A little historic backgrounding never goes astray. (In-Prog)
Works Cited
Dabbagh, Nada, and Rick Reo. "Back to the Future: Tracing the Roots and Learning Affordances of Social Software." IGI Global - International Publisher of Science, Technology, Medicine (STM) Books & Journals. George Mason University, USA. Web. 03 Oct. 2010. <http://www.igi-global.com/Bookstore/Chapter.aspx?TitleId=45014>.
Source Author(s)/Editor(s): Mark J.W. Lee (Charles Sturt University, Australia); Catherine McLoughlin (Australian Catholic University, Australia) Copyright: 2010
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......"
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>.
I'll make a start on a topic that is worrisome to myself and probably to all teaching staff at any institution reinventing or updating itself.
We are, as it were, reinventing 'ourselves'. Many tutor staff have great depth of knowledge and conviction for their chosen disciplines, they know their stuff. Technology per-say is not the issue, many trade disciplines have made huge advances in the technological arena, and staff, in the main, up-skill themselves to take these newer techniques and methods on board to keep relevancy.
The paradigm that is changing is the 'on-line' 'open source' communication revolution.
Accessible, timely, new, cool, collaborative, these are the tools and toys of our time and the younger adults are quick to work them out. Many of 'us tutors' are not as quick and I think 'fear', to some extent, the leap/plunge of faith necessary to truly advance in a collaborative environment with their students.
We are therefore forced, to some extent, to recognise that we need to be "re-booted" with, training, best practice workshops, COPs, help boards, mentor personal, and TIME to develop and be able to recognise the potential , not only of the new technology tools, but just as importantly the new pedagogical relevance that can be attained for our students through wise use of these tools.
In her paper, "Using Safety Nets: Flexible Learning and Operational Change." (S.Goodbourn, 2004) focusing on staff induction, Sue concludes: "Organisations need to provide the new VET teacher with a flight path, a navigation system and flying lessons. Additionally, while it is essential for them to decide on the 'who', 'what', 'when' and 'where' of the induction program, it is the 'how' - the method and the process- that seems to be most critical."
The similarities I recognised within this paper spoke loudly that many of 'us' will in effect be 'as new staff', the dynamic shift in course tools and pedagogy around truly focusing on student-centred delivery makes it so.
Students will still go through the 'pain' and uncertainty, they still experience the chaos as time-lines and pressure asserts itself onto their performance. This is true of all things in life and dealing with it is a 'skill' like any other. Collaboratively and with communication among peers these trials are less daunting. This communication needs however to be on their terms, with their (and hopefully 'our') Web 2.0 devices, tools and applications. It has taken me a concerted and 'full on' focus for about a year now to feel some real ability and comfort with these new tools. I'll certainly help colleagues when I can. But I also have a need to progress with this new knowledge for 'myself', herein I believe can lie a problem. If I feel this way and wish to really 'run with it' say... next year, will I distance myself so far away from following colleagues as to be speaking a separate language from them? What then...? Is my 'walking the talk' going to give me time to help others 'walk the talk' also. It takes real effort to reinvent oneself and apply foreign ideals for the first time. I'm sure lessons I've learned to date will require some rethinking and again a concerted effort to develop into a more organised platform. Will this leave me time to mentor, advise, show, help?
The development needed to effectively and responsibly attain a "Living Curriculum" employing Web 2.0 tools, applied via existing staff is much the same as the responsible steps any good 'new tutor' induction program upon entry to an institute should maintain.
I find interesting parallels between the implementation challenges of our new "living curriculum" and discussions on "induction" of new staff to institutes.
I recognise that we have, in place, and operating, three dedicated staff to help develop 'newbies' to living curriculum methodologies and pedagogies.With one day per week available for them to: Learn for themselves, operate among us, suggest models for different disciplines, mentor, trial, develop, reflect, report, etc... etc... etc...
Hmmm, We may need induction of new staff just to allow time for our own learning journeys within this brave new world.
Works Cite:
Goodbourne, Sue. "Using Safety Nets: Flexible Learning and Operational Change." Knowledge Tree Index Page. Ed. J. Murray. Web. 03 Oct. 2010. <http://knowledgetree.flexiblelearning.net.au/edition05/html/pra_sue_goodbourne.html>
I still, (probably shouldn't admit this) find printing out reading material a comfort for ease of mark-up (column comment) and ease of reading in comfortable environments.
To this end I'm going to create a posting for each reading and then add reflective content as I come to terms with the readings when considered in the context of my personal teaching environments and responsibilities as both a tutor to my students and my curriculum leader role within the institute.
I'll start by citing the readings.
I forgot to get Endnote download disc on Friday so will try EasyBib bibliography software.
Dooof! I mucked up and it's cold and late, I'll have ago tomorrow night this is the right idea the execution is not there yet.
The above introduction is to (was meant to) outline how and why we are going to create Google accounts to use within our Unitec CAT Boatbuilding courses.
