My First Podcast
An embedded version of a short statement on the implications of security with a VLE. As an Elearning Technologist you just expect to be able to use the latest tools and facilities within the learning environment. However this is not always the case and should note be taken for granted.
'Eng College', is just one institution that won't play ball. Google Docs, Utube, Facebook according to those in the know present a security risk.
The first podcast is the edited version which was adjusted using audacity.
The second version is the original which has unnecessary silent moments and the odd word or phrase that I replaced. Quite straightforward really and almost fun.
Showing posts with label H808 CoreTask. Show all posts
Showing posts with label H808 CoreTask. Show all posts
Sunday, 13 December 2009
Saturday, 5 December 2009
Professional learning, Not sure about these models?
Although a rather simplistic model Dealtry, R (2004) it is easy to see how learning can be classed in this way. Of the four boxes in Table 7.1. 'A four-dimensional learning domain framework for making learning choices', by classify learning in this way it is also possible to determine the likely hood of success, it could be considered more challenging for a student that puts himself in box D rather than box A. In terms of H808 this year I would put myself in 'C' in that I am performing an unfamiliar learning task in a familiar work situation which implies a moderate risk.
Clegg, S., Tan, J. and Saeidi, S. (2002) ‘Reflecting or acting? Reflective practice and continuing professional development in higher education’ (online), Reflective Practice, vol. 3, no. 1, pp. 131–46. Available from:
http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1080/14623940220129924 (accessed 19 August 2009).
Dealtry, R. (2004) ‘Professional practice: the savvy learner’ (online),Journal of Workplace Learning, vol. 16, no. 1/2, pp. 101–109. Available from: http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1108/13665620410521567 (accessed 9 October 2009).
Table 7.1
However in terms of Table 2 'Types of practice in continuing professional development', Clegg et al., (2002) it is not as apparent what use this serves. In the context of H808 reflection is very much a part of the course content and indeed the course assessment. I would expect to be in D for the course, reflection being directed within the course, with some slight deviation into C due to time constraints and the need to prioritise effort. In terms of my profession I should be in B it is important to reflect on teaching practice but in reality time is again a significant factor, if you consider less formal reflection then it is quite easy to comply with B what often happens is that reflection takes place and action may well follow at a later date. Again I am not quite sure of the significance of the second diagram, but I am open to enlightenment.
Table 2
ReferencesClegg, S., Tan, J. and Saeidi, S. (2002) ‘Reflecting or acting? Reflective practice and continuing professional development in higher education’ (online), Reflective Practice, vol. 3, no. 1, pp. 131–46. Available from:
http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1080/14623940220129924 (accessed 19 August 2009).
Dealtry, R. (2004) ‘Professional practice: the savvy learner’ (online),Journal of Workplace Learning, vol. 16, no. 1/2, pp. 101–109. Available from: http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1108/13665620410521567 (accessed 9 October 2009).
One profession to another.
Is there really a difference in professional values from one profession to another?
As an academic I am a member of the IFL HEA and IET all professional institutions so what ethical values or pprofessional values do I follow. When considering all three institutions I read word such as Integrity, Fairness, confidentiallity Professional competence are there really any differences
As an academic I am a member of the IFL HEA and IET all professional institutions so what ethical values or pprofessional values do I follow. When considering all three institutions I read word such as Integrity, Fairness, confidentiallity Professional competence are there really any differences
The following table just serves to highlight some of the quotes from each of these institutions' professional codes of practice. Not a great deal of difference really especially between the IFL and HEA. As an engineer the professional values strive towards excellence in engineering whereas the IFL and HEA both strive toward excellence in education be it at HE or FE level.
Taking a completely different perspective though looking at the professional values in the counselling and psychotherapy profession of which I know very little. It is interesting to see the same words being used in the interest of striving 'Towards an emotionally healthy society'.
Values of counselling and psychotherapy. British Association for Counselling and Psychotherapy (n.d.)
The fundamental values of counselling and psychotherapy include a commitment to:
- Respecting human rights and dignity
- Ensuring the integrity of practitioner-client relationships
- Enhancing the quality of professional knowledge and its application
- Alleviating personal distress and suffering
- Fostering a sense of self that is meaningful to the person(s) concerned
- Increasing personal effectiveness
- Enhancing the quality of relationships between people
- Appreciating the variety of human experience and culture
- Striving for the fair and adequate provision of counselling and psychotherapy services
All four institutions strive for excellence, improvement of standards and actively encourage the self improvement and continual professional development of its members. To say actively encourage is not strictly true as failure to provide evidence of this could well mean the withdrawal of membership. It is reasonable to say though, that all memberships aim to improve standards and the overall experience for the customers, whether these customers are students, patients or clients.
Higher Education Academy (HEA) | Institution for Learning (IFL) | The Institution of Engineering and Technology (IET) |
Our vision is for students in UK higher education to enjoy the highest quality learning experience in the world | The Institute for Learning (IfL) is the professional body for teachers, trainers and assessors across further education (FE) | Sharing and advancing knowledge throughout the global Science, Engineering and Technology (SET) community to enhance people’s lives around the world. |
1. Respect for individual learners 2. Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice 3. Commitment to development of learning communities 4. Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity 5. Commitment to continuing professional development and evaluation of practice | 1. Professionalism Strive for excellence in teaching and learning, and high levels of subject or vocational expertise, placing the interests and progression of learners at the very heart of their practice. Members have dual professionalism. Development Continually develop their expertise, individually and within communities of practice Autonomy Should be trusted to exercise informed judgement Integrity Use their skills and knowledge wisely to benefit all learners, the public and their organisation and are respected, trustworthy members of society. Equality Are celebrated for the diversity of their backgrounds and as positive role models for learners and colleagues, and should have fair opportunities for success in their career, whatever their background | Honesty How do you take advantage of business opportunities whilst making sure you are as honest as possible with your customers? Integrity To what extent should your own moral views about war and warfare affect your professional judgement as an engineer in the defence industry? Confidentiality In what situations can a claim of "whistleblowing" justify the disclosure of confidential information? Competence How do you know whether you, as an engineer, are competent to make a particular decision which might have important personal consequences for people? Objectivity How do you give objective professional advice, whilst making sure that you don't disclose confidential information? Environmental sustainability How do you handle public and commercial pressures when called upon to provide expert advice?’ Health, safety and risk How do you ensure the safety of a workforce whilst respecting the autonomy of workers and maintaining a comfortable working environment? |
Higher Education Academy (2006) | IFL (2009) | IET (2009) |
References
British Association for Counselling and Psychotherapy (n.d.) Ethical Framework (online). Available from: http://www.bacp.co.uk/prof_conduct/ (accessed 19 August 2009).
IET (2009) 'Professional ethics and the IET'. (online) Available from: http://www.theiet.org/about/ethics/ (accessed 05 December 2009).
IFL (2009).'IfL Vision and Strategy'. (online) available form http://www.ifl.ac.uk/about-ifl/ifl-vision-and-strategy (Accessed 5 December 2009).
Higher Education Academy (2006). UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, Higher Education Academy, UK. Available from http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf (accessed 01 December 2009).
Thursday, 12 November 2009
Just what is a 'Learning Technologist'
Learning technologists form a link between the academic or teacher and the technologies available to to enhance the learning experience. Whilst it would be nice to think that educator has the time to take each lesson and consider how technology can be used to enrich it, in reality their time is taken up mainly performing the role of teaching.
In practice this profession has grown as the tools have developed and in many ways teachers that have experimented or tried to keep up to date with new methods have gradually introduced the technologies as part of their own personal development. In essence what I am trying to say is that many educators are in fact learning technologists. It is now apparent that there is a role for someone with knowledge of the technologies to call themselves a 'Learning Technologist', but I would expect that most come from the teaching environment.
Its only now that tools are becoming more commercialised that there would appear to be a need for a specialist with a much wider knowledge to help the educator. My experience of this so far has been that the tools have been selected and put in place and the teaching staff have been left to put the tools to use.
I believe it is an emergent profession but at the moment it is really an additional task for an educator to take on board and utilise the tools available as they see fit.
In practice this profession has grown as the tools have developed and in many ways teachers that have experimented or tried to keep up to date with new methods have gradually introduced the technologies as part of their own personal development. In essence what I am trying to say is that many educators are in fact learning technologists. It is now apparent that there is a role for someone with knowledge of the technologies to call themselves a 'Learning Technologist', but I would expect that most come from the teaching environment.
Its only now that tools are becoming more commercialised that there would appear to be a need for a specialist with a much wider knowledge to help the educator. My experience of this so far has been that the tools have been selected and put in place and the teaching staff have been left to put the tools to use.
I believe it is an emergent profession but at the moment it is really an additional task for an educator to take on board and utilise the tools available as they see fit.
Saturday, 7 November 2009
CA 5.2 - Definitions 'elearning professionals'
profession
A skill requiring specialised theory based knowledge, this skill is then used in order to receive financial reward. The more difficult or specialised the task the more reward can be expected.
elearning
Learning using electronic applications via the Internet or a standalone computer. Elearning applications can include audio, video, social websites, electronic conferences webpages wikis blogs etc the list goes on.
elearning professional
An elearning professional is someone who is aware of the technologies and practices available for the implementation of learning in an electronic manner. They engage in reflective practice with other elearning practitioners in order to further develop good practice and enhance the learning experience for the student.
A skill requiring specialised theory based knowledge, this skill is then used in order to receive financial reward. The more difficult or specialised the task the more reward can be expected.
elearning
Learning using electronic applications via the Internet or a standalone computer. Elearning applications can include audio, video, social websites, electronic conferences webpages wikis blogs etc the list goes on.
elearning professional
An elearning professional is someone who is aware of the technologies and practices available for the implementation of learning in an electronic manner. They engage in reflective practice with other elearning practitioners in order to further develop good practice and enhance the learning experience for the student.
CA 5.2 - Is Perkins view of modern society justified?
The third social revolution (Perkin)
http://learn.open.ac.uk/mod/resource/view.php?id=264620
In the current climate I would agree with Perkin but I don't think it is as straight forward as this. He states the major trends to justify his argument, which include:
A network society is a society that is shaped around a number of social and media networks such as facebook and twitter. There is no doubt that these networks are becoming increasingly a way of life for many people. The millennial student has grown up with technology experiencing a positive economy during their school years whilst they have also seen the introduction of a safety to an extent that is perhaps wrapping them in cotton wool. To an extent we could consider our society to be a risk society, constant reminders of the greenhouse effect and how humanity is destroying the world, implies a society increasingly preoccupied with the future.
There is also no doubt that modern society has become very dependant on information. There is a need to create, record and manipulate data in an electronic form in all we do. A vast amount of data is being stored and manipulated for all sorts of dubious reasons and we are like it or not becoming dependant on this information. Is it however a significant economic, political, and cultural activity?
There are elements of a risk society, information society and certainly a network society encompassed in the overall picture making it difficult to argue any of these being the predominant one. As to the future? I'll leave that to the learned occupations I think, with tongue in cheek.
http://learn.open.ac.uk/mod/resource/view.php?id=264620
In the current climate I would agree with Perkin but I don't think it is as straight forward as this. He states the major trends to justify his argument, which include:
High living standards for allIt is difficult to argue that this is not the case however, is it really this clear cut? We are in no doubt a society that entrusts the running of the country to the learned occupation, although democratically selected. Whilst we hear we are in a classless society not many people would agree. We are also driving more of the younger generation towards universities complete with student loans and long term debts. City workers still seem to get fat bonuses despite the fact that we are in a recession.
The rise of service industries
Class into hierarchy
Meritocracy
The incorporation of women
The welfare state
The centrality of higher education
The rise of the giant corporation
The global economy.
A network society is a society that is shaped around a number of social and media networks such as facebook and twitter. There is no doubt that these networks are becoming increasingly a way of life for many people. The millennial student has grown up with technology experiencing a positive economy during their school years whilst they have also seen the introduction of a safety to an extent that is perhaps wrapping them in cotton wool. To an extent we could consider our society to be a risk society, constant reminders of the greenhouse effect and how humanity is destroying the world, implies a society increasingly preoccupied with the future.
There is also no doubt that modern society has become very dependant on information. There is a need to create, record and manipulate data in an electronic form in all we do. A vast amount of data is being stored and manipulated for all sorts of dubious reasons and we are like it or not becoming dependant on this information. Is it however a significant economic, political, and cultural activity?
There are elements of a risk society, information society and certainly a network society encompassed in the overall picture making it difficult to argue any of these being the predominant one. As to the future? I'll leave that to the learned occupations I think, with tongue in cheek.
CA 5.1 - Definitions 'elearning professionals'
Just what is an elearning professional. I read an article that proclaimed when referring to a 25 page ebook, 'What I’ve covered in this book is more than enough to get you started on your new career as an eLearning professional'. Could I therefore read a 25 page book that would be everything that I need to be a teacher? I don't think so.
Once one has qualified to be a teacher, solicitor, barrister or similar profession as a result of all that hard work, one could class themselves as a professional but surely this is just the start and true professionalism will follow when experience has been gained and further development continues. How professional is a teacher that trained in the 70s and still refuses to use anything other than a blackboard.
Is an elearning professional someone who designs elearning packages using some fancy software? Or a teacher that is trying to improve the learning environment for their students by diversifying and providing blended learning.
As for 'professional', what really warrants the use of the word professional. I do not believe you have to have a qualification to be a professional, many professional footballers, are certainly not qualified and some I would say are not very professional. Marlon King was sent to prison only recently, hardly the act of a professional.
As fellow student, Alan puts it Sewell, A(2009).
A teaching assistant in a classroom is a vital part of the smooth running of a class, he/she may not be qualified in any way (Although I do appreciate many are these days) The TA works by the same rules as a teacher and acts in the same professional manner as the teacher. Just because the TA doesn't have a teaching qualification it doesn't mean they are not professional IMHO.
So going back to Alan's three points I think in this case all three could be upheld. Providing the TA does the job well, seeks to improve, stays up to date with current practices, takes part in discussions etc long gone are the days when a TA was there for sharpening pencils and taking children to the wc.
Just some thoughts
Sewell, A. (2009) H808 Trevor’s Tutor forum, eLearning and professional development, 6 November 2009, 08:47 Available from:http://learn.open.ac.uk/mod/forumng/discuss.php?d=810
Once one has qualified to be a teacher, solicitor, barrister or similar profession as a result of all that hard work, one could class themselves as a professional but surely this is just the start and true professionalism will follow when experience has been gained and further development continues. How professional is a teacher that trained in the 70s and still refuses to use anything other than a blackboard.
Is an elearning professional someone who designs elearning packages using some fancy software? Or a teacher that is trying to improve the learning environment for their students by diversifying and providing blended learning.
As for 'professional', what really warrants the use of the word professional. I do not believe you have to have a qualification to be a professional, many professional footballers, are certainly not qualified and some I would say are not very professional. Marlon King was sent to prison only recently, hardly the act of a professional.
As fellow student, Alan puts it Sewell, A(2009).
'You need to practice your professionA couple of scenarios to help explain. Every morning I arrive at work the cleaner, has been in my office and cleaned my desk and emptied my bin. If I am in early enough she is always friendly, polite and discrete. She does a good job and although there may be sensitive information around the desk she would not read it. Is she a professional? She certainly goes about her job in a professional manner.
You need to actively participate and contribute to a community of practice.
Be accepted by your profession as a professional'.
A teaching assistant in a classroom is a vital part of the smooth running of a class, he/she may not be qualified in any way (Although I do appreciate many are these days) The TA works by the same rules as a teacher and acts in the same professional manner as the teacher. Just because the TA doesn't have a teaching qualification it doesn't mean they are not professional IMHO.
So going back to Alan's three points I think in this case all three could be upheld. Providing the TA does the job well, seeks to improve, stays up to date with current practices, takes part in discussions etc long gone are the days when a TA was there for sharpening pencils and taking children to the wc.
Just some thoughts
Sewell, A. (2009) H808 Trevor’s Tutor forum, eLearning and professional development, 6 November 2009, 08:47 Available from:http://learn.open.ac.uk/mod/forumng/discuss.php?d=810
Saturday, 24 October 2009
CA 4.1: Multimedia as evidence
Look around the web and Multimedia is everywhere from YouTube videos to music and many tutorials on every possible subject. It can't be that difficult so I spent a few hours playing. What I learnt very quickly is that there are many ways to achieve this and many ways in which you can fail. In short I had a quick look realised how much time it was taking and put it on hold for now.
I created a short video clip on my phone followed by a voice over on my PC using audacity. My plan was to merge the two together using Windows Movie Maker but I couldn't get it to recognise my Movie. I started experimenting with file conversion, no real joy here . I created a PowerPoint presentation instead and started to think about how I would get the video online. It was only a short clip as was the sound file. Google presentations was the answer? Well sort of, this would if I shared it with the world. But Google Presentations only allow a Video linked to YouTube there was no option to embed sound.
This then shifted focus back to PowerPoint and linking to YouTube for the video. I have never used YouTube to upload so this was a first my short clip was uploaded eventually but I still had an issue with the sound file. I pressed on with the presentation ignoring the sound issue. Published it to Google docs from PowerPoint and hoped for the best. My presentation file is downloadable from my Blog, but as expected the sound did not work.
I put my file into the H808 conference and issues were identified by my H808 friends, I had forgotten to share the video on YouTube and as expected the sound was an issue. If I had recorded the sound at the same time as the video this would have solved the problem but I was not starting again.
My first attempt at multimedia was a success I think, I have learnt so much but there must be an easier way. This has lead me to look at alternatives to PowerPoint, slideshare and preezo.com for example. Google Presentations is simple but does not permit audio at the moment but eventually will I am sure.
I really must get on with my TMA.
I created a short video clip on my phone followed by a voice over on my PC using audacity. My plan was to merge the two together using Windows Movie Maker but I couldn't get it to recognise my Movie. I started experimenting with file conversion, no real joy here . I created a PowerPoint presentation instead and started to think about how I would get the video online. It was only a short clip as was the sound file. Google presentations was the answer? Well sort of, this would if I shared it with the world. But Google Presentations only allow a Video linked to YouTube there was no option to embed sound.
This then shifted focus back to PowerPoint and linking to YouTube for the video. I have never used YouTube to upload so this was a first my short clip was uploaded eventually but I still had an issue with the sound file. I pressed on with the presentation ignoring the sound issue. Published it to Google docs from PowerPoint and hoped for the best. My presentation file is downloadable from my Blog, but as expected the sound did not work.
I put my file into the H808 conference and issues were identified by my H808 friends, I had forgotten to share the video on YouTube and as expected the sound was an issue. If I had recorded the sound at the same time as the video this would have solved the problem but I was not starting again.
My first attempt at multimedia was a success I think, I have learnt so much but there must be an easier way. This has lead me to look at alternatives to PowerPoint, slideshare and preezo.com for example. Google Presentations is simple but does not permit audio at the moment but eventually will I am sure.
I really must get on with my TMA.
Sunday, 11 October 2009
3.4: Your own template for PDP
It is not easy assessing yourself there is a tendency to be negative about oneself. To overcome this I produced what I thought was a reasonable assessment of my current skills and then asked two of my colleagues to comment. This not only confirmed this fact but also enabled me to update my PDP plans for both my current position and the aspirations to develop in terms of the use of Moodle and more importantly the development of online learning material at work.
This helps to bring focus to what I want from H808 this year and my plan is to further develop this PDP to take it away from being Moodle specific and more 'Elearning skills', based.
This helps to bring focus to what I want from H808 this year and my plan is to further develop this PDP to take it away from being Moodle specific and more 'Elearning skills', based.
For this task I approached it from two directions.
- The first being my current development as a lecturer within FE with my role as a lecturer performing class tuition within a traditional class room environment.
- Secondly a development of PDP for the introduction of Moodle at 'Eng College'. This second task was based on the standard format but seeks to adjust the template to enable it to become a PDP for all teaching staff at the college. Both forms were completed with the co-operation of my peers at Eng College.
There are therefore four files for this activity with two being blank templates and two completed as follows:
- Blank PDP, lecture PDP in FE teaching
- Completed PDP SM PDP as of Oct 2009
- Blank PDP, Development of Moodle skills.
- Completed PDP SM Moodle skills as of Oct 2009
Friday, 9 October 2009
Eng College to embrace lifelong learning by introducing Google Docs as an eportfolio system.
With the implementation of Moodle [1] at Eng College well under way, students are becoming more active and proficient in the production of electronic course work and evidence of achievement. It would be a logical progression to now introduce an eportfolio system to complement Moodle. Batson (2002), states,'Electronic portfolios have a greater potential to alter higher education at its very core than any other technology application we have known thus far'. It is perhaps a unfortunate that their implementation has taken this long to be considered by Eng College.
Many students at Eng College are expected to compile evidence of learning and coursework. This is currently produced in paper form with additional practical tasks dependant on the course of study taken.
'An eportfolio is a purposeful aggregation of digital ideas, evidence, reflections, feedback etc, which presents a selected audience with evidence of a person's learning an/or ability'. Sutherland, S and Powell, A. (2007).
The introduction of the eportfolio system would mean that an electronic repository of information would be gradually produced during the course, tutors would have access to material when required and feedback could be given. This would help to encourage students to further develop their portfolios in order to reach the required standard.
Not only would students see there work develop during the course they would also have access to the information after the course and most importantly when they return for the next training phase. At Eng College a course would last around twelve months and students would return after field experience to complete the next stage, advancing further their qualifications. It is a unique college that encourages lifelong learning and provides its students with both a career path and employment.
Staff and Tutors would be able to play a more proactive role in the students development and it would be easier to spot a student that was falling behind on coursework. The implementation of an eportfolio system would also encourage:
- reflective practice
- individual learning plans
- a better understanding of the course contents
- students to form a community and support each other
- tutors to introduce learning more appropriate to a digital age
- a reduction in the amount of paper based material and evidence
There are a number of possible applications that can be used to produce an eportfolio. The fact that we are currently using Moodle may well influence the choice. However I would recommend using Google Docs. The main reason for this choice is the flexibility this gives the students. An eportfolio is owned by the students and this choice would leave the students in full control of the contents. I am confident that they would also make use of the many additional web 2.0 applications that google has to offer. Students today naturally expect to encompass blogs wikis and social networking into there student life.
To encourage students to create a portfolio within the college network would mean the contents would not be available after their course has been completed, unless students take steps to export their data. This rules out portfolio tools such as PebblePad[2] and similar systems, Google is both free and open source.
By adopting this approach we maintain the course structure and management within the college system but we are encouraging the students take control of their eportfolio and more importantly their own lifelong learning.
References
Batson, T. (2002) ‘The electronic portfolio boom: what’s it all about?’ (online), Campus Technology. Available from: http://campustechnology.com/articles/2002/11/the-electronic-portfolio-boom-whats-it-all-about.aspx (accessed 10 July 2009).
Sutherland, S. and Powell, A. (2007), Cetis SIG mailing list discussions [www.jiscmail.ac.uk/archives/cetis-portfolio.html] 9 July 2007
[1] Moodle is a Course Management System (CMS) It is a Free web application that educators can use to create effective online learning sites. http://moodle.org/
[2] PebblePad is a Personal Learning System being used in learning by schools, colleges, universities and professional bodies. http://www.pebblepad.co.uk/
Friday, 2 October 2009
2.5 What constitutes a good reflective writing.
Reflective writing is a personal account of an experience that has occurred on life's long journey. It is something we wish to record and possibly share with a friend, colleague or the whole world. It's personal and it's owned by the author, anyone reading a reflection should feel privileged that someone is prepared to share their feelings and thoughts on the contents of the reflection.
As Professor Phil Race puts it. ‘Reflecting’ is about thinking. Jotting down your reflections is about capturing your thoughts – the brilliant ones alongside the silly ones (which are often, of course, fun). Race. P (2007)
So what is a good reflection? If you choose to reflect it is your event, what you write is for your benefit, it helps you to develop or learn from your experiences. These experiences could be formal learning or just an event, a wedding, visit to a new country, anything you want to share or reflect on.
It's a fact though that if you take the time to write you should check your spelling and spend just a little bit more time making sure what you have written makes sense. I think its a bit harsh to critique someones reflection, it is after all a gift, they have agreed to share a personal event with you the reader.
There are no real rules but I think it is sensible to try and avoid long paragraphs and rambling on, you want the reader to tune in to your thoughts to enable them to see where you are going with the reflection. After all the reflection is aimed to generate thought provoking ideas and reflection on the part of the reader. This enables the sharing of ideas and collaboration on the topic being reflected on.
An article by Rebbeck. G (2007) does well to state a number of examples where reflection can be used but as for rules states. "There are few rules. What happens is in the main driven by teaching and learning episodes and as a response to events and incidents in their professional life."
Geoff continues by stating the purpose, "The use of e-portfolios is to promote scholastic endeavour and raise the professionalism of tutors at College".
I can't help but think there is an awful lot of reflection going on and we have to be careful that as learners the core subject is not overlooked, we learn by reflecting but we won't learn about a new subject just by reflecting. However we might learn a bit more by reading about another persons learning experience, it most certainly is likely to shed light on alternative viewpoints or invoke meaningful discussions about our new found learning.
So read, reflect, discuss, have a go at sharing your thoughts with a wider audience. You never know it may make a difference.
References.
Race P. (2007) 'How to write a reflection', Assessment, Learning and Teaching. (online) Available from:
http://alt-resource.teams.leedsmet.ac.uk/how-to-write-a-reflection (accessed 30 Sept 2009)
Rebbeck.G (2007) 'Using a REfLECT e-Portfolio' (online), Thanet College. Available from:
http://www.ifl.ac.uk/__data/assets/pdf_file/0004/6673/reflect-narrative-by-geoff-rebbeck-thanet.pdf (Accessed 01 Oct 2009)
As Professor Phil Race puts it. ‘Reflecting’ is about thinking. Jotting down your reflections is about capturing your thoughts – the brilliant ones alongside the silly ones (which are often, of course, fun). Race. P (2007)
So what is a good reflection? If you choose to reflect it is your event, what you write is for your benefit, it helps you to develop or learn from your experiences. These experiences could be formal learning or just an event, a wedding, visit to a new country, anything you want to share or reflect on.
It's a fact though that if you take the time to write you should check your spelling and spend just a little bit more time making sure what you have written makes sense. I think its a bit harsh to critique someones reflection, it is after all a gift, they have agreed to share a personal event with you the reader.
There are no real rules but I think it is sensible to try and avoid long paragraphs and rambling on, you want the reader to tune in to your thoughts to enable them to see where you are going with the reflection. After all the reflection is aimed to generate thought provoking ideas and reflection on the part of the reader. This enables the sharing of ideas and collaboration on the topic being reflected on.
An article by Rebbeck. G (2007) does well to state a number of examples where reflection can be used but as for rules states. "There are few rules. What happens is in the main driven by teaching and learning episodes and as a response to events and incidents in their professional life."
Geoff continues by stating the purpose, "The use of e-portfolios is to promote scholastic endeavour and raise the professionalism of tutors at College".
I can't help but think there is an awful lot of reflection going on and we have to be careful that as learners the core subject is not overlooked, we learn by reflecting but we won't learn about a new subject just by reflecting. However we might learn a bit more by reading about another persons learning experience, it most certainly is likely to shed light on alternative viewpoints or invoke meaningful discussions about our new found learning.
So read, reflect, discuss, have a go at sharing your thoughts with a wider audience. You never know it may make a difference.
References.
Race P. (2007) 'How to write a reflection', Assessment, Learning and Teaching. (online) Available from:
http://alt-resource.teams.leedsmet.ac.uk/how-to-write-a-reflection (accessed 30 Sept 2009)
Rebbeck.G (2007) 'Using a REfLECT e-Portfolio' (online), Thanet College. Available from:
http://www.ifl.ac.uk/__data/assets/pdf_file/0004/6673/reflect-narrative-by-geoff-rebbeck-thanet.pdf (Accessed 01 Oct 2009)
Thursday, 1 October 2009
First Group Work Activity Reflection, "Well that wasn't too bad"
My experience of group work online and Trevor's opening comments "I have to say from the outset that working together online can be difficult sometimes, BUT, with a little planning on everyone's part, it can actually be a rewarding experience. You never know, you may even enjoy it ;o)", left me a little concerned especially when there was little activity in the conference over the first few days.
As for the task in hand I did not find it at all easy, a page of web links to read and trying to ascertain what were the relevant drivers from all this was a little confusing. Do I print? Certainly not it was clear from the outset. I found myself easily distracted and I wandered off. I posted a number of additional messages in the conference and suddenly there was life. My first attempt at spotting the drivers for the USA was posted other inputs started to appear. I found the reading was a bit difficult to concentrate on although once I focused on just spotting the drivers it wasn't so bad.
In terms of my PDP I would like to focus on my Research related competencies it was clear I was trying to read too much detail and not focusing on the actual task after all we were only after the drivers. I was distracted into RefWorks did I need to sort out my referencing? Along came an email with contact updates so my Google contacts were updated. A quick scan at what else I had to do and it was clear I had to focus back on the task. I must stop allowing myself to be side tracked. Just something as simple as checking my emails before I start studying can distract me from getting on with my studies. I consciously have tried to stop checking my mail until after the study period. One other slight distraction is my job of course, preparing my own lessons and planning the weekly teaching commitments means setting a regular study period is not easy.
Whilst my technology skills are pretty good, well I think they are. I was suffering a bit from information overload I thought I was on top of the course then I checked the Wiki and found I had missed a task out completely. I guess blogs, wikis, google docs etc will all become as natural as driving a car. I must admit though I am struggling to see the use of Twitter but then again Facebook took a while for me to accept.
Once a fellow student put up the post suggesting a Wiki it was clear we had to start moving forward. The Wiki was the trigger point. A reading list was added as suggested by other students in the group. This was my first attempt at using a Wiki and I have to say it was quite straight forward. I did however find it easier to produce the HTML in Frontpage rather than the Wiki editor. This enabled me to copy and paste the HTML straight into the wiki. I posted a gentle reminder in the conference in an attempt to trigger some activity, this received a response on the Friday evening.
Personally I was now able to pick a few documents and read them solely to spot the drivers which suddenly wasn't that bad. I was able to also start looking for useful sources of information for the TMA essay, bit early yet though. The activity in work group picked up and text started to appear on the groups wiki. I have to confess I printed some of the main sources to enable a relaxing read on the sofa, I still can't get used to performing everything on a PC.
There was then an influx of activity an the Wiki page became more populated. I think the end result is a good collaborative effort. We are a small group based all over the world in different time zones and we have managed to link together discuss and form a joint opinion on a topic. In view of how hectic the course has been at the start and the fact that some students are just finishing ECAs for other courses I think it's well done all round.
As for the task in hand I did not find it at all easy, a page of web links to read and trying to ascertain what were the relevant drivers from all this was a little confusing. Do I print? Certainly not it was clear from the outset. I found myself easily distracted and I wandered off. I posted a number of additional messages in the conference and suddenly there was life. My first attempt at spotting the drivers for the USA was posted other inputs started to appear. I found the reading was a bit difficult to concentrate on although once I focused on just spotting the drivers it wasn't so bad.
In terms of my PDP I would like to focus on my Research related competencies it was clear I was trying to read too much detail and not focusing on the actual task after all we were only after the drivers. I was distracted into RefWorks did I need to sort out my referencing? Along came an email with contact updates so my Google contacts were updated. A quick scan at what else I had to do and it was clear I had to focus back on the task. I must stop allowing myself to be side tracked. Just something as simple as checking my emails before I start studying can distract me from getting on with my studies. I consciously have tried to stop checking my mail until after the study period. One other slight distraction is my job of course, preparing my own lessons and planning the weekly teaching commitments means setting a regular study period is not easy.
Whilst my technology skills are pretty good, well I think they are. I was suffering a bit from information overload I thought I was on top of the course then I checked the Wiki and found I had missed a task out completely. I guess blogs, wikis, google docs etc will all become as natural as driving a car. I must admit though I am struggling to see the use of Twitter but then again Facebook took a while for me to accept.
Once a fellow student put up the post suggesting a Wiki it was clear we had to start moving forward. The Wiki was the trigger point. A reading list was added as suggested by other students in the group. This was my first attempt at using a Wiki and I have to say it was quite straight forward. I did however find it easier to produce the HTML in Frontpage rather than the Wiki editor. This enabled me to copy and paste the HTML straight into the wiki. I posted a gentle reminder in the conference in an attempt to trigger some activity, this received a response on the Friday evening.
Personally I was now able to pick a few documents and read them solely to spot the drivers which suddenly wasn't that bad. I was able to also start looking for useful sources of information for the TMA essay, bit early yet though. The activity in work group picked up and text started to appear on the groups wiki. I have to confess I printed some of the main sources to enable a relaxing read on the sofa, I still can't get used to performing everything on a PC.
There was then an influx of activity an the Wiki page became more populated. I think the end result is a good collaborative effort. We are a small group based all over the world in different time zones and we have managed to link together discuss and form a joint opinion on a topic. In view of how hectic the course has been at the start and the fact that some students are just finishing ECAs for other courses I think it's well done all round.
Wednesday, 30 September 2009
Core 2.4: Reflection and Learning
Should my reflection on H808 form a part of the course assessment?
H808 was developed to help explore some of the key issues surrounding professional practice in elearning and to further personal and professional development as an elearning practitioner. H808 Course Guide (2009).It therefore makes sense to make as much use of the tools available throughout the course. The course aims to support the development of the skills required by an elearning practitioner. Being able to reflect on this practice, as well as the ability to analyse and critique the ideas and practices of others by communicating proactively is also an important component of the course.
Whilst the e-portfolio becomes an important part of the course it would seem that the act of actually creating the e-portfolio and compiling the evidence to meet the course criteria is where the learning really takes place. Once the student realises that learning is taking place then the act of completion should no longer be seen as a chore.
Considering course reviews from previous students, Open University (2009), one former student wrote, “Reflective writing is applicable to all learning media, so I don't consider it an adequate assessment of an individual's application of elearning”. Another student wrote, “Whilst putting together an eportfolio was hard work but on reflection was well worth doing”. Clearly there are two different viewpoints, one students’ view somewhat contradicting the other. My first impressions lean heavily with the second opinion. It is clear that I am learning by reflecting, but it can also create a lot of extra work.
“If it is completed progressively and regularly throughout the course”, Crème(2005), then it should become an integral part of the course and a worthwhile experience. In terms of H808 what Crème writes bears relevance to both the reflective accounts I maintain at work and my studies. As a member of a professional body I am expected to produce both evidence of CPD and reflective commentaries on a regular basis in order to maintain my professional status. In this case all that hard work does count, and there is a clear motive for doing it. I have taught for a number of years and the idea of reflection is more natural I believe now, than it would have been if I was asked to reflect when I considered myself to be an engineer. H808 relies on the development over a period of time, a collection of personal accounts that are thought’s in my head. How can anyone assess what is in my head? Writes Crème, but the process of writing and reflecting on this in itself is the learning process.
This leads me to the question of whether my thoughts and reflective components should be used as a form of assessment on H808.
“The principal means of achieving and assessing these outcomes will be through the learning activities of the course and building your own professional development portfolio”. H808 Course Guide (2009)
Immediately there is an incentive to produce a good record of study, its worth the effort, both points that Crème discusses. In contrast the course assessment also relies on assignments but it is clear from the offset that a well organised record of reflection and development is required.
Other considerations include the available tools that should be used to complete the process. The use of PebblePad, makes the process more systematic, this application is used at my place of work. However already its limitations have led me to experiment with alternatives for H808 and on reflection Google Docs is currently my approach to this. Is it the only method though? I find ideas when reflecting bounce into my head too fast to type, they will often pass by without getting onto paper. I feel the need to experiment with a voice recording tool, enabling me to record what I think and play it back as a reflection or even as a piece of evidence.
The thought of walking around talking to myself is a scary thought at the moment though but it is clear that it would save me some time though. Other technologies that would form a part of a reflection portfolio include both video and power point presentations. With the ability to place a video on Utube, Hienguy (2006) being one example. Not a particularly good example but nevertheless gives an example of this technology being used within the context of reflection. Additionally power point presentations can be made available online with tools such as slideshare. Just one example being Kheru K. (2007). It is only a matter of time before I encompass these technologies within my eportfolio.
In conclusion my reflection and more should play a part in the assessment on H808 and in it is only just the beginning. I fully expect to further utilise many more technologies that are available as the course proceeds. Blogs, wikis, podcasts, e-portfolio tools of various kinds to name just a few.
References
H808 Course Guide (2009), ‘Open University H808 Course guide’, (online) available from:
http://learn.open.ac.uk/file.php/5194/resources/ebook_h808_courseguide_e4i1_web003217_l3.pdf
(accessed 29 Sept 2009).
Crème, P. (2005) ‘Should student learning journals be assessed?’, Assessment and Evaluation in Higher Education, vol. 30, no. 3, pp. 287–96. Available from: http://www.informaworld.com.libezproxy.open.ac.uk/smpp/section?content=a713605501&fulltext=713240928 (accessed 3 August 2009).
Open University (2009) ‘Student and tutor course reviews’ (online) available from:
http://www3.open.ac.uk/coursereviews/course.aspx?course=H808 (accessed 29 Sept 2009).
Hienguy (2006), ‘Tips for Reflection process’ (online) available from:
http://www.youtube.com/watch?v=q4TjuOzmWP0 (accessed 29 Sept 2009).
Kheru . K. (2007), ‘How To Write A Reflection Report’ (online) available from:
http://www.slideshare.net/kheru2006/reflection-tips (accessed 29 Sept 2009).
Monday, 28 September 2009
2.2 Reflection Core Activity
This is a my reflection on the first groupwork activity to find a number of eportfolio drivers from a given reading list. What has been driving eportfolios forward in the UK, USA, Europe etc.
My experience of group work online and Trevor's opening comments,
"I have to say from the outset that working together online can be difficult sometimes, BUT, with a little planning on everyone's part, it can actually be a rewarding experience. You never know, you may even enjoy it ;o)",
left me a little concerned especially when there was little activity in the conference over the first few days.
As for the task in hand I did not find it at all easy, a page of web links to read and trying to ascertain what were the relevant drivers from all this was a little confusing. Do I print? Certainly not it was clear from the outset. I found myself easily distracted and I wandered off. I posted a number of additional messages in the conference and suddenly there was life. My first attempt at spotting the drivers for the USA was posted other inputs started to appear. I found the reading was a bit difficult to concentrate on although once I focused on just spotting the drivers it wasn't so bad.
In terms of my PDP I would like to focus on my Research related competencies it was clear I was trying to read too much detail and not focusing on the actual task after all we were only after the drivers. I was distracted into RefWorks did I need to sort out my referencing? Along came an email with contact updates so my Google contacts were updated. A quick scan at what else I had to do and it was clear I had to focus back on the task. I must stop allowing myself to be side tracked. Just something as simple as checking my emails before I start studying can distract me from getting on with my studies. I conscious have tried to stop checking my mail until after the study period. One other slight distraction is my job of course, preparing my own lessons and planning the weekly teaching commitments means setting a regular study period is not easy.
Whilst my technology skills are pretty good, well I think they are. I was suffering a bit from information overload I thought I was on top of the course then I checked the Wiki and found I had missed a task out completely. I guess blogs, wikis, google docs etc will all become as natural as driving a car. I must admit though I am struggling to see the use of Twitter but then again Facebook took a while for me to accept.
Once a fellow student put up the post suggesting a Wiki it was clear we had to start moving forward. The Wiki was the trigger point. A reading list was added as suggested by other students in the group. This was my first attempt at using a Wiki and I have to say it was quite straight forward. I did however find it easier to produce the HTML in Frontpage rather than the Wiki editor. This enabled me to copy and paste the HTML straight into the wiki. I posted a gentle warning message in an attempt to trigger some activity, this received a response on the Friday evening.
Personally I was now able to pick a few documents and read them solely to spot the drivers which suddenly wasn't that bad. I was able to also start looking for useful sources of information for the TMA essay, bit early yet though. The activity in work group picked up and text started to appear on the groups wiki. I have to confess I printed some of the main sources to enable a relaxing read on the sofa, I still can't get used to performing everything on a PC.
When I reviewed some of the other messages in the group it was clear to me that I was more active than most I guess I have seen many online activities fail on previous courses so I wanted to do my bit to try and get it started. I made a conscious decision to back off a bit and posted a message to that effect. I was aware that I had steered this activity some what and I didn't want to appear pushy.
At the moment we are steering towards the end of this activity with our template looking OK it perhaps could do with a few more drivers but there are still a couple of days left for a few latecomers to add a bit.
My experience of group work online and Trevor's opening comments,
"I have to say from the outset that working together online can be difficult sometimes, BUT, with a little planning on everyone's part, it can actually be a rewarding experience. You never know, you may even enjoy it ;o)",
left me a little concerned especially when there was little activity in the conference over the first few days.
As for the task in hand I did not find it at all easy, a page of web links to read and trying to ascertain what were the relevant drivers from all this was a little confusing. Do I print? Certainly not it was clear from the outset. I found myself easily distracted and I wandered off. I posted a number of additional messages in the conference and suddenly there was life. My first attempt at spotting the drivers for the USA was posted other inputs started to appear. I found the reading was a bit difficult to concentrate on although once I focused on just spotting the drivers it wasn't so bad.
In terms of my PDP I would like to focus on my Research related competencies it was clear I was trying to read too much detail and not focusing on the actual task after all we were only after the drivers. I was distracted into RefWorks did I need to sort out my referencing? Along came an email with contact updates so my Google contacts were updated. A quick scan at what else I had to do and it was clear I had to focus back on the task. I must stop allowing myself to be side tracked. Just something as simple as checking my emails before I start studying can distract me from getting on with my studies. I conscious have tried to stop checking my mail until after the study period. One other slight distraction is my job of course, preparing my own lessons and planning the weekly teaching commitments means setting a regular study period is not easy.
Whilst my technology skills are pretty good, well I think they are. I was suffering a bit from information overload I thought I was on top of the course then I checked the Wiki and found I had missed a task out completely. I guess blogs, wikis, google docs etc will all become as natural as driving a car. I must admit though I am struggling to see the use of Twitter but then again Facebook took a while for me to accept.
Once a fellow student put up the post suggesting a Wiki it was clear we had to start moving forward. The Wiki was the trigger point. A reading list was added as suggested by other students in the group. This was my first attempt at using a Wiki and I have to say it was quite straight forward. I did however find it easier to produce the HTML in Frontpage rather than the Wiki editor. This enabled me to copy and paste the HTML straight into the wiki. I posted a gentle warning message in an attempt to trigger some activity, this received a response on the Friday evening.
Personally I was now able to pick a few documents and read them solely to spot the drivers which suddenly wasn't that bad. I was able to also start looking for useful sources of information for the TMA essay, bit early yet though. The activity in work group picked up and text started to appear on the groups wiki. I have to confess I printed some of the main sources to enable a relaxing read on the sofa, I still can't get used to performing everything on a PC.
When I reviewed some of the other messages in the group it was clear to me that I was more active than most I guess I have seen many online activities fail on previous courses so I wanted to do my bit to try and get it started. I made a conscious decision to back off a bit and posted a message to that effect. I was aware that I had steered this activity some what and I didn't want to appear pushy.
At the moment we are steering towards the end of this activity with our template looking OK it perhaps could do with a few more drivers but there are still a couple of days left for a few latecomers to add a bit.
Wednesday, 9 September 2009
1.1 Core Activity Introductory Audio 'The elearning professional'
My approach to this reflection is to consider where I am now and how my teaching practice has changed over the years. I consider myself to be a 'Professional', I am technically qualified, a member of two institutions and actively engage in my own professional development. However do I consider myself to be an elearning professional?
My career has seen me develop from a lecturer who traditionally taught using a white board and overhead projector, to one that now utilises modern electronic facilities. No I am not just talking about the dreaded power-point, although it does have its place. I look to develop web based material and online support material to provide both variety and additional support for students. I try to provide online quizzes and extra support material that helps to reinforce learning. I aim to add as much practical content and hands on experience as possible. Whilst I still see the need for some traditional lecture style learning, some of my colleagues see this as the only solution. Whilst I look to use elearning I try to consider what the overall student experience is and whether they are likely to learn. After all some students don't want to learn, elearning if not constructed properly will just give an opportunity to complete a course without actually learning anything. (Shock horror I know, not all students are paying for their course though)
This has meant that I have had to learn a number of new skills and change my approach to learning. I believe like Robin Mason that this skill has evolved and it has only recently been recognised as a profession. I have also experienced the evolution of elearning, I have been privileged to see the OU approach to elearning. Most people would agree that the OU are at the front as far as using the technology is concerned. However I have also seen some pretty poor attempts at turning a classroom based material into click and read web pages, with little or no activity required by the student.
I actually care about the way I present material, I acknowledge that a student these days has differing needs. The younger generation expect to be able to learn on an iPod, check mail from their phone or PSP but some students may prefer to sit and read a paper based course module. I accept that there is further to go but I am prepared to learn and adapt my style to suit the modern student with the main aim of improving the learning experience whilst still ensuring that the material is understood.
So am I an elearning professional?
My career has seen me develop from a lecturer who traditionally taught using a white board and overhead projector, to one that now utilises modern electronic facilities. No I am not just talking about the dreaded power-point, although it does have its place. I look to develop web based material and online support material to provide both variety and additional support for students. I try to provide online quizzes and extra support material that helps to reinforce learning. I aim to add as much practical content and hands on experience as possible. Whilst I still see the need for some traditional lecture style learning, some of my colleagues see this as the only solution. Whilst I look to use elearning I try to consider what the overall student experience is and whether they are likely to learn. After all some students don't want to learn, elearning if not constructed properly will just give an opportunity to complete a course without actually learning anything. (Shock horror I know, not all students are paying for their course though)
This has meant that I have had to learn a number of new skills and change my approach to learning. I believe like Robin Mason that this skill has evolved and it has only recently been recognised as a profession. I have also experienced the evolution of elearning, I have been privileged to see the OU approach to elearning. Most people would agree that the OU are at the front as far as using the technology is concerned. However I have also seen some pretty poor attempts at turning a classroom based material into click and read web pages, with little or no activity required by the student.
I actually care about the way I present material, I acknowledge that a student these days has differing needs. The younger generation expect to be able to learn on an iPod, check mail from their phone or PSP but some students may prefer to sit and read a paper based course module. I accept that there is further to go but I am prepared to learn and adapt my style to suit the modern student with the main aim of improving the learning experience whilst still ensuring that the material is understood.
So am I an elearning professional?
Thursday, 3 September 2009
Write a short reflection on your first impressions of H808
H808 is about to start I have had a browse through the website, sorted out my Blog, emailed my tutor and popped an introduction in the tutor conference. At the same time I have experimented with Vstuff, iGoogle and pebblepad and we haven't started yet. I can see there is a great deal of reading on this course and I haven't wrote an essay for a long time. Concerned? no not really, I just know I am going to need to plan my study time. Life will get slightly easier when I wave goodbye to T224 students that complete their course in October.
As for H808 first impressions are good, the OU leads the way in Distance Learning and the standard of material and quality of the web interface is impressive. Everything is available from the student homepage. A few additional links added to my Student Homepage mean I now have efficient access to My Blog, Pebblepad and refworks. The PDF file of the first four units was requested by a fellow student and it appeared within hours, and a pretty useful document it is, I still like to read paper copies and jot notes occasionally. Another must is the environment map a few pages in and the table breaks down the activities into clear tasks that will help me focus on the key elements of the course.
Am I an Elearning Professional well I think I will save that for my next posting.
Any H808ers reading this I wish you all the best for the course and I look forward to sharing ideas and discussing the course content over the coming months.
Steve
As for H808 first impressions are good, the OU leads the way in Distance Learning and the standard of material and quality of the web interface is impressive. Everything is available from the student homepage. A few additional links added to my Student Homepage mean I now have efficient access to My Blog, Pebblepad and refworks. The PDF file of the first four units was requested by a fellow student and it appeared within hours, and a pretty useful document it is, I still like to read paper copies and jot notes occasionally. Another must is the environment map a few pages in and the table breaks down the activities into clear tasks that will help me focus on the key elements of the course.
Am I an Elearning Professional well I think I will save that for my next posting.
Any H808ers reading this I wish you all the best for the course and I look forward to sharing ideas and discussing the course content over the coming months.
Steve
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