Thursday 15 December 2011
In summary
In summary, the gist of my flexible learning plan is that I intend to ask the students in my first year SPF group next year to video themselves with a peer acting as 'the woman' doing some of the first year practise skills. They would use OP equipment. The videos would be shared with the rest of the SPF group in a supportive, session well facilitated by me. Watching their interaction with 'the woman' and reflecting on this will provide a great learning experience. This is just a beginning so once any issues that may present are sorted, the ultimate idea is that the videoclips could (if the students consent) be used as a resource for other students within the school as examples of best practice and perhaps further extended to include the Open education. Other aspects related to this are threaded throughout my blogposts as I have progressed through the Flexible learning course. Regards.
Activity eleven -Concepts of flexible learning: Cultural sensitivity and indigenous learners
I have been reading Hei tauira (Greenwood & Lynne-Hairata, 2009), Clayton, Rata-Skudder & Barai (2004) and Wakatipuranga Arapiki (National Institute of Maori Education, 2010) today to gain some knowledge of how I can best support Maori and Pacific students -what I can personally incorporate into my teaching. While many of the concepts are familiar to me, I have found it useful to have something concrete to read in order to aid my reflection on what I do currently that is or is not helpful. The videos (The Tertiary Education Commission, 2011) also give good insight into the perceptions Maori learners entering my educational institution may have and what contribution I can make to foster their comfort and learning, to make it a positive experience. I am heartened that having students meeting regularly with a lecturer in small groups as we do in our programme utilizing Student Practice Facilitator (SPF) groups, is acknowledged as being important, as meeting up in small groups in this way ensures lecturers become aware of the whole person –about students’ families and their lives as well as any academic problems that may present (Greenwood & Lynne-Hairata, 2009). This enables students and lecturers to work together collaboratively (The Tertiary Education Commission, 2011).
1. How can I include examples of NZs indigenous culture in the design of my learning courses? It is important to engage the community as the course is not just about the student –she comes from a family and community who will need to support her to enable her to succeed in her studies. Having titles of courses written in both English and Maori, holding a Powhiri welcome to the degree course, having the option to present assessments in Te Reo (I personally need to gain confidence in using basic Te Reo phrases –my fear of mispronouncing stops me from doing this), are easily instigated. It is all about people making some sort of effort (The Tertiary Education Commission, 2011).
2. What approaches can I utilise to meet the needs of indigenous learners? Being welcoming in any interaction they have with me, attempting to pronounce names correctly, acknowledging that we all come with our own knowledge and this knowledge is important, recognizing where people have come from –their family circumstances, making an effort to greet In Maori, using both the English and Maori title for Otago Polytechnic at the end of my emails, asking what I can do to help. This is all about working in partnership which is also a basic tenant of the model of midwifery practice we use in working with women in NZ (Guilliland & Pairman, 1995).
3. Outline any experience I have had working with indigenous learners. I currently have four students in my SPF groups who identify as Maori and one who is Pacific. Maori and Pacific students are represented in a higher proportion in my groups compared to other SPF groups within our degree programme, probably because of the geographical area my students come from.
4. What were some of the challenges that I and the learners faced? The biggest challenge I see is the difficulties some have in meeting the academic requirements of the course coupled with their living and social environments which directly impact on their ability to study and attend practice placements. These difficulties are centered on the relative poverty the students and their families often live in. This is well documented in the literature (The Children’s Social Health Monitor, 2010). Maori and Pacific people are also over represented in the statistics of school leavers with minimal qualifications (Clayton, Rata-Skudder & Barai, 2004) and in poor health statistics (The Children’s Social Health Monitor, 2010). ‘With very few exceptions the financially worst off experience the highest rates of illness and premature death’ (National Health Committee, 1998, p.8).
Challenges like no petrol to attend placements or follow through women, no money for books, no money to fix the car when it breaks down, no car WOF, no car registration, no money to pay the internet bill this week so it is cut off affecting access to the course material and study, no money to pay for the phone so missing being called to births of women they are following through, cold houses in winter as no money to pay for good heating in uninsulated houses (which are cheaper to rent than others), sick children, student loan, no money for doctors visits, no childcare as in debt to the childcare centre and they are wanting payment, relationship breakups are all common occurrences.
5. How did this affect their learning? Lack of academic qualifications may preclude many from being accepted for the degree programme in the first instance. Financial or social concerns impact greatly on learning. It is hard to focus on Bioscience when the internet is down and you have no money to get to your clinical placement the next day and the children are sick so can’t go to childcare either. The stresses and pressures on these students are enormous. When you really do not have a cent in the bank to fall back on, and neither does anyone else in your family what do you do next? While I can refer students to Student support services, the Learning centre to help with numeracy and literacy issues and some will gain scholarships to ease the financial burden, it seems ironic that these women are trying so hard to gain a qualification with the aim to change their own, their families and their communities circumstances, yet the attrition rate is high as there is no money to fund them for the changes they wish to make.
References
Clayton, J.F., Rata-Skudder, N., & Baral, H.P. (2004). Pasifika communities online: and implications. Paper presented at the Third Pan-Commonwealth Forum on Open Learning.
Greenwood, J., & Lynne-Hairata, T.A. (2009). Hei tauira: summary document. Wellington, New Zealand: Ako Aotearoa.
Guilliland, K., & Pairman, S. (1995). The Midwifery partnership: A model for practice. Wellington, NZ: VUW.
National Health Committee (1998). The social, cultural and economic determinants of health in New Zealand: Action to improve health. Wellington, NZ: National Health Committee.
National Institute of Maori Education. (2010). Wakatipuranga Arapiki : Developing the work of strengthening literacy and numeracy teaching and learning for adults. Wellington, NZ: National Institute of Maori Education.
The Children’s Social Health Monitor. (2010). Child poverty and living standards. Retrieved from http://www.nzchildren.co.nz/child_poverty.php
The Tertiary Education Commission. (2011). Engaging Māori Learners: an introductory resource for adult literacy and numeracy educators. Retrieved from http://literacyandnumeracyforadults.com/Professional-Development/Professional-development-modules/Knowing-Your-Learner-Engaging-M%C4%81ori-learners
1. How can I include examples of NZs indigenous culture in the design of my learning courses? It is important to engage the community as the course is not just about the student –she comes from a family and community who will need to support her to enable her to succeed in her studies. Having titles of courses written in both English and Maori, holding a Powhiri welcome to the degree course, having the option to present assessments in Te Reo (I personally need to gain confidence in using basic Te Reo phrases –my fear of mispronouncing stops me from doing this), are easily instigated. It is all about people making some sort of effort (The Tertiary Education Commission, 2011).
2. What approaches can I utilise to meet the needs of indigenous learners? Being welcoming in any interaction they have with me, attempting to pronounce names correctly, acknowledging that we all come with our own knowledge and this knowledge is important, recognizing where people have come from –their family circumstances, making an effort to greet In Maori, using both the English and Maori title for Otago Polytechnic at the end of my emails, asking what I can do to help. This is all about working in partnership which is also a basic tenant of the model of midwifery practice we use in working with women in NZ (Guilliland & Pairman, 1995).
3. Outline any experience I have had working with indigenous learners. I currently have four students in my SPF groups who identify as Maori and one who is Pacific. Maori and Pacific students are represented in a higher proportion in my groups compared to other SPF groups within our degree programme, probably because of the geographical area my students come from.
4. What were some of the challenges that I and the learners faced? The biggest challenge I see is the difficulties some have in meeting the academic requirements of the course coupled with their living and social environments which directly impact on their ability to study and attend practice placements. These difficulties are centered on the relative poverty the students and their families often live in. This is well documented in the literature (The Children’s Social Health Monitor, 2010). Maori and Pacific people are also over represented in the statistics of school leavers with minimal qualifications (Clayton, Rata-Skudder & Barai, 2004) and in poor health statistics (The Children’s Social Health Monitor, 2010). ‘With very few exceptions the financially worst off experience the highest rates of illness and premature death’ (National Health Committee, 1998, p.8).
Challenges like no petrol to attend placements or follow through women, no money for books, no money to fix the car when it breaks down, no car WOF, no car registration, no money to pay the internet bill this week so it is cut off affecting access to the course material and study, no money to pay for the phone so missing being called to births of women they are following through, cold houses in winter as no money to pay for good heating in uninsulated houses (which are cheaper to rent than others), sick children, student loan, no money for doctors visits, no childcare as in debt to the childcare centre and they are wanting payment, relationship breakups are all common occurrences.
5. How did this affect their learning? Lack of academic qualifications may preclude many from being accepted for the degree programme in the first instance. Financial or social concerns impact greatly on learning. It is hard to focus on Bioscience when the internet is down and you have no money to get to your clinical placement the next day and the children are sick so can’t go to childcare either. The stresses and pressures on these students are enormous. When you really do not have a cent in the bank to fall back on, and neither does anyone else in your family what do you do next? While I can refer students to Student support services, the Learning centre to help with numeracy and literacy issues and some will gain scholarships to ease the financial burden, it seems ironic that these women are trying so hard to gain a qualification with the aim to change their own, their families and their communities circumstances, yet the attrition rate is high as there is no money to fund them for the changes they wish to make.
References
Clayton, J.F., Rata-Skudder, N., & Baral, H.P. (2004). Pasifika communities online: and implications. Paper presented at the Third Pan-Commonwealth Forum on Open Learning.
Greenwood, J., & Lynne-Hairata, T.A. (2009). Hei tauira: summary document. Wellington, New Zealand: Ako Aotearoa.
Guilliland, K., & Pairman, S. (1995). The Midwifery partnership: A model for practice. Wellington, NZ: VUW.
National Health Committee (1998). The social, cultural and economic determinants of health in New Zealand: Action to improve health. Wellington, NZ: National Health Committee.
National Institute of Maori Education. (2010). Wakatipuranga Arapiki : Developing the work of strengthening literacy and numeracy teaching and learning for adults. Wellington, NZ: National Institute of Maori Education.
The Children’s Social Health Monitor. (2010). Child poverty and living standards. Retrieved from http://www.nzchildren.co.nz/child_poverty.php
The Tertiary Education Commission. (2011). Engaging Māori Learners: an introductory resource for adult literacy and numeracy educators. Retrieved from http://literacyandnumeracyforadults.com/Professional-Development/Professional-development-modules/Knowing-Your-Learner-Engaging-M%C4%81ori-learners
Activity ten -Organisational policy and strategy
Traditional tertiary education -paced cohort-based classroom learning –remains the norm despite the advent of online education. There is a need to change the way education is delivered to more cost effectively meet the higher education aspirations of a worldwide population (Annand, 2007) especially for the current generation of students who are used to touching, tapping, swiping, jumping and moving as a means of engaging with and learning information (New Media Consortium, 2011) –somewhat different from the educators involved in their learning.
Otago Polytechnic’s (OP) Strategy (OP, 2008) outlines the planned direction of development at OP identifying how it plans to respond to key challenges it is expected to face through to 2012. One of OP’s Strategic goals, (OP, 2008) is to be a top performing institution in technology transfer. Likewise one of the goals in the OP Charter (OP, 2006) is to run nationally outstanding programmes which attract global learners through the creative use of innovative technologies to support learning.
Annand (2007) believes that one consequence of the increased emphasis on digital forms of communication will be increased demand from students for autonomy as reflected in their desire to move though a course of study at their own individual pace rather than as part of a group of other students undertaking a predetermined course. This conflicts with the advantages groups of student have in the support learning with and from each other brings (Annand, 2007). This conflict has been called learner autonomy verses social interaction. Further, Annand (2007) alludes to the generally silent struggle that is currently underway within each tertiary institution to determine the most appropriate means to employ technology –to either use it to fundamentally change the way education is delivered to students, or to use it to augment the traditional way that higher education has been conducted -by replicating the classroom in an electronic environment. This struggle is far from resolved.
If I look at the BM programme I am currently involved in I see how some students choose to undertake the first year of their degree over two years –the first being theoretical papers and the second encompassing midwifery practice experiences. While this could be seen as following a self paced learning programme, the reality is it still happens in a structured way undertaking prescribed papers within the BM degree. Same with students who fail a paper. Although they could be said to follow an individual programme, this too is within the constraints of prescribed papers within the BM degree. Even in third year when students are for the most part out on placements which they have had a choice in requesting, these too remain within the confines of prescribed papers within the programme.
Ensuring all New Zealanders have access to the level of numeracy and literacy skills which gives them the ability to participate in all aspects of life is fundamental to enabling access to Tertiary education (Tertiary Education Commission, 2010). The opportunity to attain literacy in English and Te Reo forms part of this plan (Tertiary Education Commission, 2010) the overall goal of which is to increase learning opportunities and therefore employment opportunities for a wider group of people as possible.
Gsiemens (2009) believes the real issue how we interact with information and with each other. This possibly sums up the crux of the matter. Which way is the best way? The jury is still out on this.
Whakatauaki
Kua tawhiti ka te harereka
Kia kore re haere tonu
He tino nui rawa ou mahi. Kia kore e mahi nui tonu
We have come too far, not to go further. We have done too much, not to do more
(OP Charter, 2006).
References
Annand, D. (2007). Re-organising Universities for the information age. The International Review of Research in Open and Distance Learning 8(3), 1-9.
Gsiemens. (2009). The Edgeless University. Retrieved from elearnspace.org/blog/2009/06/30/the-edgeless-university/
New Media Consortium. (2011). 2011 Horizon report. Retrieved from http://www.nmc.org/publications/horizon-report-2011-higher-ed-edition
Otago Polytechnic. (2008). Strategy 2008-2012. Dunedin, NZ: Otago Polytechnic.
Otago Polytechnic. (2006). Charter 2006-2010. Dunedin, NZ: Otago Polytechnic.
Tertiary Education Commission. (2010). Getting results in literacy and numeracy. Retrieved from http://literacyandnumeracyforadults.com/New-Zealand-Overview/Getting-Results-in-Literacy-and-Numeracy
Otago Polytechnic’s (OP) Strategy (OP, 2008) outlines the planned direction of development at OP identifying how it plans to respond to key challenges it is expected to face through to 2012. One of OP’s Strategic goals, (OP, 2008) is to be a top performing institution in technology transfer. Likewise one of the goals in the OP Charter (OP, 2006) is to run nationally outstanding programmes which attract global learners through the creative use of innovative technologies to support learning.
Annand (2007) believes that one consequence of the increased emphasis on digital forms of communication will be increased demand from students for autonomy as reflected in their desire to move though a course of study at their own individual pace rather than as part of a group of other students undertaking a predetermined course. This conflicts with the advantages groups of student have in the support learning with and from each other brings (Annand, 2007). This conflict has been called learner autonomy verses social interaction. Further, Annand (2007) alludes to the generally silent struggle that is currently underway within each tertiary institution to determine the most appropriate means to employ technology –to either use it to fundamentally change the way education is delivered to students, or to use it to augment the traditional way that higher education has been conducted -by replicating the classroom in an electronic environment. This struggle is far from resolved.
If I look at the BM programme I am currently involved in I see how some students choose to undertake the first year of their degree over two years –the first being theoretical papers and the second encompassing midwifery practice experiences. While this could be seen as following a self paced learning programme, the reality is it still happens in a structured way undertaking prescribed papers within the BM degree. Same with students who fail a paper. Although they could be said to follow an individual programme, this too is within the constraints of prescribed papers within the BM degree. Even in third year when students are for the most part out on placements which they have had a choice in requesting, these too remain within the confines of prescribed papers within the programme.
Ensuring all New Zealanders have access to the level of numeracy and literacy skills which gives them the ability to participate in all aspects of life is fundamental to enabling access to Tertiary education (Tertiary Education Commission, 2010). The opportunity to attain literacy in English and Te Reo forms part of this plan (Tertiary Education Commission, 2010) the overall goal of which is to increase learning opportunities and therefore employment opportunities for a wider group of people as possible.
Gsiemens (2009) believes the real issue how we interact with information and with each other. This possibly sums up the crux of the matter. Which way is the best way? The jury is still out on this.
Whakatauaki
Kua tawhiti ka te harereka
Kia kore re haere tonu
He tino nui rawa ou mahi. Kia kore e mahi nui tonu
We have come too far, not to go further. We have done too much, not to do more
(OP Charter, 2006).
References
Annand, D. (2007). Re-organising Universities for the information age. The International Review of Research in Open and Distance Learning 8(3), 1-9.
Gsiemens. (2009). The Edgeless University. Retrieved from elearnspace.org/blog/2009/06/30/the-edgeless-university/
New Media Consortium. (2011). 2011 Horizon report. Retrieved from http://www.nmc.org/publications/horizon-report-2011-higher-ed-edition
Otago Polytechnic. (2008). Strategy 2008-2012. Dunedin, NZ: Otago Polytechnic.
Otago Polytechnic. (2006). Charter 2006-2010. Dunedin, NZ: Otago Polytechnic.
Tertiary Education Commission. (2010). Getting results in literacy and numeracy. Retrieved from http://literacyandnumeracyforadults.com/New-Zealand-Overview/Getting-Results-in-Literacy-and-Numeracy
Tuesday 13 December 2011
Activity nine -Sustainable flexible learning
I am chuckling to myself as I sit here writing this -very aware of the irony of trying to complete this paper by the end of the academic year while also living through one of the busiest times of the OP year -being loaded down with marking and all the other things which must be completed and at the same time trying to sustain and look after myself so I can accomplish all that I need to. I am living the experience of being sustainable -ha!
In 2004 Otago Polytechnic (OP) committed to becoming a sustainable organisation and a leader in the field of education for sustainability by weaving education for sustainability into each programme of study (OP Leadership Team, 2004). Sustainability thus became part of the 2008-2012 strategy and strategic goals (OP Leadership Team, 2008a) as well as one of the priorities to enable achievement of the strategic goals (OP Leadership Team, 2008b). The OP sustainability vision was that
Our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. (OP Leadership Team, 2004, p.1).
The essence of the profession of Midwifery is midwives working in partnership with women promoting normal physiological birth (Guilliland & Pairman, 1995). Normal birth with minimal intervention is an underlying philosophy of midwifery practice (NZCOM, 2008) and is also sustainable practice, promoting low resource use and discouraging unnecessary intervention (OP School of Midwifery, 2008). Sustainability is integrated into the three years of the Bachelor of Midwifery degree. Firstly, as a blended course delivered in a flexible manner, students are able to stay in their own communities using local maternity facilities and local midwives for the majority of their practical requirements while studying the theoretical requirements in and close to home. By delivering a programme developed in collaboration with colleagues at CPIT, resources are shared which aids the sustainability of the School of Midwifery staff (OP School of Midwifery, 2008). In Year One students undertake a foundation sustainability paper which introduces students to the principles of sustainability, encourages reflection on personal sustainability as a midwifery student and explores the contribution that midwifery can make to sustainability (OP School of Midwifery, 2008; OP School of Midwifery, 2011). Sustainability is integrated into the learning objectives of each of the Year Two courses and in Year Three sustainability within the midwifery profession is the focus of a specific Sustainable Midwifery Practice paper, looking at running a small business, sustaining self in practice looking at work/life balance and sustainable practices in midwifery practice (OP School of Midwifery, 2008).
Other practices encouraged within the School of Midwifery to support sustainabiity include marking online, not printing off course outlines or other resources unless necessary, use of IT technology such as Adobe Connect for staff meetings or Teleconferencing where possible to save travel. Sustainable midwifery practice is something I can both discuss with the students and role model (not always that well if I have been up overnight at a birth!). Interestingly I have recently been asked to be a participant in a research study exploring sustainable midwifery practice from a community based caseloading midwife’s perspective. Ensuring students have the necessary skills and strategies to enable them to be still practising as midwives in 25 years time is essential. Not only do the students invest a lot of time and money in gaining their BM degree, but ensuring we have competent and confident midwives who providing supportive care to women is essential if midwifery as a profession is to sustain itself.
References
Guilliland, K., & Pairman, S. (1995). The midwifery partnership :A model for practice. Wellington, NZ; Department of Nursing & Midwifery, VUW.
New Zealand College of Midwives (2008). Midwives handbook for practice. Christchurch, NZ: NZCOM
Otago Polytechnic Leadership Team. (2004). Education for sustainability at Otago Polytechnic. Retrieved from http://www.otagopolytechnic.ac.nz/about/sustainable-practice/education-for-sustainability.html
Otago Polytechnic Leadership Team. (2008a). Strategy 2008-2012. Retrieved from http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/Strategy_2008-2012.pdf
Otago Polytechnic Leadership Team (2008b). Out priorities. Retrieved from http://www.otagopolytechnic.ac.nz/about/corporate-information/our-priorities.html
Otago Polytechnic School of Midwifery (2008). School of Midwifery. Retrieved from http://www.otagopolytechnic.ac.nz/about/sustainable-practice/education-for-sustainability.html
Otago Polytechnic School of Midwifery. (2011). Midwifery Permanent External Advisory Committee (PEAC) Report -November. Dunedin, New Zealand: Author
In 2004 Otago Polytechnic (OP) committed to becoming a sustainable organisation and a leader in the field of education for sustainability by weaving education for sustainability into each programme of study (OP Leadership Team, 2004). Sustainability thus became part of the 2008-2012 strategy and strategic goals (OP Leadership Team, 2008a) as well as one of the priorities to enable achievement of the strategic goals (OP Leadership Team, 2008b). The OP sustainability vision was that
Our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. (OP Leadership Team, 2004, p.1).
The essence of the profession of Midwifery is midwives working in partnership with women promoting normal physiological birth (Guilliland & Pairman, 1995). Normal birth with minimal intervention is an underlying philosophy of midwifery practice (NZCOM, 2008) and is also sustainable practice, promoting low resource use and discouraging unnecessary intervention (OP School of Midwifery, 2008). Sustainability is integrated into the three years of the Bachelor of Midwifery degree. Firstly, as a blended course delivered in a flexible manner, students are able to stay in their own communities using local maternity facilities and local midwives for the majority of their practical requirements while studying the theoretical requirements in and close to home. By delivering a programme developed in collaboration with colleagues at CPIT, resources are shared which aids the sustainability of the School of Midwifery staff (OP School of Midwifery, 2008). In Year One students undertake a foundation sustainability paper which introduces students to the principles of sustainability, encourages reflection on personal sustainability as a midwifery student and explores the contribution that midwifery can make to sustainability (OP School of Midwifery, 2008; OP School of Midwifery, 2011). Sustainability is integrated into the learning objectives of each of the Year Two courses and in Year Three sustainability within the midwifery profession is the focus of a specific Sustainable Midwifery Practice paper, looking at running a small business, sustaining self in practice looking at work/life balance and sustainable practices in midwifery practice (OP School of Midwifery, 2008).
Other practices encouraged within the School of Midwifery to support sustainabiity include marking online, not printing off course outlines or other resources unless necessary, use of IT technology such as Adobe Connect for staff meetings or Teleconferencing where possible to save travel. Sustainable midwifery practice is something I can both discuss with the students and role model (not always that well if I have been up overnight at a birth!). Interestingly I have recently been asked to be a participant in a research study exploring sustainable midwifery practice from a community based caseloading midwife’s perspective. Ensuring students have the necessary skills and strategies to enable them to be still practising as midwives in 25 years time is essential. Not only do the students invest a lot of time and money in gaining their BM degree, but ensuring we have competent and confident midwives who providing supportive care to women is essential if midwifery as a profession is to sustain itself.
References
Guilliland, K., & Pairman, S. (1995). The midwifery partnership :A model for practice. Wellington, NZ; Department of Nursing & Midwifery, VUW.
New Zealand College of Midwives (2008). Midwives handbook for practice. Christchurch, NZ: NZCOM
Otago Polytechnic Leadership Team. (2004). Education for sustainability at Otago Polytechnic. Retrieved from http://www.otagopolytechnic.ac.nz/about/sustainable-practice/education-for-sustainability.html
Otago Polytechnic Leadership Team. (2008a). Strategy 2008-2012. Retrieved from http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/Strategy_2008-2012.pdf
Otago Polytechnic Leadership Team (2008b). Out priorities. Retrieved from http://www.otagopolytechnic.ac.nz/about/corporate-information/our-priorities.html
Otago Polytechnic School of Midwifery (2008). School of Midwifery. Retrieved from http://www.otagopolytechnic.ac.nz/about/sustainable-practice/education-for-sustainability.html
Otago Polytechnic School of Midwifery. (2011). Midwifery Permanent External Advisory Committee (PEAC) Report -November. Dunedin, New Zealand: Author
Saturday 5 November 2011
Activity eight -The learning theory underpinning my plan
While exploring different adult learning theories to support my Flexible learning plan, and therefore trying to identify concepts central to my own adult learning philosophy, I found myself again considering the reasons I took the opportunity to become involved in midwifery education and more specifically, what I thought I could offer to students undertaking their midwifery degrees. I also reread some of my earlier work in the GCTLT around adult learning theory and some of this reading informs my writing here. While I am aware my philosophy is still developing I realize I have several tenets which I believe are my core beliefs about why I am doing what I am doing. These are relevant, being central to my developing philosophy and are what I currently bring to my interaction with the students.
• I acknowledge and respect the prior knowledge surrounding childbirth each student brings with them to this degree. Many of these students are mothers themselves, and all belong to families, are daughters and friends. They have complex lives and experiences away from this programme –both previously and currently –which influence and contribute to the knowledge and experience they bring to any interaction surrounding childbirth
• I believe in the students. I believe they are capable of successfully completing the acaedemic and practical requirements of this degree and they they know I will support them through this process
• I have high expectations of each student’s performance and contribution to the programme. The students know I ensure I am aware of how they are progressing and that they keep up to date with clinical placement requirements, assignments and other course work
• I believe that to maintain my credibility as a midwifery lecturer, remaining grounded in midwifery practice is crucial. I therefore continue to have a small caseload of women for whom I remain the Lead Maternity Carer in addition to my OP responsibilities. This also aids the students learning process as students follow several women’s childbirth experiences -including some women from my own caseload -each year
• I demonstrate a commitment to ongoing education by continuing to study myself. I also fully participate in the Midwifery Council of New Zealand’s (MCNZ) recertification programme in order to retain my Practicing Certificate
I believe students learn most effectively by utilizing a variety of teaching styles to first reflect on new information received. I therefore attempt to incorporate the elements of VARK (Fleming, 2010) when planning to facilitate a session with the students to address the different learning preferences they may have. The students then reach a level of understanding that enables effective integration with information previously held before being able to apply the resultant learning into a new situation, implying that some learning has taken place.
Smith (1999) identifies four different approaches to learning theory (behaviourist, cognitivist, humanist and social/situational) attempting to explain the purpose and process of learning and education –how or why change occurs –and the role that educators may take depending on the different approach used. Ravenscroft (2011) has developed the theory of Connectivism. This learning theory is based on the premise that knowledge exists in the world rather than within an individual’s head and that learning as a process of creating connections and developing networks (Ravenscroft, 2011). When attempting to apply each of these theoretical approaches to my facilitation role I decided that the humanist and social/situational approaches each had relevance to the midwifery context and inform the way I choose to facilitate the students learning.
The humanistic orientation to learning is concerned with the potential for human growth. One of the best known supporters of this approach –Carl Rogers (1985) –elaborates on this defining it as a helping relationship where at least one of the parties has the intention of promoting growth, development, maturity and more functional use of the individual’s latent inner resources which can be seen to be a client (read learner) centered approach. Rogers (1985) believes this defines the relationship between teacher and student. Further, the humanistic approach encourages the development of the whole person (Smith, 1999). When assessing Rogers (1985) work on the core conditions for effective facilitative practice, the qualities of a facilitator which I would aspire to be are I believe reflected in the core concepts of my own facilitation style as dot pointed above. These include the facilitator being much more likely to be effective if she acts genuinely with no façade, caring for the student, prizing the individual student as a person in their own right worthy of trust and being empathetic to and having an empathetic understanding of the student and their situation (Rogers, 1967). The ability to empathize is a quality I value in myself and attempt to integrate into my daily life including my interaction with the students believing it will make a difference to the quality of our relationships. This view is supported by Thorne (1992) who believes Rogers’ work is based on Rogers’ experience that once people feel that their own experience is respected and understood, they become increasingly trustworthy. Rogers promotes educators being accepting of and valuing the learner, stating we cannot teach another person but instead can only facilitate learning (Smith, 2004, 1997). The role of the facilitator is to create an environment suitable for students learning to take place (Smith, 2004, 1997).
This ability of the educator to create an environment for the student which is conducive to learning is an integral part of the social/situational approach to learning. Social learning theory supports the notion that people learn from observing others in a social setting (Merriam & Caffarella, 1999). This approach supports the idea of learning being a process of social participation happening over time with people (students) starting by joining communities. Communities of practice are groups of people who share a common concern for something they do and by interacting regularly, learn how to do it better (Wenger, 2006). Students begin their learning while on the periphery of the community where the things they are involved in may be less key to the community than of other members. The students move toward the centre of the community as they become more competent and more involved in the main processes of the community (Lave & Wenger, 1991). Lave and Wenger’s (1991) theory is based on observations of different apprenticeships including a group of midwives. The educator’s role is to encourage students towards social situations which provide a suitable context for learning to take place believing that by participating in frameworks that have structure i.e. a community of practice, learning takes place as a process of social participation.
Given the context of current midwifery education and my knowledge of midwifery practice and the wider benefits and implications of belonging to the midwifery community, Lave and Wenger’s (1991) theory resonates strongly for me as I believe it provides an explanation of how to promote effective student learning within the current midwifery context. Student midwives start their midwifery education very much on the periphery of both the midwifery community and the community of childbearing women. However, during the three years of formal undergraduate midwifery education, as their knowledge and experience grows through a combination of theory and practical experiences, it is hoped the students’ confidence and competence increases and they begin to take a more active part in the care provided to women, and within the midwifery profession itself.
By the time the students gain their midwifery degree and successfully complete the National Midwifery Examination they are considered to be competent and confident enough to enter the midwifery register as a beginning practitioner. Formal education does not stop there however, and most midwifery graduates enroll in the NZ College of Midwives (NZCOM) Midwifery First Year of Practice programme (MFYP) to receive mentoring support from experienced midwives while they move through their first year of autonomous practice growing in confidence and competence as they gain further experience (Shaw, 2010). New graduates are also encouraged to not only belong to but to take an active role in the NZCOM within their local region throughout their career for ongoing education and peer support. Midwives must fully participate in the recertification requirements set by the Midwifery Council of NZ to maintain their Practicing Certificates which are issued annually. Remaining in the centre of the community also has obligations to other midwives and to the midwifery profession in addition to childbearing women and their families.
I will continue to try and include features of both the humanistic and social/situational learning theory into my facilitation methods (and into my Flexible learning plan) and will continue to reflect on the process as I further develop my own adult learning philosophy. Meanwhile I will continue to enjoy the feelings of success at something I feel I have done well and try and deal with the times when I feel overwhelmed with feelings of self doubt. The way I get through it all is to keep focused on the students taking inspiration from observing their progress, while continuing to tell myself over and over “you can do this”.
References
Fleming, N. (2010). VARK. Retrieved from hppt://www.vark_learn.com/English/page.asp?p=faq
Lave, J., * Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press. Cited in Smith, M.K. (2003, 2009). Communities of practice. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/communities_of_practice.htm
Merriam, S, & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide (2nd ed.).San Francisco, USA: Jossey-Bass. Cited in Smith, M.K. (2003, 2009). Communities of practice. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/communities_of_practice.htm
Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distance Learning 12(3), 1-11. Retrieved from hppt://www.irrodl.org/index.php/irrodl/issue/view/44
Rogers, C.R. (1985). The characteristics of a helping relationship. In Ella Monica (Ed.),The humanistic nursing process (pp. 319-329). California, USA: Wadsworth Inc.
Rogers, C.R. (1967). On becoming a person: A therapist’s view of psychotherapy. London, UK: Constable. Cited in Smith, M. K. (2004, 1997). Carl Rogers: Core conditions and education. The encyclopedia of informal education. Retrieved from www.infed.org/thinkers/et-rogers.htm
Shaw, A. (2010). The midwifery first year of practice (MFYP) programme. New Zealand College of Midwives (Inc) Midwifery News, 56, 13.
Smith, M.K. (2004, 1997). Carl Rogers: Core conditions and education. The encyclopedia of informal education. Retrieved from www.infed.org/thinkers/et-rogers.htm
Smith , M.K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm
Thorne, B. (1992). Carl Rogers. London, UK, Sage. Cited in Smith, M.K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm
Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from http;://www.ewenger.com/theory/
• I acknowledge and respect the prior knowledge surrounding childbirth each student brings with them to this degree. Many of these students are mothers themselves, and all belong to families, are daughters and friends. They have complex lives and experiences away from this programme –both previously and currently –which influence and contribute to the knowledge and experience they bring to any interaction surrounding childbirth
• I believe in the students. I believe they are capable of successfully completing the acaedemic and practical requirements of this degree and they they know I will support them through this process
• I have high expectations of each student’s performance and contribution to the programme. The students know I ensure I am aware of how they are progressing and that they keep up to date with clinical placement requirements, assignments and other course work
• I believe that to maintain my credibility as a midwifery lecturer, remaining grounded in midwifery practice is crucial. I therefore continue to have a small caseload of women for whom I remain the Lead Maternity Carer in addition to my OP responsibilities. This also aids the students learning process as students follow several women’s childbirth experiences -including some women from my own caseload -each year
• I demonstrate a commitment to ongoing education by continuing to study myself. I also fully participate in the Midwifery Council of New Zealand’s (MCNZ) recertification programme in order to retain my Practicing Certificate
I believe students learn most effectively by utilizing a variety of teaching styles to first reflect on new information received. I therefore attempt to incorporate the elements of VARK (Fleming, 2010) when planning to facilitate a session with the students to address the different learning preferences they may have. The students then reach a level of understanding that enables effective integration with information previously held before being able to apply the resultant learning into a new situation, implying that some learning has taken place.
Smith (1999) identifies four different approaches to learning theory (behaviourist, cognitivist, humanist and social/situational) attempting to explain the purpose and process of learning and education –how or why change occurs –and the role that educators may take depending on the different approach used. Ravenscroft (2011) has developed the theory of Connectivism. This learning theory is based on the premise that knowledge exists in the world rather than within an individual’s head and that learning as a process of creating connections and developing networks (Ravenscroft, 2011). When attempting to apply each of these theoretical approaches to my facilitation role I decided that the humanist and social/situational approaches each had relevance to the midwifery context and inform the way I choose to facilitate the students learning.
The humanistic orientation to learning is concerned with the potential for human growth. One of the best known supporters of this approach –Carl Rogers (1985) –elaborates on this defining it as a helping relationship where at least one of the parties has the intention of promoting growth, development, maturity and more functional use of the individual’s latent inner resources which can be seen to be a client (read learner) centered approach. Rogers (1985) believes this defines the relationship between teacher and student. Further, the humanistic approach encourages the development of the whole person (Smith, 1999). When assessing Rogers (1985) work on the core conditions for effective facilitative practice, the qualities of a facilitator which I would aspire to be are I believe reflected in the core concepts of my own facilitation style as dot pointed above. These include the facilitator being much more likely to be effective if she acts genuinely with no façade, caring for the student, prizing the individual student as a person in their own right worthy of trust and being empathetic to and having an empathetic understanding of the student and their situation (Rogers, 1967). The ability to empathize is a quality I value in myself and attempt to integrate into my daily life including my interaction with the students believing it will make a difference to the quality of our relationships. This view is supported by Thorne (1992) who believes Rogers’ work is based on Rogers’ experience that once people feel that their own experience is respected and understood, they become increasingly trustworthy. Rogers promotes educators being accepting of and valuing the learner, stating we cannot teach another person but instead can only facilitate learning (Smith, 2004, 1997). The role of the facilitator is to create an environment suitable for students learning to take place (Smith, 2004, 1997).
This ability of the educator to create an environment for the student which is conducive to learning is an integral part of the social/situational approach to learning. Social learning theory supports the notion that people learn from observing others in a social setting (Merriam & Caffarella, 1999). This approach supports the idea of learning being a process of social participation happening over time with people (students) starting by joining communities. Communities of practice are groups of people who share a common concern for something they do and by interacting regularly, learn how to do it better (Wenger, 2006). Students begin their learning while on the periphery of the community where the things they are involved in may be less key to the community than of other members. The students move toward the centre of the community as they become more competent and more involved in the main processes of the community (Lave & Wenger, 1991). Lave and Wenger’s (1991) theory is based on observations of different apprenticeships including a group of midwives. The educator’s role is to encourage students towards social situations which provide a suitable context for learning to take place believing that by participating in frameworks that have structure i.e. a community of practice, learning takes place as a process of social participation.
Given the context of current midwifery education and my knowledge of midwifery practice and the wider benefits and implications of belonging to the midwifery community, Lave and Wenger’s (1991) theory resonates strongly for me as I believe it provides an explanation of how to promote effective student learning within the current midwifery context. Student midwives start their midwifery education very much on the periphery of both the midwifery community and the community of childbearing women. However, during the three years of formal undergraduate midwifery education, as their knowledge and experience grows through a combination of theory and practical experiences, it is hoped the students’ confidence and competence increases and they begin to take a more active part in the care provided to women, and within the midwifery profession itself.
By the time the students gain their midwifery degree and successfully complete the National Midwifery Examination they are considered to be competent and confident enough to enter the midwifery register as a beginning practitioner. Formal education does not stop there however, and most midwifery graduates enroll in the NZ College of Midwives (NZCOM) Midwifery First Year of Practice programme (MFYP) to receive mentoring support from experienced midwives while they move through their first year of autonomous practice growing in confidence and competence as they gain further experience (Shaw, 2010). New graduates are also encouraged to not only belong to but to take an active role in the NZCOM within their local region throughout their career for ongoing education and peer support. Midwives must fully participate in the recertification requirements set by the Midwifery Council of NZ to maintain their Practicing Certificates which are issued annually. Remaining in the centre of the community also has obligations to other midwives and to the midwifery profession in addition to childbearing women and their families.
I will continue to try and include features of both the humanistic and social/situational learning theory into my facilitation methods (and into my Flexible learning plan) and will continue to reflect on the process as I further develop my own adult learning philosophy. Meanwhile I will continue to enjoy the feelings of success at something I feel I have done well and try and deal with the times when I feel overwhelmed with feelings of self doubt. The way I get through it all is to keep focused on the students taking inspiration from observing their progress, while continuing to tell myself over and over “you can do this”.
References
Fleming, N. (2010). VARK. Retrieved from hppt://www.vark_learn.com/English/page.asp?p=faq
Lave, J., * Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press. Cited in Smith, M.K. (2003, 2009). Communities of practice. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/communities_of_practice.htm
Merriam, S, & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide (2nd ed.).San Francisco, USA: Jossey-Bass. Cited in Smith, M.K. (2003, 2009). Communities of practice. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/communities_of_practice.htm
Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distance Learning 12(3), 1-11. Retrieved from hppt://www.irrodl.org/index.php/irrodl/issue/view/44
Rogers, C.R. (1985). The characteristics of a helping relationship. In Ella Monica (Ed.),The humanistic nursing process (pp. 319-329). California, USA: Wadsworth Inc.
Rogers, C.R. (1967). On becoming a person: A therapist’s view of psychotherapy. London, UK: Constable. Cited in Smith, M. K. (2004, 1997). Carl Rogers: Core conditions and education. The encyclopedia of informal education. Retrieved from www.infed.org/thinkers/et-rogers.htm
Shaw, A. (2010). The midwifery first year of practice (MFYP) programme. New Zealand College of Midwives (Inc) Midwifery News, 56, 13.
Smith, M.K. (2004, 1997). Carl Rogers: Core conditions and education. The encyclopedia of informal education. Retrieved from www.infed.org/thinkers/et-rogers.htm
Smith , M.K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm
Thorne, B. (1992). Carl Rogers. London, UK, Sage. Cited in Smith, M.K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm
Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from http;://www.ewenger.com/theory/
Saturday 29 October 2011
Activity Seven: Open education resources and philosophies
While undertaking papers to attain the GCTLT qualification, I have been aware that the different papers are all available on ‘Wikieducator’ but until now I had no understanding of what that actually meant. Having now listened to Blackall’s (2011) presentation about Open education practices my understanding about Open Educational Resources (OER) is growing rapidly! Wikipedia is the umbrella which Wikiversity, Wikinews and Wikieducator fall under. Information (OER) placed on Wikipedia is open for anyone to use, share, edit and add to. The idea is to make the content freely available for anyone to access. Information on Wikieducator (a free e-learning education site) is freely available, but should a person wish to gain a qualification (as I do with the GCTLT) the person will have to engage in the course activities and do the required paper assessments prior to gaining the qualification, which means enrolling in the course through a recognised institution and this process would generally have a fee attached.
OER is a sustainable practice as it saves the time and energy utilized in creating new resources when these have already been created by others. It also maximizes access to learning through the sharing of resources with people only having to pay to access the information if they need specific qualifications (Blackall, 2011) rather than having to pay for access to knowledge and learning.
In 2008 Otago Polytechnic signed the Capetown Declaration for OER (Open Resource Foundation, 2011). They also adopted a Creative commons attribution copyright license (CCACL) which means that anyone can use and alter work on the Wikieducator site. The aim of this is to create a world where each person can access and contribute to all human knowledge (Blackall, 2011). In the majority of tertiary institutions intellectual property of employees is still considered to belong to the institution rather than to the employee individually. OP has shown what a progressive tertiary provider it is as having the CCACL in place means that intellectual property at OP continues to belong to the individual staff member or student as long as the sources are acknowledged. This means that staff and students can choose whether to make their resources available on Wikieducator to contribute to OER worldwide. Use of OER materials which would not normally be easily available due to copyright issues are being integrated into open and distance education. I can see possibilities for the use of OER in my own field.
One possibility is for accessing video demonstrations of midwifery skills -some of which we do access currently off YouTube. The problem with some of these videos however is that they do not demonstrate the skill quite as we would wish it demonstrated by our students. We could make them more specific to our requirements by enhancing the ones currently available with best practice techniques. We could then share them worldwide -gulp! We have a Midwifery Junction website on the OP website run through the School of Midwifery. This site has several papers on different topics with MCQ that midwives can access for free in an effort to increase knowledge and ensure midwives remain current in using up to date evidence to inform their practices. These could be published on Wikieducator as reusable educational resources for midwives everywhere, as could well written articles about midwifery matters. Blackall (2011) alludes to how resources use time, support and good staff to develop. In order for resources to be used in the OER environment, staff need to be ready to ‘let go’ and be ok about others taking and using their resources.
I can understand this. When I first started working at OP and had to facilitate a discussion or workshop I was amazed at how freely the other lecturers shared the resources they already had on the topic e.g. previous PowerPoint slides shows (PPT) they had developed and used. What’s more, they were very encouraging of me editing/adding to the resources as I wished to suit my own situation with the students. I was very grateful for this support and continue to be as I became more familiar with the BM programme. Enabling content to be open to everyone to add to and edit is a big step in letting go. I know that the times I have developed resources such as a PPT to accompany a workshop or discussion with students, it has taken a while for me to feel really ok about putting my PPT on the specific course forum for the students to access independently of me. However the advantages of having current course content available to everyone are apparent.
Do we believe in principal that knowledge and education should be freely available to all on a global level or do we consider it should just be the prerogative of the advantaged? Of course there are practical issues to look at in terms of enabling all people access to OER for example basic reading and writing skills, translation, computers and internet sites, different institutions providing the same degree courses…but the intention is there, and that is a start.
References:
Blackall, L. (2011). Open education practices. Retrieved from http://elluminate.op.ac.nz/play_recording.html?recordingId=1260256890932_1304558340765
Open Resource Foundation. (2011). The OER poised to become an international leader in open education. Retrieved from http://wikieducator.ort/OERF:Home
OER is a sustainable practice as it saves the time and energy utilized in creating new resources when these have already been created by others. It also maximizes access to learning through the sharing of resources with people only having to pay to access the information if they need specific qualifications (Blackall, 2011) rather than having to pay for access to knowledge and learning.
In 2008 Otago Polytechnic signed the Capetown Declaration for OER (Open Resource Foundation, 2011). They also adopted a Creative commons attribution copyright license (CCACL) which means that anyone can use and alter work on the Wikieducator site. The aim of this is to create a world where each person can access and contribute to all human knowledge (Blackall, 2011). In the majority of tertiary institutions intellectual property of employees is still considered to belong to the institution rather than to the employee individually. OP has shown what a progressive tertiary provider it is as having the CCACL in place means that intellectual property at OP continues to belong to the individual staff member or student as long as the sources are acknowledged. This means that staff and students can choose whether to make their resources available on Wikieducator to contribute to OER worldwide. Use of OER materials which would not normally be easily available due to copyright issues are being integrated into open and distance education. I can see possibilities for the use of OER in my own field.
One possibility is for accessing video demonstrations of midwifery skills -some of which we do access currently off YouTube. The problem with some of these videos however is that they do not demonstrate the skill quite as we would wish it demonstrated by our students. We could make them more specific to our requirements by enhancing the ones currently available with best practice techniques. We could then share them worldwide -gulp! We have a Midwifery Junction website on the OP website run through the School of Midwifery. This site has several papers on different topics with MCQ that midwives can access for free in an effort to increase knowledge and ensure midwives remain current in using up to date evidence to inform their practices. These could be published on Wikieducator as reusable educational resources for midwives everywhere, as could well written articles about midwifery matters. Blackall (2011) alludes to how resources use time, support and good staff to develop. In order for resources to be used in the OER environment, staff need to be ready to ‘let go’ and be ok about others taking and using their resources.
I can understand this. When I first started working at OP and had to facilitate a discussion or workshop I was amazed at how freely the other lecturers shared the resources they already had on the topic e.g. previous PowerPoint slides shows (PPT) they had developed and used. What’s more, they were very encouraging of me editing/adding to the resources as I wished to suit my own situation with the students. I was very grateful for this support and continue to be as I became more familiar with the BM programme. Enabling content to be open to everyone to add to and edit is a big step in letting go. I know that the times I have developed resources such as a PPT to accompany a workshop or discussion with students, it has taken a while for me to feel really ok about putting my PPT on the specific course forum for the students to access independently of me. However the advantages of having current course content available to everyone are apparent.
Do we believe in principal that knowledge and education should be freely available to all on a global level or do we consider it should just be the prerogative of the advantaged? Of course there are practical issues to look at in terms of enabling all people access to OER for example basic reading and writing skills, translation, computers and internet sites, different institutions providing the same degree courses…but the intention is there, and that is a start.
References:
Blackall, L. (2011). Open education practices. Retrieved from http://elluminate.op.ac.nz/play_recording.html?recordingId=1260256890932_1304558340765
Open Resource Foundation. (2011). The OER poised to become an international leader in open education. Retrieved from http://wikieducator.ort/OERF:Home
Wednesday 19 October 2011
Activity Six: Flexible learning plan -continuing development
My aim for using video is to assist students to perform midwifery practice skills competently.
After further reflection on where I have got to in my thinking re utilising video to aid practical skills attainment, I realised there were two possible areas I could focus on. 1. Record a video of myself demonstrating the practical skill/s, or 2. Get the students to record video/s of themselves demonstrating the practical skill/s. Getting the students to record video of themselves demonstrating practical skills for their Midwifery practical skills assessment is already an idea in progress within the School of Midwifery, so I will not focus on this aspect. I will concentrate instead on #1 and #2 utilising practical skills for students in the first year of their BM.
I plan to record a video of myself demonstrating one of the practical skills the first year BM students are expected to get signed off this year and use this as a learning tool to view and encouraged feedback on within my SPF group. This video will be used as part of one of my SPF sessions during which time is set aside for demonstrating and practicing new skills. Having seen my own prototype, the students will be encouraged to generate their own videos in groups of two or three, based on a first year practice skill and play them back in SPF time for feedback. My plan is to start small and try out the idea within my own SPF group first, ironing out any problems that may arise before considering whether this idea could be useful to extend out to other BM students within the school.
My first exposure to anyone who has experience of students using video to demonstrate practical skills came from a recent presentation to the School of Midwifery staff by Jennifer Evans (2011) from the OP Vet School. She was very enthusiastic about the use of video amongst her students describing how as long as what is required is really clearly set out in the course outline the process empowers students as they decide when they will capture the skills on video so a better level of competency is achieved. The students themselves decide if the video quality is good enough for presenting. Evans (2011) also felt there was a big difference in the preparation and level of achievement the students demonstrated when they used video. Although the use of video in this context was for assessing practical skill acquisition, I could see the possibilities for my own SPF students. Other positive benefits Evans (2011) mentioned were the decrease in marking time, the increase in the quality and consistency of marking, how good the video was for moderation processes and how doing this uses technology the majority of students already use and have easy access to -their own digital cameras, cellphones, laptops or video cameras so it was easily accessible for them.
Peer feedback
I discussed my idea with two of my peers who each work with a SPF group of first year BM students in addition to their other roles within the School. Both of my peers were very encouraging and supportive of this idea. The first peer saw the completed videos as being multipurpose as they can be used again and again to demonstrate the skill/s so this would be very advantageous. She also suggested they could be posted onto YouTube if they were really good. The second peer thought it really important that as a facilitator I recorded the first video to give students a concrete example of the work required rather than just a list of instructions as an initial step. This role modeling would hopefully aid students’ enthusiasm for the task. One potential negative she saw was that when other SPF groups found out about this, they would be wondering why it wasn’t happening within their own groups!
Strengths of the plan
Using video to demonstrate practical skills has been utilised successfully in education for a number of years. Videos have been used as a form of performance feedback for students to enhance their learning process (Darden, 1999). This technology has been used with students who have autism (Ogilvie, 2011; Ayres & Langone, 2007; Stromer, Kimbell, Kinney & Taylor, 2006) as well as in athletics (Jambor & Weekes, 1995) and health professions (Edwards, Jones & Murphy, 2007) to improve motor skill learning and performance (Darden, 1999).
From the literature it seems apparent there would be many advantages to incorporating this technology into the blended learning model of the BM to enhance the learning of students by supplementing other flexible learning methods already in the programme. McGee & O’Hagan (2001) discuss the challenges of supporting distance students in achieving deep understanding of concepts and identify ways in which the use of video during the phases in this process (orientating, motivating, presenting, clarifying, elaborating, consolidating and confirming) can contribute to deep learning for this group of students. Videoing attempts to reduce the gap between what the student is being prepared for in the classroom environment and what they are exposed to in clinical placements (Edwards, Jones & Murphy, 2007). Videoing can provide effective feedback for student performance as well as contribute to a deepening of each students understanding of and empathy (Yakura, 2009) towards other people.
Other advantages of videoing include the ability to improve presentation skills (JISC, 2011), being able to capture and replay interactions for observation and critique, and improving interpersonal and individual skills through interacting with others during the filming (Yakura, 2009). The ability to view dialogue or gestures which students were beforehand unaware and being able to discuss details that were overlooked in the recording (Yakura, 2009) encourages students to recognize the details and correct the errors in an attempt to improve student performances (Jambor & Weekes, 1995). Further, Jambor & Weekes (1995) found that the facilitator’s feedback made more sense to the students after they had seen themselves on video enabling them to make effective changes. While reviewing the video in the student group, students benefit from reflecting on which parts of the video were the most and least beneficial and any difficulties they encountered (JISC, 2011). Students seemed better prepared and interaction with classmates improved (JISC, 2011) as well as a change in those students who were less confident –they began feeling more supported. A big advantage as a facilitator is that observing the videos increases student engagement, cutting down on the time required to prepare and facilitate practice sessions which are normally very time consuming (JSIC, 2011). Another advantage is in cost saving as use on consumables for demonstration purposes is reduced as the video replaces repeat demonstrations (Edwards, Jones & Murphy, 2007). The videos are easily transportable and can be viewed in students’ homes, small groups or classroom situations (McGee & O’Hagan, 2001).
Gaps in the plan
Jambor & Weekes (1995) recommend that to enable students to best comprehend their skill performances the students should direct the video viewing rather than this being the role of the teacher as previously. The teacher instead acts as a facilitator, asking questions prompting students to discuss the significance of particular actions allowing the students to maintain control and responsibility for recognizing any mistakes and committing to change (Jambor & Weekes, 1995). In order for me to facilitate these sessions effectively so they advantage both the students and myself, it is important for me to facilitate the session correctly. Yakura (2009) believes that student feedback obtained from observing a video is only valuable if the students are able to process and interpret the images themselves. Being able to encourage students to reflect on the video in this way is an acquired skill which is directly linked to appropriate teaching strategies to make the most effective use of this technology (Yakura, 2009). Darden (1999) gives strategies for enabling good facilitation while students travel through the three arbitrarily defined stages of skill acquisition already prescribed –in this case utilising video technology. I will need to become familiar with the teaching strategies recommended if I am to enhance the feedback students obtain from this process.
To be useful, the videos must support the identified learning outcomes (McGee & O’Hagan, 2001) of the practice skills paper. Ensuring this will remain a priority.
Goals for further development
I still need to look at specifics of my plan and decide when to start, what practice skill I will video as a demonstration first and the practical realities of getting that organized, setting it up and the time involved in getting the first video to the standard required to be used as a demonstration for the students. I need to find out if I am able to use my laptop to record the video, whether my digital camera or mobile phone will suffice as a video recorder (and how to transfer the video to the computer to play to the students after if this is the case). Video cameras can be purchased for around $200, so maybe the School could purchase one for my SPF to use? I have discussed access and equity issues, diversity and inclusivity further back in my blog. While these were not specifically related to my current Learning plan, I am sure the principles will be the same but I need to check to be sure. I need to look at where the videos will be stored, who will have access to them and how (password controlled?, only available within OP?). Will we use Microsoft’s Windows Moviemaker or another programme to edit the videos? If so, what sort of education in how to use this effectively will be required? Are there any relevant ethical or consent issues that need to be taken into account?
…on with plan development!
References
Ayres, K., & Langone, J. (2007). A comparison of video modeling perspectives for students with Autism. Journal of Special Education, 22(2), 15-30.
Darden, G. (1999). Videotape feedback for student learning and performance: A learning-stages approach. Journal of Physical Education, Recreation and Dance, 70(9), 40-46 &62.
Edwards, M., Jones, S., & Murphy, F. (2007). Hand-held video for clinical skills teaching. Innovations in Education and Teaching International, 44(4), 401-408.
Evans, J. (5 September 2011). Video recording. Presentation to OP School of Midwifery staff. Dunedin.
Jambor, E., & Weekes, E. (1995). Videotape feedback: Make it more effective. Journal of Physical Education, Recreation and Dance, 66(2), 48-50.
JISC. (2011). Case study 1: Supporting student transition through reflective video sharing. Retrieved from Emerging practice in a digital age case studies: www.jisc.ac.uk/digiemerge
McGhee, P., & O’Hagan, C. (2001). VESOL: Cost-effective video production to support distance learners. In F. Lockwood, & A. Gooley (Eds), Innovation in open and distance learning (pp.189-200). London, UK: Kogan Page.
Ogilvie, C. (2011). Step by step: Social skills instruction for students with Autism spectrum disorder using video models and peer mentoring. Teaching Exceptional Children 43(6), 20-26.
Stromer, R., Kimball, J., Kinney, E., & Taylor, B. (2006). Activity schedules, computer technology and teaching children with autism spectrum disorders. Focus on Autism and other developmental disabilities 21(1), 14-24.
Yakura, E. (2009). Learning to see: Enhancing student learning through videotaped feedback. College Teaching, 57(3), 177-183.
After further reflection on where I have got to in my thinking re utilising video to aid practical skills attainment, I realised there were two possible areas I could focus on. 1. Record a video of myself demonstrating the practical skill/s, or 2. Get the students to record video/s of themselves demonstrating the practical skill/s. Getting the students to record video of themselves demonstrating practical skills for their Midwifery practical skills assessment is already an idea in progress within the School of Midwifery, so I will not focus on this aspect. I will concentrate instead on #1 and #2 utilising practical skills for students in the first year of their BM.
I plan to record a video of myself demonstrating one of the practical skills the first year BM students are expected to get signed off this year and use this as a learning tool to view and encouraged feedback on within my SPF group. This video will be used as part of one of my SPF sessions during which time is set aside for demonstrating and practicing new skills. Having seen my own prototype, the students will be encouraged to generate their own videos in groups of two or three, based on a first year practice skill and play them back in SPF time for feedback. My plan is to start small and try out the idea within my own SPF group first, ironing out any problems that may arise before considering whether this idea could be useful to extend out to other BM students within the school.
My first exposure to anyone who has experience of students using video to demonstrate practical skills came from a recent presentation to the School of Midwifery staff by Jennifer Evans (2011) from the OP Vet School. She was very enthusiastic about the use of video amongst her students describing how as long as what is required is really clearly set out in the course outline the process empowers students as they decide when they will capture the skills on video so a better level of competency is achieved. The students themselves decide if the video quality is good enough for presenting. Evans (2011) also felt there was a big difference in the preparation and level of achievement the students demonstrated when they used video. Although the use of video in this context was for assessing practical skill acquisition, I could see the possibilities for my own SPF students. Other positive benefits Evans (2011) mentioned were the decrease in marking time, the increase in the quality and consistency of marking, how good the video was for moderation processes and how doing this uses technology the majority of students already use and have easy access to -their own digital cameras, cellphones, laptops or video cameras so it was easily accessible for them.
Peer feedback
I discussed my idea with two of my peers who each work with a SPF group of first year BM students in addition to their other roles within the School. Both of my peers were very encouraging and supportive of this idea. The first peer saw the completed videos as being multipurpose as they can be used again and again to demonstrate the skill/s so this would be very advantageous. She also suggested they could be posted onto YouTube if they were really good. The second peer thought it really important that as a facilitator I recorded the first video to give students a concrete example of the work required rather than just a list of instructions as an initial step. This role modeling would hopefully aid students’ enthusiasm for the task. One potential negative she saw was that when other SPF groups found out about this, they would be wondering why it wasn’t happening within their own groups!
Strengths of the plan
Using video to demonstrate practical skills has been utilised successfully in education for a number of years. Videos have been used as a form of performance feedback for students to enhance their learning process (Darden, 1999). This technology has been used with students who have autism (Ogilvie, 2011; Ayres & Langone, 2007; Stromer, Kimbell, Kinney & Taylor, 2006) as well as in athletics (Jambor & Weekes, 1995) and health professions (Edwards, Jones & Murphy, 2007) to improve motor skill learning and performance (Darden, 1999).
From the literature it seems apparent there would be many advantages to incorporating this technology into the blended learning model of the BM to enhance the learning of students by supplementing other flexible learning methods already in the programme. McGee & O’Hagan (2001) discuss the challenges of supporting distance students in achieving deep understanding of concepts and identify ways in which the use of video during the phases in this process (orientating, motivating, presenting, clarifying, elaborating, consolidating and confirming) can contribute to deep learning for this group of students. Videoing attempts to reduce the gap between what the student is being prepared for in the classroom environment and what they are exposed to in clinical placements (Edwards, Jones & Murphy, 2007). Videoing can provide effective feedback for student performance as well as contribute to a deepening of each students understanding of and empathy (Yakura, 2009) towards other people.
Other advantages of videoing include the ability to improve presentation skills (JISC, 2011), being able to capture and replay interactions for observation and critique, and improving interpersonal and individual skills through interacting with others during the filming (Yakura, 2009). The ability to view dialogue or gestures which students were beforehand unaware and being able to discuss details that were overlooked in the recording (Yakura, 2009) encourages students to recognize the details and correct the errors in an attempt to improve student performances (Jambor & Weekes, 1995). Further, Jambor & Weekes (1995) found that the facilitator’s feedback made more sense to the students after they had seen themselves on video enabling them to make effective changes. While reviewing the video in the student group, students benefit from reflecting on which parts of the video were the most and least beneficial and any difficulties they encountered (JISC, 2011). Students seemed better prepared and interaction with classmates improved (JISC, 2011) as well as a change in those students who were less confident –they began feeling more supported. A big advantage as a facilitator is that observing the videos increases student engagement, cutting down on the time required to prepare and facilitate practice sessions which are normally very time consuming (JSIC, 2011). Another advantage is in cost saving as use on consumables for demonstration purposes is reduced as the video replaces repeat demonstrations (Edwards, Jones & Murphy, 2007). The videos are easily transportable and can be viewed in students’ homes, small groups or classroom situations (McGee & O’Hagan, 2001).
Gaps in the plan
Jambor & Weekes (1995) recommend that to enable students to best comprehend their skill performances the students should direct the video viewing rather than this being the role of the teacher as previously. The teacher instead acts as a facilitator, asking questions prompting students to discuss the significance of particular actions allowing the students to maintain control and responsibility for recognizing any mistakes and committing to change (Jambor & Weekes, 1995). In order for me to facilitate these sessions effectively so they advantage both the students and myself, it is important for me to facilitate the session correctly. Yakura (2009) believes that student feedback obtained from observing a video is only valuable if the students are able to process and interpret the images themselves. Being able to encourage students to reflect on the video in this way is an acquired skill which is directly linked to appropriate teaching strategies to make the most effective use of this technology (Yakura, 2009). Darden (1999) gives strategies for enabling good facilitation while students travel through the three arbitrarily defined stages of skill acquisition already prescribed –in this case utilising video technology. I will need to become familiar with the teaching strategies recommended if I am to enhance the feedback students obtain from this process.
To be useful, the videos must support the identified learning outcomes (McGee & O’Hagan, 2001) of the practice skills paper. Ensuring this will remain a priority.
Goals for further development
I still need to look at specifics of my plan and decide when to start, what practice skill I will video as a demonstration first and the practical realities of getting that organized, setting it up and the time involved in getting the first video to the standard required to be used as a demonstration for the students. I need to find out if I am able to use my laptop to record the video, whether my digital camera or mobile phone will suffice as a video recorder (and how to transfer the video to the computer to play to the students after if this is the case). Video cameras can be purchased for around $200, so maybe the School could purchase one for my SPF to use? I have discussed access and equity issues, diversity and inclusivity further back in my blog. While these were not specifically related to my current Learning plan, I am sure the principles will be the same but I need to check to be sure. I need to look at where the videos will be stored, who will have access to them and how (password controlled?, only available within OP?). Will we use Microsoft’s Windows Moviemaker or another programme to edit the videos? If so, what sort of education in how to use this effectively will be required? Are there any relevant ethical or consent issues that need to be taken into account?
…on with plan development!
References
Ayres, K., & Langone, J. (2007). A comparison of video modeling perspectives for students with Autism. Journal of Special Education, 22(2), 15-30.
Darden, G. (1999). Videotape feedback for student learning and performance: A learning-stages approach. Journal of Physical Education, Recreation and Dance, 70(9), 40-46 &62.
Edwards, M., Jones, S., & Murphy, F. (2007). Hand-held video for clinical skills teaching. Innovations in Education and Teaching International, 44(4), 401-408.
Evans, J. (5 September 2011). Video recording. Presentation to OP School of Midwifery staff. Dunedin.
Jambor, E., & Weekes, E. (1995). Videotape feedback: Make it more effective. Journal of Physical Education, Recreation and Dance, 66(2), 48-50.
JISC. (2011). Case study 1: Supporting student transition through reflective video sharing. Retrieved from Emerging practice in a digital age case studies: www.jisc.ac.uk/digiemerge
McGhee, P., & O’Hagan, C. (2001). VESOL: Cost-effective video production to support distance learners. In F. Lockwood, & A. Gooley (Eds), Innovation in open and distance learning (pp.189-200). London, UK: Kogan Page.
Ogilvie, C. (2011). Step by step: Social skills instruction for students with Autism spectrum disorder using video models and peer mentoring. Teaching Exceptional Children 43(6), 20-26.
Stromer, R., Kimball, J., Kinney, E., & Taylor, B. (2006). Activity schedules, computer technology and teaching children with autism spectrum disorders. Focus on Autism and other developmental disabilities 21(1), 14-24.
Yakura, E. (2009). Learning to see: Enhancing student learning through videotaped feedback. College Teaching, 57(3), 177-183.
Saturday 15 October 2011
Activity Five; Design & describe flexible learning strategies in my context
For this activity I have focused on one aspect of one of the papers I am involved with within the BM programme (a blended learning programme delivered in a flexible manner) -'Midwifery practice skills'. Myself and several other lecturers are each a Student Practice Facilitator for a small tutorial (SPF) group of first year students. My group consists of eight students whom I meet with for four hours each week of the acaedemic year. One of the functions of the SPF group is the opportunity to get hands on experience with the practice skills covered in the course. There are 26 practice skills each of which has an accompanying skills sheet, the signing off of which indicates the student has demonstrated competency in the particular skill. The skills sheets are expected to be all signed off (by either the SPF or by a midwife during a clinical placement) by the end of the year. The students' knowlege & understanding of these practical skills are supported by online learning modules (some of which use UTube videos and a couple which use videos of a particular skill which the course coordinator has produced) plus experience gained on clinical placements.
The methods I currently use to aid the skill acquisition are; a discussion around the information the students have read about the skill in their online modules and texts, discussing any experiences they have had in seeing these skills demonstrated in practice, talking through the skills sheet, demonstrating the skill, then depending on the skill itself providing the opportunity for students to -either as a big group or by getting into either smaller groups or together watch a group of two or three students roleplay the skill (the students' can roleplay the woman, the student midwife or be the 'prompter' checking the correct procedure is followed by following the roleplay ensuring it aleigns with the skills sheet) -practice the skill.
At the end of the year the students' undertake a Midwifery Practice Skills Assessment (MPSA) based around the skills learned throughout the year, 10 of which are embedded into five practice scenarios for the assessment. Each student is randomly assigned to one scenario (testing two skills) for the assessment which assesses each of the four learning outcomes for this paper as written in the course descripter. The students are aware of the five pairs of skills they may be assessed apon and have the opportunity to practice these within their SPF groups towards the end of the year.
All the SPF groups run slightly differently and despite best efforts to check SPFs are demonstating the skills in the same way, individual discrepencies do occur. This is particularly apparent when some skills are demonstrated at block courses and also we hear this anecdotally from conversations the students from different SPF groups have with each other. While the discrepencies do not deter from best practice techniques, they do cause the students' some grief as they are trying so hard to learn the correct way to demonstrate the skill.
There has been some discussion within the School of Midwifery around moving to having the MPSAs videoed by students and then sent in to Lecturers for assessing. Initially I was resistant to this idea. On reflection, I realised this was based around my own liking for how the assessment is undertaken currently (it suits me but does it suit the students?) and my lack of confidence in utilising the IT technology that this move would involve. I began to think of other possibilities for the use of videos rather than just assessing students in this way staying focused on my student group and what would help them as learners, rather than my own issues. While looking at Holden's Instructional Media & Pedagogical Considerations (2011) and the Gallery of Strategies on the Australian Flexible framework website (2011) on e-learning, & the JISC infonet (2011) resources I started to think about the possibilities of creating a series of short videos demonstrating each of the 26 skills for students to look at. This has became the focus of my Blended learning strategy.
Advantages of having the videos include
-consistency in best practice showing how we wish the students to be able to demonstrate each skill
-the students could watch them over and over in their own time stopping and starting them as necessary to gain a greater understanding of how to perform the skill
-it would cut down on some of the time I spend with individual student's during the SPF group going through particular skills with them while the rest of the group starts chatting and going off onto tangents unrelated to the task at hand
-it would free up some SPF time which could be devoted to other aspects of my facilitation role while remaining learner centred
-the videos could be resources used school wide
-they could be produced by students as well as lecturers.
An additional advantage is the ability to use the videos in class, on PPTs and on podcasts(though I am not sure what a podcast is -I think it's a short video?). From what I have read, it is not difficult to transfer the video from a digital video camera to the computer for editing utilising specific movie editing software programmes such as Movie maker. I think there is potential for this resource to be utilised in this way to enhance student learning.
References:
Australian Flexible framework site. (2011). Gallery of Strategies. Retrieved from http://designing.flexiblelearning.net.au/gallery/index/htm
Holden, J. (2011). Developing a blended learning strategy: Instructional media and pedagogical considerations. Retreived from http://www.slideshare.net/jholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations
University of Ulster. (2011). JISC Case study 1: Supporting student transistion through reflective video sharing. Retrieved from http://www.jisc.ac.uk/digiemerge
Bibliography:
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Retrieved from http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf
The methods I currently use to aid the skill acquisition are; a discussion around the information the students have read about the skill in their online modules and texts, discussing any experiences they have had in seeing these skills demonstrated in practice, talking through the skills sheet, demonstrating the skill, then depending on the skill itself providing the opportunity for students to -either as a big group or by getting into either smaller groups or together watch a group of two or three students roleplay the skill (the students' can roleplay the woman, the student midwife or be the 'prompter' checking the correct procedure is followed by following the roleplay ensuring it aleigns with the skills sheet) -practice the skill.
At the end of the year the students' undertake a Midwifery Practice Skills Assessment (MPSA) based around the skills learned throughout the year, 10 of which are embedded into five practice scenarios for the assessment. Each student is randomly assigned to one scenario (testing two skills) for the assessment which assesses each of the four learning outcomes for this paper as written in the course descripter. The students are aware of the five pairs of skills they may be assessed apon and have the opportunity to practice these within their SPF groups towards the end of the year.
All the SPF groups run slightly differently and despite best efforts to check SPFs are demonstating the skills in the same way, individual discrepencies do occur. This is particularly apparent when some skills are demonstrated at block courses and also we hear this anecdotally from conversations the students from different SPF groups have with each other. While the discrepencies do not deter from best practice techniques, they do cause the students' some grief as they are trying so hard to learn the correct way to demonstrate the skill.
There has been some discussion within the School of Midwifery around moving to having the MPSAs videoed by students and then sent in to Lecturers for assessing. Initially I was resistant to this idea. On reflection, I realised this was based around my own liking for how the assessment is undertaken currently (it suits me but does it suit the students?) and my lack of confidence in utilising the IT technology that this move would involve. I began to think of other possibilities for the use of videos rather than just assessing students in this way staying focused on my student group and what would help them as learners, rather than my own issues. While looking at Holden's Instructional Media & Pedagogical Considerations (2011) and the Gallery of Strategies on the Australian Flexible framework website (2011) on e-learning, & the JISC infonet (2011) resources I started to think about the possibilities of creating a series of short videos demonstrating each of the 26 skills for students to look at. This has became the focus of my Blended learning strategy.
Advantages of having the videos include
-consistency in best practice showing how we wish the students to be able to demonstrate each skill
-the students could watch them over and over in their own time stopping and starting them as necessary to gain a greater understanding of how to perform the skill
-it would cut down on some of the time I spend with individual student's during the SPF group going through particular skills with them while the rest of the group starts chatting and going off onto tangents unrelated to the task at hand
-it would free up some SPF time which could be devoted to other aspects of my facilitation role while remaining learner centred
-the videos could be resources used school wide
-they could be produced by students as well as lecturers.
An additional advantage is the ability to use the videos in class, on PPTs and on podcasts(though I am not sure what a podcast is -I think it's a short video?). From what I have read, it is not difficult to transfer the video from a digital video camera to the computer for editing utilising specific movie editing software programmes such as Movie maker. I think there is potential for this resource to be utilised in this way to enhance student learning.
References:
Australian Flexible framework site. (2011). Gallery of Strategies. Retrieved from http://designing.flexiblelearning.net.au/gallery/index/htm
Holden, J. (2011). Developing a blended learning strategy: Instructional media and pedagogical considerations. Retreived from http://www.slideshare.net/jholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations
University of Ulster. (2011). JISC Case study 1: Supporting student transistion through reflective video sharing. Retrieved from http://www.jisc.ac.uk/digiemerge
Bibliography:
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Retrieved from http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf
Saturday 24 September 2011
Activity Four (part B)
'Access' means finding ways of bypassing barriers to learning (Zondiros, 2008). These barriers according to Zondiros (2008) may include income, gender, race, ethnicity, power, status, age, religion, physical or mental disability or any other characteristics which limit access to learning.
'Equity' in this context is related to structures which enable people's ability to access education rather than excludes them from it. An example of this is efforts made to develop the use of new information and communication technologies. Through the provision of online and distance education this technology potentially enables more people access to learning via a global networked society. Teachers, students and others can be linked via distance courses where ever they may physically be, through networks appropriate to their circumstances. However caution is also required as new IT development creates bigger gaps between societal groups excluding the less well off -this is especially apparent in higher education (Zondiros, 2008).
In my own context there are access and equity issues for students. Access issues include the cost of tertiary education. While some students are fortunate enough to get scholarships towards their learning, most students have large student loans -the majority of which must be repaid at some point in the future -or undertake the course with the financial support of a partner, which impacts hugely on the family income for three years. While we need more women who identify as Maori or Pacific on the programme, statistically these women are amongst the least educated in NZ so gaining the acaedemic requirements for entry into the programme is problematic. Along with other women who have not achieved acaedemically at school, support is available through enrolling in a full time one year long Certificate in Health (Level 4) which if passed well in specific science, maths and english subjects, will show proficiency at the acaedemic level necessary to be considered for entry into the programme. Learning centre support is offered as well through OP. Some physical or mental disabilities would preclude entry to the programme due to the nature of the educational programme and the midwifery role once qualified. While this profession is women dominated, being male would not preclude applying for a place on the programme. Age is not a barrier and in fact recent statistics show that younger women are continuing to be attracted to midwifery as a profession (Shaw, 2011).
Equity issues relate to having an equal chance to learn. Students need access to an uptodate computer, a reliable internet connection, and a basic understanding of how to use common software programmes. They need a space to study, whether this is a designated space in their own home or library access. There is a prescribed 45 week acaedemic year for three years which includes oncall and clinical practice, thus precludes most additional part time work. Student require 24 hour access to a reliable car, childcare planning for when they are called out, ongoing support. In addition to course costs, petrol, texts, accomodation while away on intensive blocks and placements and clothes suitable for clinical placements are some of the extra costs involved on top of course fees.
This brings up inclusive access to course materials, learning activities, class interactions and assessments. To meet these requirements requires attention to individual learning styles and preferences, cultural competency -an understanding of how cultural factors and practices shape and influence the way people behave and learn. This is in order to ensure students have an equal chance to learn. Do we as a society consider that the majority of people in our society should have access to tertiary study or do we think it should remain the domain of the economically/socially advantaged?
How do we assess progress/learning? A combination of essays, MCQs, practical assessments, group and individual presentations, self, peer, lecturer and midwife feedback, feedback using forums, presentations through a choice of media and language are currently used. How many times does a student need to prove acaedemic ability by writing a 2000 word essay, before being able to choose to use other media they are far more gifted and proficient in to respond to assessment topics eg recording responses, videotaping, photographic essay with voiceover? Are these effective assessment tools which could be utilised more in our programme?
Rhode (2009) encourages the flexibility and independence of self paced learning to meet the need for flexible and emergent learning designs for an everchanging adult learner population.There is limited ability for self paced learning in a programme in which particular papers have to be successfully completed prior to commencing the following ones.
Online and distance education are elements of flexible learning practices which present both challenge and opportunity. Embracing these education forms can change the context in which education is delivered enabling wider access to education, equity and inclusion despite diversity.
References:
Rhode. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. Retrieved from The International Review of Research in Open and Distance Learning 10 (1) http://www.irrodl.org/index.php/irrodl/article/view/603
Shaw, A. (2011). Midwifery First Year of Practice Programme -update. NZCOM Midwifery News, 60, 12.
Zondiros, D. (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. Retrieved from The European Journal of Open and Distance Learning website: http://www.eurodl.org/material/special/2008/DimitrisZondiros.htm
'Equity' in this context is related to structures which enable people's ability to access education rather than excludes them from it. An example of this is efforts made to develop the use of new information and communication technologies. Through the provision of online and distance education this technology potentially enables more people access to learning via a global networked society. Teachers, students and others can be linked via distance courses where ever they may physically be, through networks appropriate to their circumstances. However caution is also required as new IT development creates bigger gaps between societal groups excluding the less well off -this is especially apparent in higher education (Zondiros, 2008).
In my own context there are access and equity issues for students. Access issues include the cost of tertiary education. While some students are fortunate enough to get scholarships towards their learning, most students have large student loans -the majority of which must be repaid at some point in the future -or undertake the course with the financial support of a partner, which impacts hugely on the family income for three years. While we need more women who identify as Maori or Pacific on the programme, statistically these women are amongst the least educated in NZ so gaining the acaedemic requirements for entry into the programme is problematic. Along with other women who have not achieved acaedemically at school, support is available through enrolling in a full time one year long Certificate in Health (Level 4) which if passed well in specific science, maths and english subjects, will show proficiency at the acaedemic level necessary to be considered for entry into the programme. Learning centre support is offered as well through OP. Some physical or mental disabilities would preclude entry to the programme due to the nature of the educational programme and the midwifery role once qualified. While this profession is women dominated, being male would not preclude applying for a place on the programme. Age is not a barrier and in fact recent statistics show that younger women are continuing to be attracted to midwifery as a profession (Shaw, 2011).
Equity issues relate to having an equal chance to learn. Students need access to an uptodate computer, a reliable internet connection, and a basic understanding of how to use common software programmes. They need a space to study, whether this is a designated space in their own home or library access. There is a prescribed 45 week acaedemic year for three years which includes oncall and clinical practice, thus precludes most additional part time work. Student require 24 hour access to a reliable car, childcare planning for when they are called out, ongoing support. In addition to course costs, petrol, texts, accomodation while away on intensive blocks and placements and clothes suitable for clinical placements are some of the extra costs involved on top of course fees.
This brings up inclusive access to course materials, learning activities, class interactions and assessments. To meet these requirements requires attention to individual learning styles and preferences, cultural competency -an understanding of how cultural factors and practices shape and influence the way people behave and learn. This is in order to ensure students have an equal chance to learn. Do we as a society consider that the majority of people in our society should have access to tertiary study or do we think it should remain the domain of the economically/socially advantaged?
How do we assess progress/learning? A combination of essays, MCQs, practical assessments, group and individual presentations, self, peer, lecturer and midwife feedback, feedback using forums, presentations through a choice of media and language are currently used. How many times does a student need to prove acaedemic ability by writing a 2000 word essay, before being able to choose to use other media they are far more gifted and proficient in to respond to assessment topics eg recording responses, videotaping, photographic essay with voiceover? Are these effective assessment tools which could be utilised more in our programme?
Rhode (2009) encourages the flexibility and independence of self paced learning to meet the need for flexible and emergent learning designs for an everchanging adult learner population.There is limited ability for self paced learning in a programme in which particular papers have to be successfully completed prior to commencing the following ones.
Online and distance education are elements of flexible learning practices which present both challenge and opportunity. Embracing these education forms can change the context in which education is delivered enabling wider access to education, equity and inclusion despite diversity.
References:
Rhode. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. Retrieved from The International Review of Research in Open and Distance Learning 10 (1) http://www.irrodl.org/index.php/irrodl/article/view/603
Shaw, A. (2011). Midwifery First Year of Practice Programme -update. NZCOM Midwifery News, 60, 12.
Zondiros, D. (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. Retrieved from The European Journal of Open and Distance Learning website: http://www.eurodl.org/material/special/2008/DimitrisZondiros.htm
Sunday 11 September 2011
Activity Four -Access & equity, diversity & inclusivity (part 1)
I have been reading around the topic of Universal Design and inclusiveness in learning particularly with relevance to my own situation as a facilitator and with regards to the students I work with. To me Universal Design and inclusiveness in learning mean designing courses of study which, from the initial conception of the idea for each specific paper in the course, takes into consideration the ability of individual students to not only access the whole course but considers different ways they may participate to demonstrate learning in each paper. The aim/hope is that courses designed in this way would enable the programme to be accessible by learners who would previously not have considered themselves able to complete.
For example, in midwifery we need far more midwives who identify as being Maori or Pacific than are currently in practice. We have approximately 13,500 babies being born in NZ per year identified as being Maori. 12,500 of these babies are being born without a midwife of the same culture present. Is this an issue? Well, it is if you are Maori or Pacific. The issue is not about whether or not midwives of other cultures are able to provide care to Maori and Pacific women and their families. The issue is about choice and the choice to have a midwife of the same culture providing your care to ensure the care you receive is appropriate and optimal for you and your family.
So how do we encourage more Maori and Pacific women to apply for our midwifery programme? The programme is a blended learning model which enables flexibility for the learner eg, they no longer need to move themselves and their families to Dunedin to study for three years as the programme comes to them via Elluminates, Moodle modules accessed online, Intensive blocks and Satellite groups, plus they have clinical placements in their geographical area.There is an acaedemic standard for level of entry into the programme. There is a National Midwifery Exam all students must successfully pass at the completion of the degree programme if they wish to gain entry to the Register of Midwives and take up a Practising Certificate in order to practise as a midwife. Each paper in the programme has assessments which must be successfully completed. There is flexibility throughout the programme in that there is a variety of assessments throughout the papers (but not all these types of assessments are available in each paper) eg MCQ, group presentations, exams, acaedemic essays, presenting a representation to illistrate a topic. There is also the ability to access learning support for any student.
There has been an increase in the number of Maori and Pacific students enrolling in the programme. As these students work their way through the programme their success or otherwise is monitored -as with every student. What variables affect their success? These will be looked at in part 2 of this posting.
For example, in midwifery we need far more midwives who identify as being Maori or Pacific than are currently in practice. We have approximately 13,500 babies being born in NZ per year identified as being Maori. 12,500 of these babies are being born without a midwife of the same culture present. Is this an issue? Well, it is if you are Maori or Pacific. The issue is not about whether or not midwives of other cultures are able to provide care to Maori and Pacific women and their families. The issue is about choice and the choice to have a midwife of the same culture providing your care to ensure the care you receive is appropriate and optimal for you and your family.
So how do we encourage more Maori and Pacific women to apply for our midwifery programme? The programme is a blended learning model which enables flexibility for the learner eg, they no longer need to move themselves and their families to Dunedin to study for three years as the programme comes to them via Elluminates, Moodle modules accessed online, Intensive blocks and Satellite groups, plus they have clinical placements in their geographical area.There is an acaedemic standard for level of entry into the programme. There is a National Midwifery Exam all students must successfully pass at the completion of the degree programme if they wish to gain entry to the Register of Midwives and take up a Practising Certificate in order to practise as a midwife. Each paper in the programme has assessments which must be successfully completed. There is flexibility throughout the programme in that there is a variety of assessments throughout the papers (but not all these types of assessments are available in each paper) eg MCQ, group presentations, exams, acaedemic essays, presenting a representation to illistrate a topic. There is also the ability to access learning support for any student.
There has been an increase in the number of Maori and Pacific students enrolling in the programme. As these students work their way through the programme their success or otherwise is monitored -as with every student. What variables affect their success? These will be looked at in part 2 of this posting.
Wednesday 27 July 2011
Activity Three: Investigate and describe an example of FL in my organisation
Prior to writing this blog a collegue and I have discussed where on the Flexibility grid (Casey & Wilson, 2005) a specific experience each of us have had during our teaching within a course offered as part of the Bachelor of Midwifery sits. I intend to describe where on the grid my experience sits in relation to the five dimensions of flexibility of the Flexibility grid (Casey & Wilson, 2005), incorporating the Three-step reflective framework and template proposed by Hegarty (2011) as a guide to writing this blog post. My writing will centre around the practical skill of learning the anatomy and physiology of the pelvis.
According to Collis & Moonen (2001) the main idea about flexible learning is that it is centred on learner choice -the learner has a range of options to choose from. The five dimensions of the Flexibility grid (time, content, instructional approaches and resources, entry requirements and delivery and logistics) each contain a continuum along which details of how each course which is offered can sit (Casey & Wilson, 2005) determining for whom the learning is flexible -myself or the students involved.
Entry requirements; The group consists of 8 1st year BM students undertaking their degree fulltime and living in the geographical area that my Student Practice Facilitator (SPF) group draws from. They are in my group soley based on geography -there are another two groups in the area for their peers on the same programme whose membership is also soley geographically determined.
Time; the 8 students in the group involved meet every week at a set predetermined time for four hours with myself as their SPF. There was some flexibility at the beginning of the year for the students to determine the time the group would commit to meeting at for the year, but this was limited by the constraints of their childcare requirements, other course requirements in their course planner and room availablity. However within these constraints the members of the group had some choice and have been able to commit to and attend the group sessions with minimal absence for anything other than attendance at labour and births or sickness. There is one hour of the four hour SPF session devoted to the practice of a new skill and while the order these skills are introduced into their course is predetermined, there is some degree of flexibility as to which order specifically the students would like them taught. Together at the end of the session, the skill to be covered at the next session is decided and agreed apon. The students have to have a skills sheet for the pelvis signed off by the end of the year, however within this timeframe they determine when they are ready to be assessed and have this skill sheet signed off. They also determine who assesses them -either me or a midwife they work with on placement.
Content; Information on the pelvis opens up in a module on the students' moodle site at a time in the course predetermined by the course coordinator. Links to other resources are on this site including recommended text reading around the topic. The students have a year course overview as well as a specific course outline so are aware of when this information is posted. They then have the opportunity to reinforce their online learning using the model of the pelvis within the SPF session after an interactive discussion facilitated by me going over the key points they need to know and answering any queries they may have. We also have two pelvic models which the students can borrow and take home to practice on to further reinforce their learning until they are at the stage of feeling ready to be assessed against the skill sheet.
Delivery and logistics; the opportunity for learning this skill takes place in several ways as part of the blended learning mode of course delivery. There is a combination of online learning, accessing textbooks, the model being available and discussed and practiced on in the SPF session, the model being able to be taken home by the students to practice on, peer practical demonstrations in a supportive, non threatening environment plus any opportunities they get to demonstrate this skill in practice situations.
Instructional approach and resources; the students have the opportunity to read the modular content on moodle surrounding the pelvis plus textbook and pelvic model resources. They are able to learn at home, within the group and again out on placement before being assessed against a skill sheet once they feel competent. The skill is practiced regularly within the SPF group to ensure the knowledge is retained and that as time goes by more understanding of the importance of knowing the anatomy and physiology of the pelvis in relation to labour and birth occurs as the students gain more practical experiences so can relate their learning to the practical situation.
It would appear from using the example of learning the anatomy and physiology of the pelvis in relation to the Flexibility grid that medium learning flexibility dimensions are available with a small move to very flexible in areas within the five dimensions. While showing areas for improvement it is gratifying to see we have progressed some way down the continuum! The challenge is to look at other aspects of the programme papers and apply the five dimensions to each in order to determine programme flexiblity overall.
References;
Casey, J.,& Wilson, P. (2005). A practical guide to providing flexible learining in further and higher education. Retrieved from http://www.enhancementthemes.ac.uk/documents/flexibledelivery/fd_flexible_learning_jcaseyfinalweb.pdf
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: Open and distance learning series. London, UK: Kogan Page Ltd.
Hegarty, B. (2011). Hegarty reflective framework and template. Retrieved from http://wikieducator.org/GCTLTThree-step_Refleceive_framework_template.pdf
According to Collis & Moonen (2001) the main idea about flexible learning is that it is centred on learner choice -the learner has a range of options to choose from. The five dimensions of the Flexibility grid (time, content, instructional approaches and resources, entry requirements and delivery and logistics) each contain a continuum along which details of how each course which is offered can sit (Casey & Wilson, 2005) determining for whom the learning is flexible -myself or the students involved.
Entry requirements; The group consists of 8 1st year BM students undertaking their degree fulltime and living in the geographical area that my Student Practice Facilitator (SPF) group draws from. They are in my group soley based on geography -there are another two groups in the area for their peers on the same programme whose membership is also soley geographically determined.
Time; the 8 students in the group involved meet every week at a set predetermined time for four hours with myself as their SPF. There was some flexibility at the beginning of the year for the students to determine the time the group would commit to meeting at for the year, but this was limited by the constraints of their childcare requirements, other course requirements in their course planner and room availablity. However within these constraints the members of the group had some choice and have been able to commit to and attend the group sessions with minimal absence for anything other than attendance at labour and births or sickness. There is one hour of the four hour SPF session devoted to the practice of a new skill and while the order these skills are introduced into their course is predetermined, there is some degree of flexibility as to which order specifically the students would like them taught. Together at the end of the session, the skill to be covered at the next session is decided and agreed apon. The students have to have a skills sheet for the pelvis signed off by the end of the year, however within this timeframe they determine when they are ready to be assessed and have this skill sheet signed off. They also determine who assesses them -either me or a midwife they work with on placement.
Content; Information on the pelvis opens up in a module on the students' moodle site at a time in the course predetermined by the course coordinator. Links to other resources are on this site including recommended text reading around the topic. The students have a year course overview as well as a specific course outline so are aware of when this information is posted. They then have the opportunity to reinforce their online learning using the model of the pelvis within the SPF session after an interactive discussion facilitated by me going over the key points they need to know and answering any queries they may have. We also have two pelvic models which the students can borrow and take home to practice on to further reinforce their learning until they are at the stage of feeling ready to be assessed against the skill sheet.
Delivery and logistics; the opportunity for learning this skill takes place in several ways as part of the blended learning mode of course delivery. There is a combination of online learning, accessing textbooks, the model being available and discussed and practiced on in the SPF session, the model being able to be taken home by the students to practice on, peer practical demonstrations in a supportive, non threatening environment plus any opportunities they get to demonstrate this skill in practice situations.
Instructional approach and resources; the students have the opportunity to read the modular content on moodle surrounding the pelvis plus textbook and pelvic model resources. They are able to learn at home, within the group and again out on placement before being assessed against a skill sheet once they feel competent. The skill is practiced regularly within the SPF group to ensure the knowledge is retained and that as time goes by more understanding of the importance of knowing the anatomy and physiology of the pelvis in relation to labour and birth occurs as the students gain more practical experiences so can relate their learning to the practical situation.
It would appear from using the example of learning the anatomy and physiology of the pelvis in relation to the Flexibility grid that medium learning flexibility dimensions are available with a small move to very flexible in areas within the five dimensions. While showing areas for improvement it is gratifying to see we have progressed some way down the continuum! The challenge is to look at other aspects of the programme papers and apply the five dimensions to each in order to determine programme flexiblity overall.
References;
Casey, J.,& Wilson, P. (2005). A practical guide to providing flexible learining in further and higher education. Retrieved from http://www.enhancementthemes.ac.uk/documents/flexibledelivery/fd_flexible_learning_jcaseyfinalweb.pdf
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: Open and distance learning series. London, UK: Kogan Page Ltd.
Hegarty, B. (2011). Hegarty reflective framework and template. Retrieved from http://wikieducator.org/GCTLTThree-step_Refleceive_framework_template.pdf
Monday 4 July 2011
Onwards and upwards...
Well yes there has been a little gap since I wrote last. Four months is a little gap in the whole scheme of things I tell myself! I have been tied up with my parts in the delivery of the Bachelor of Midwifery (BM) degree to our students. It has been a busy year so far delivering this model flexibly through a process of blended delivery through my homebase in Whitby. I am determined to complete this paper however -not completing is not an option for me, hence being back here tonight. I am looking forward to having the time to engage with it again.
I had a discussion with Suzanne today. We talked about what flexible learning meant to each of us. I do believe we are living it on a daily basis. Being flexible is not only an attribute we use every day in our work with OP but also everyday in supporting the women in our caseload whom we are the Lead Maternity Carer's for. Working in midwifery by it's nature involves a great degree of flexibility, so I believe this concept is well entrenched in midwifery practice.
Suzanne sees flexible learning as being the ability the students have for being able to pick and choose how and when they are going to learn. In the BM programme there is a lot of room to be able to do this, enabling students to work their study around their home committments. She also believes it is important to recognise different learning styles and to present different ways of learning so that everyone has the opportunity to learn in the style which best suits them. This applies to either face to face or on line learning through modules or elluminates. Using a variety of styles enables connection with the information presented by each student. Suzanne pointed out an excellent example of flexible learning which is all too current...when the Feb 22 Christchurch earthquake occured, our midwifery programme (a collaboration between CPIT and OP) could be kept going because of the nature of how it is delivered -flexible learning via blended delivery. It could continue being delivered despite the main Christchurch infrastructure being nonfunctional and there being no classroom availablity. In fact the programme was run from a lecturer's home utilising available halls for contact time with the students until CPIT was considered safe to return too. Consequently the disruption to student learning was minimal compared to other schools which were unable to function for several weeks. That is a great example of flexible learning as a lived experience! Thanks Suzanne. Chris
I had a discussion with Suzanne today. We talked about what flexible learning meant to each of us. I do believe we are living it on a daily basis. Being flexible is not only an attribute we use every day in our work with OP but also everyday in supporting the women in our caseload whom we are the Lead Maternity Carer's for. Working in midwifery by it's nature involves a great degree of flexibility, so I believe this concept is well entrenched in midwifery practice.
Suzanne sees flexible learning as being the ability the students have for being able to pick and choose how and when they are going to learn. In the BM programme there is a lot of room to be able to do this, enabling students to work their study around their home committments. She also believes it is important to recognise different learning styles and to present different ways of learning so that everyone has the opportunity to learn in the style which best suits them. This applies to either face to face or on line learning through modules or elluminates. Using a variety of styles enables connection with the information presented by each student. Suzanne pointed out an excellent example of flexible learning which is all too current...when the Feb 22 Christchurch earthquake occured, our midwifery programme (a collaboration between CPIT and OP) could be kept going because of the nature of how it is delivered -flexible learning via blended delivery. It could continue being delivered despite the main Christchurch infrastructure being nonfunctional and there being no classroom availablity. In fact the programme was run from a lecturer's home utilising available halls for contact time with the students until CPIT was considered safe to return too. Consequently the disruption to student learning was minimal compared to other schools which were unable to function for several weeks. That is a great example of flexible learning as a lived experience! Thanks Suzanne. Chris
Wednesday 16 March 2011
Flexible learning
Hi. Since being very brave and setting up my blog I find I have been avoiding posting anything on it knowing that others are able to access to my writing. But I will venture onwards anyway...
I have been doing some reading this week around flexible learning and what it actually means. As my reading has progressed I have realised that while the BM programme I am involved in is delivered in a flexible manner to support the students learning, there is so much more to flexible learning/programme delivery in addition to what is being done already. The advantage of the flexibility of the current programme is that it offers an alternative to students having to relocate for three years to study as well as giving the students the ability to choose when they study in their own time, in conjunction with planned elluminate tutorials, intensive blocks and face to face sessions and practical experience opportunities, to support their successful completion of the degreee. There are constraints on the ability of the programme to be more flexible, for example course papers start and finish at a specified time and course assessments are required to be completed within this timeframe. However it would appear that this programme is certainly more innovative and in line with current models of education than other programmes of study in other disciplines.
The Acquisition and Participation (and contribution) educational models (Sfard, 1998) are ways of exploring an approach to the processes of teaching and learning. In relation to midwifery education and how the programme I am involved with is delivered I believe these models together contribute to an explaination of how these processes take place. I am a novice at all this however, so am interested in what I will discover in my ongoing reading surrounding the flexible learning topic. Maybe my not having had years of standing in front of a classful of students next to a blackboard teaching content has been an advantage in my adoption of this flexible approach to learning with which I am currently involved?
I have been doing some reading this week around flexible learning and what it actually means. As my reading has progressed I have realised that while the BM programme I am involved in is delivered in a flexible manner to support the students learning, there is so much more to flexible learning/programme delivery in addition to what is being done already. The advantage of the flexibility of the current programme is that it offers an alternative to students having to relocate for three years to study as well as giving the students the ability to choose when they study in their own time, in conjunction with planned elluminate tutorials, intensive blocks and face to face sessions and practical experience opportunities, to support their successful completion of the degreee. There are constraints on the ability of the programme to be more flexible, for example course papers start and finish at a specified time and course assessments are required to be completed within this timeframe. However it would appear that this programme is certainly more innovative and in line with current models of education than other programmes of study in other disciplines.
The Acquisition and Participation (and contribution) educational models (Sfard, 1998) are ways of exploring an approach to the processes of teaching and learning. In relation to midwifery education and how the programme I am involved with is delivered I believe these models together contribute to an explaination of how these processes take place. I am a novice at all this however, so am interested in what I will discover in my ongoing reading surrounding the flexible learning topic. Maybe my not having had years of standing in front of a classful of students next to a blackboard teaching content has been an advantage in my adoption of this flexible approach to learning with which I am currently involved?
Saturday 5 March 2011
Welcome to my blog!
Hi, my name is Christine Griffiths and I am a midwife. I have worked as a midwife for over 25 years in many settings -both community and hospital based. I have worked in midwifery management as well as practice but until last year had not worked in formal midwifery education. Since the beginning of 2010 I have been employed as a Student Practice Facilitator (SPF) and Lecturer within the School of Midwifery at Otago Polytechnic (OP), while remaining based at my home in Whitby, just north of Wellington. In addition I continue to have a small caseload of women for whom I am Lead Maternity Carer (LMC) for their pregnancy, birth and postnatal period.
I am responsible (with four other North Island SPFs/Lecturers) for a group of first and second year midwifery students in the lower North Island who are undertaking their Bachelor of Midwifery degree through Otago Polytechnic through a blended model of programme delivery. The midwifery degree programme is delivered via a combination of online tutorials (elluminate sessions), block intensive weeks, face to face meetings with their nominated SPF weekly, self directed learning and clinical placements within hospital facilities and with LMC midwives. The advantages of this is that students wishing to undertake their midwifery degree can do so without moving their families to Dunedin for three years. They also get to know and become known in the community they reside in and will ideally practice midwifery in their home areas once they are qualified. It is a wonderful degree programme and I enjoy being part of it very much. In addition to this I have responsibilities in several other papers both at undergraduate and post graduate levels.
I really love my job and am extremely happy working for the School of Midwifery at OP. This has been the most challenging and at the same time the most rewarding job I have ever had in my midwifery career. The learning curve has been huge, but it has at the same time been exilerating!
I have a MA in Midwifery through Massey University in Palmerston North. My thesis explored the care processes used by self employed midwives in their work with women living in areas of high deprivation. It is 9 years since I graduated now but one of my aims for 2011 is that my thesis comes off the shelf, gets dusted down and worked on and updated. One of my dreams is to write a paper based on the findings of my thesis and current evidence and have it incorporated into either the undergraduate or postgraduate midwifery programme.
I am also enrolled in the GCTLT through OP. Flexible Learning is my second to last paper for this qualification. I felt very motivated and inspired after attending the elluminate with Bronwyn and Roger earlier in the week, but more on that later...
Regards, Chris
I am responsible (with four other North Island SPFs/Lecturers) for a group of first and second year midwifery students in the lower North Island who are undertaking their Bachelor of Midwifery degree through Otago Polytechnic through a blended model of programme delivery. The midwifery degree programme is delivered via a combination of online tutorials (elluminate sessions), block intensive weeks, face to face meetings with their nominated SPF weekly, self directed learning and clinical placements within hospital facilities and with LMC midwives. The advantages of this is that students wishing to undertake their midwifery degree can do so without moving their families to Dunedin for three years. They also get to know and become known in the community they reside in and will ideally practice midwifery in their home areas once they are qualified. It is a wonderful degree programme and I enjoy being part of it very much. In addition to this I have responsibilities in several other papers both at undergraduate and post graduate levels.
I really love my job and am extremely happy working for the School of Midwifery at OP. This has been the most challenging and at the same time the most rewarding job I have ever had in my midwifery career. The learning curve has been huge, but it has at the same time been exilerating!
I have a MA in Midwifery through Massey University in Palmerston North. My thesis explored the care processes used by self employed midwives in their work with women living in areas of high deprivation. It is 9 years since I graduated now but one of my aims for 2011 is that my thesis comes off the shelf, gets dusted down and worked on and updated. One of my dreams is to write a paper based on the findings of my thesis and current evidence and have it incorporated into either the undergraduate or postgraduate midwifery programme.
I am also enrolled in the GCTLT through OP. Flexible Learning is my second to last paper for this qualification. I felt very motivated and inspired after attending the elluminate with Bronwyn and Roger earlier in the week, but more on that later...
Regards, Chris
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