CA 8.1 Using New Technology

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.

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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.

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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.

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

References
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).

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 

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? Fairness What is the fairest way to approach the allocation of a resource such as radio bandwidth? 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). 

Group work, How to Assess ?

It’s always difficult to get a group of people to collaborate online towards a single goal. In this case it was a presentation which was used to identify good practice in elearning. The case study was  taken from the Gallery Of Teaching and Learning (?) and the group work process was as follows:

·         Identify one or two cases between us to focus on

·         Using the cases identify the key principles demonstrated

·         Get screen shots to backup key principles identified

·         Decide on the presentation media

·         Construct the presentation

·         Post to forum.           

Its now been successfully completed over the period of two weeks, but how can we present this for individual assessment and measurement of competence? In this case it was not difficult as the outcomes required an individual slide to created by everyone wit additional slides being created as seen fit by the group. To get to this outcome there was a number of debates and decisions that were made based on research. So it was possible to enter the arena late on in the activity and still complete the task. This was not a bad thing as no one should be excluded just because they have other commitments in fact it was a clear benefit in this case. How then can we determine if any learning has taken place additional competence earned. Quite easy really write a reflection and justify your own learning as long as evidence can be collated it is quite possible in this case. Considering the supporting evidence in this case is a wiki, group conference and a presentation.

Gallery of Teaching & Learning (?) ‘KEEP Toolkit case studies’ (online), The Carnegie Foundation. Available from:http://cms.carnegiefoundation.org/gallery_of_tl/keep_toolkit.html(accessed 18 August 2009). 

'Academics and established professionals'

According to Beetham, H., Jones, S. and Gornall, L. (2001), I would fit myself quite nicely into the category of 'Academics and established professionals'.  I would like to think I had a secure positions in the institutional infrastructure, I am an 'individual that has incorporated an interest and formal responsibility for learning technologies into my existing professional identity although I perhaps would not class myself as a learning technology specialist.

However the more I read on H808 the more I am inclined to feel the more knowledge I am aquiring but having been involved in education for so many years I have naturally embrassed some of this technology.

In contrast a  They tend to be younger, 20s and 30s (thats good, make me feel old) but the more I read about their role the more I can see myself. Within my discipline I have developed, researched  and produced elearning material. It has been a gradual progression from using powerpoint, web pages and now content management systems and a virtual learning environment all this whilst still performing the role of a Senior Lecturer. (Sounds quite good I might put that on my CV).

'New specialist' was a 'true' learning technologists: multi-skilled and peripatetic but with learning technology work at the core of their professional identity.

Whilst I perhaps would not go so far as to say I am a 'new specialist', maybe I could say I am an 'old specialist'.


References
Beetham, H., Jones, S. and Gornall, L. (2001) ‘Career development of learning technology staff: scoping study final report’ (online), JISC. Available from: http://www.jisc.ac.uk/uploaded_documents/cdss_final_report_v8.doc (accessed 18 August 2009).