• autonomy (how learners increasingly develop their capability and confidence); and
• conversation (how learners engage with self and others to develop understandings).

Embedded in each idea is the concept of Ako, described here.  Desire for knowledge is the catalyst for enquiry to be conceptualised and articulated.  The consequence of this are complex relationships where critical consciousness and student engagement evolve through pedagogical practice.  The autonomy and potential of the learner is attained through the teacher/learner relationship using  diverse forms of intercultural communication.  This lifts the mana (authority) of the knowledge and the  integrity of  the institutional environment. Ako should be considered and incorporated at all levels, consistent with the intent of the Living Curriculum.

The levels here map against the NZQF level descriptors and represent typical first year expectations for students in certificates (L3), diplomas and degrees (L5), and postgraduate study (L7/8).  When defining approaches for other levels, the expectations will bridge the gaps between levels as described here.  These are indicative expectations only and groups of learners within particular contexts and disciplines may deviate from these.

Conversation Curiosity/Inquiry Collaboration Self-Efficacy   Problem-Solving Creativity Reflection	ENQUIRY	The process of enquiry is at the heart of what we do in tertiary study.  It starts with thinking about the world, formulating a question, finding information about the question, interpreting and testing ideas and information, generating and synthesising ideas, presenting and reflecting on the process. This in turn will generate further questions. Ako as wananga Wananga informs the curriculum through critical enquiry.  The relationship of the learner and the teacher is interdependent and reciprocal for personal and communal good.  In this context, the teacher is prepared to learn from the learner.
	Level 3	Level 5	Activity	Relates to
	Learners engage with questions usually determined by the teacher Learners source information from a range of prescribed resources Learners typically interpret information using defined criteria Learners present information, using familiar language and forms appropriate to the discipline, to the teacher (and sometimes peers) as audience Learners experience a  high degree of prescription, scaffolding and guidance	Learners  engage with questions which  may be determined by the teacher Learners source information from a range of prescribed and self-selected resources Learners interpret information using one of several defined criteria Learners present information using prescribed language and forms appropriate to the discipline, to a defined audience Learners experience a fair degree of prescription, scaffolding and guidance	Critiquing and reflecting as individuals and groups help show that enquiry can be safe directive and constructive. Trade Term wikipedia may be used as a review and new learning tool. Web Google searches and image searching is a good starting point for discussions. Topics drop out of these social references. Learning Outcomes for each course direct all learning to parameters that can then be graded. The pathways to these findings can and will be diverse as the learning styles of students’ depict. Conversations and presentations will develop into the language of Boatbuilder (Trade Terms) Also tech drawings, timelines, project schedules, sketches and multi media help reach intended audience. Scaffolding IS the framework of constructivist teaching .

Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection	DISCIPLINE	Defined as a community of practice which has a (contested and evolving) body of knowledge and theory, based on particular ways of knowing and practising, which is taught and applied and researched. A discipline has its own literacies and language. Members of the discipline (faculty, learners, practitioners, scholars, etc) identify with this community of practice and help to induct new members. Ako as kaupapa Kaupapa is a process by which the intellect internalises, distinguishes, and creates new knowledge
	Level 3	Level 5	Activity
	Learners are guided to engage with knowledge from sources that are readily available and directly applicable to solving familiar problems.  Learner and teacher conversations develop from previously established meanings and aim to reach shared understandings Both learners and teachers have a significant role to play in the development of knowledge Learners have some ability to chart their own course of enquiry within clear direction Learners begin to construct and reflect on their disciplinary identity, but the relationship of specific knowledge to the discipline may not yet be known	Learners are partly guided from specific sources and co-create knowledge that is specialised and may have areas of depth. Learners have guided conversations (with peers and teachers) about analysing and interpreting problems and identifying appropriate responses Learners blend guided and self-directed enquiry Learners understand the relationship of specific knowledge to the discipline. Learners begin to have interdisciplinary conversations about multiple perspectives from a disciplinary base	A regularly used and referred to Google presentation collaborative ‘Trade Terms Doc’ developed in the same manner as ‘Wikipedia’. Conversations and critiquing of student entered descriptions to the terms will be group in orientation and have tutor support but not lead. Editing of the Trade Terms doc can be ongoing with some students collaborating and others duplicating slides to try improving on descriptions. Ulitimately migrating from repeting searched descriptions and evidential graphic info to evidence of the students’ own experiences here at Unitec. Charting of their journey is via regular postsing within a student owned ‘Blogbook of Learning’ developed through out the CAT Baotbuilding full year programme. Reflections and tutor feedback is monitored within the Blogs and also group mentions posted in the Moodle forum or message  post.

	AUTONOMY	Individuals taking increasing charge of their own learning, which may be best achieved through a scaffolded and staged process of learning how to learn, planning, managing and reflecting on the process and products of learning. Ako as mana Mana binds the  authority of learner and teacher with matauranga (knowledge).  Integrity is developed through a process of poutama (scaffold learning)
Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection	Level 3	Level 5	Activitiy
	Learners receive ongoing assistance with learning how to learn Learners engage with a defined range of contexts in largely directed activity to assist the development of independence Learners receive ongoing supervision and constructive feedback by teacher Learners are supported to have responsibility for the quality and quantity of the output Learners are given explicit and structured input on the process of reflecting and evaluating their own learning Learners are introduced and supported, in a structured manner, to working in groups, project work, self and peer assessment The notion of Community of Practice is introduced and developed	Learners engage with a wide range of contexts, including theoretical and unfamiliar contexts, with a degree of independence Learners have significant responsibility for the nature, quality and quantity of outcomes with  direction from teacher Learners are expected to be able to manage their own learning with some supervision and structured input from teachers on learning strategies., Learners are expected to be able to work in groups, undertake projects, understand peer and self assessment with some support. Learners begin to operate as a Community of Practice with direction on roles and responsibilities within the group	Video review resources that help students to review class sessions, availing students the option of iterative learning and a chance to reflect and challenge prior activities and building new knowledge. Web 2.0 tools employed to view, store, reference and discuss. Parameters only set on the final required arrangement of presented work in order for tutor staff and moderators to see level of results and arguments. Blog comments and comments within Google Doc used for summative portfolio building and presentation. F2F class discussions and guidance daily. Conversational model of open questioning and challenging students to think and review their own experiences and views. Learning styles and spiky profiles are explored within a F2F class session. Personal profiles are investigated and shared in small group work and a collaborative Google Doc. Building practicum’s, collaborative google docs, timelines (open proj) Web 2.0 communicative tool use  discussed and trialled. (again review videos for support) COP may be outside the influence of the tutor but may also include or be refered to to tutor as a means to show evidence of student participation and societal contexts. Vid chats, twitter, e/g-mails, text messages, forum posts, Blogs, facebook etc… all referable within the final assessment google doc portfolio.

	CONVERSATION	Conversations about enquiry, knowledge, practice, learning and teaching are significant for engagement between and among learners, teachers, practitioners, communities, scholars, and with self and texts. Conversation develops beyond chat or discussion and becomes true dialogue that involves analysis, synthesis, critical thinking and reflection. Effective conversations help to build inclusive relationships, involve questions as well as answers, and facilitate the expression of different points of view. Conversations are contextually situated, and both technology and relationships mediate and facilitate conversations.   Ako as puawaitanga Ako acknowledges that curriculum development derives from diverse forms of intercultural communication.
Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection	Level 3	Level 5	Activity
	Conversations encourage student curiosity Conversation is facilitated through reading, writing, speaking, internet searches, etc Learner needs inform the direction of the learning process Learners are introduced to and supported to achieve group outcomes Learners engage in and utilise discussions that focus largely on familiar contexts and situations Learners are encouraged to consider and integrate new ideas and diverse perspectives from relevant conversations (peers, teachers, practice) Learners are supported to identify ways to reflect on their own work/practice	Learners collaborate with peers and participate in supported peer observation and assessment Teacher-led communities of practice are an integral part of promoting conversation and collaboration Teacher-learner conversations assist teachers in determining learning content and process Learners work together with guidance to define and resolve familiar and unfamiliar problems	Notes and sketching within the practical sessions develop questions and conversations around topics rather than suggesting topics and then creating virtual scenarios to fit. Blogbooks are a first edit of newly aquired knowledge that may be reflected upon over time and edited as knowledge becomes owned by the student. The final editing of new knowledge happens when the Learning Outcomes of the course are expressed by students in their e-portfolios. The Blogs may be private (tutor access encouraged) until the students feels comfortable in opening their thoughts to groups etc… All theory session discussions are recorded in the smartboard environment to be accessed at a later date by all participants. Again social software Web 2.0 tools help connect discussions that are not F2F. Blog postings are commented on between followers and tutor  reflection could promote editing and deeper meaning.

SLT Assessment 2

I Believe:
The natural means to learning is to construct knowledge through enquiry, altering our previous knowledge only when we have proven to our own satisfaction that the new knowledge is sound. This is natural.

There are so many (at first taste) conflicting, yet paradoxically confirming streams of information I have evaluated recently that to say I've a firm framework is to be somewhat trite. The reality is that the conflictions ultimately prove to be merely complexities.
The very notion of a 'framework', for instance, flies in the face of the open construct I'm determined to develop within my teaching methods.
I much prefer to view a framework as a 'scaffold', the difference to me, being that a scaffold is removed after its' usefulness has served it's purpose. A 'framework' infers rigidity and permanence.

So... 'What' am I trying to develop as a teaching style and 'Why'?

I wish to model my style around that of a 'constructivists model'.
Such a model is student centred first and foremost, I believe it enhances the direction we appreciate as appropriate in the modern connected world in helping people develop within themselves the capabilities around self efficacy:  to be community minded, collaborative as they choose, enquiring, and able to build new knowledge from a variety of different resources and inputs.



So... I see the Moodle environment as a repository for course and resources general information and launching pad linking to 'Tutor environments'. Moodle therefore is a structured rigid "Framework" this is necessary of management and recording but not strictly a learning tool.
Moodle therefore is set up as a "Framework"

The 'Tutor environments' link from the Moodle and here we start to develop a culture/community by using a 'Scaffold' with practice lessons in house, review videos for review online etc... to allow for iterative learning when necessary.
A familiarity of process also needs to be included to allow for some comfort and expectation to be part of the norm.
I see the use of a wikipedia building of trade terms and the discussions we can have falling out of this trade terms in-house construct, will be a comfortable and exponential group experience that can have individual values negotiated within the assessment criteria.
The redevelopment of our CAT Boatbuilding "TTEC4000 Professional Development" course, to allow a full year for students to build upon their experiences and gain comfort in using web 2.0 tools and the constructivist pedagogy they will be experiencing. The intention is also that they will discover more about themselves on this journey. The TTEC4000 course assessment document is a document where three students collaborate to develop the first three L.Os' the next two L.Os' are individual  reflections and analysis of the collaborative process. Google docs lend themselves very well to this end.
Along side the use collaborative documents each student regularly  posts in to a blog that is to record and reflect on their year's experiences. The blog is not assessed directly but is intended as a voice, Tutors are invited to follow and as time and competency develops tutors may encourage students to open the access of their blogs to more people  and allow public access if they feel comfortable in this. This is a start to societal input and expression.

I strongly agree with Anne Bartlett-Bragg (2003) "Blogging to Learn", in her 5-stages of Blogging Process.
1, establishment.  2, introspection.  3, reflective monologues.  4, reflective dialogues.  5, knowledge artifacts.
These stages are exactly my own experiences.
REF: Blog post; Reflections on Reading #7 "Bearing Witness"

Another inspirational pedagogical framework 'in action' came from reading:  

Audrey, Gray. "Constructivist Teaching and Learning." Saskatchewan School Boards Association ». 1997. 07 Oct. 2010 <http://saskschoolboards.ca/research/instruction/97-07.htm>.
REF: Blog post; "Eureka!!!"

The final environments outside 'Moodle' and 'Tutor environments' are environments that are natural to the students. 'Societal' environments. It might be good to use Moodle as a facility for class group form posts, these asynchronous systems however should be recognised as not being timely and therefore more as a place to negotiate or record negotiated changes and agreements effecting all students.
The tools for students' to discuss, and share outside Unitecs' structures and settings is essential and nature. It must be encouraged. Developing the capabilities for these activities can be built into our Unitec delivery and practice sessions but the use is open to student interpretation/freedom. The only proviso is that in order to manages assessment events, grading and moderation of courses we at Unitec need the final presentation of student work to be in a limited number of options.
How the learning happens though must be as open as the student desires. e.g. Live chats, video recordings, interviews, texts, F2F, tweets, g/e-mails, discussion boards, etc...

An analogy of these frameworks working in conjunction might be the photo of the Chinese ball where Unitecs' Moodle might be the inside ball, the Tutor environments might be the outer ball and the societal environment is the support structure holding it all up. Each surface(environment) is complexly interlinked with the next and viewable through each other.

Collaboarative 'Google docs' and blogging are therefore the two main web 2.0 tools that I'm developing activities around to encourage the constructivist attitudes to teaching.
Examples trialled this year follow:

Student built blogs;
http://bcublogbook.blogspot.com/


Tutor overview blog;
http://bmerfunitec.blogspot.com/

Google presentation collaborative document (type of wikipedia around boatbuilding terms);
https://docs.google.com/present/edit?id=0AXEFXZnIY1A5ZGR4dmpyMmtfOTM3am10OHFmYw&hl=en_GB


Google doc TTEC3000 student constructed collaborative assessment document: https://docs.google.com/document/d/1rFsDWd0V1FUnWzzbJS3_2A9HiBcPqnCFog-_k_Nq0EI/edit?hl=en_GB#


In closing:
To all #SLT10 group members
I have been remiss in finishing some of my reflective write up postings around suggested readings.
The reason is; in reading other colleagues postings, their posts summed up very well my own fledgling understandings and viewpoints. (I must add my views at some date and hope I may refer to my colleagues post as support). Thanks to Muks and Lita in particular for a couple of very well reflected postings, Chris for e-mailing me Grays paper (Eureka moment), Steve a.k.a. Scott for the 'one fact a day concept' and all group for mucking in and opening up on their prospective views.
Thanks to Thom and Vickle for the demos and managing to direct us to readings that prompted good discussion. (Not as arduous to read as I'd imagined)