Sunday 27 May 2012
Constructing coursed to enhance learning. Activity three: Developmental ideas (further information)
Well -back again! Ideas for the development of my proposed module have been rolling around in my mind. Resourcing required; dedicated time to research and write the module...probably realistically this is a full weeks work, so say 36 hours. I may need to contact the EDC for support to insert different activities into my module, so maybe include another eight hours for me spent doing that plus four hours of their time educating me on how to do this = twelve more hours so 48 hours preparation time in total so far. I will need to search current literature so have access to the databases such as Cinhal and Cochrane plus books in print so will need good distance library support -fortunately this is already in place through the OP library and I am familiar with how to search databases and critique research. This does take time however. Time to do this will be included in my initial 36 hours. I will need someone to read over my module and the resources included for me, say four hours of their time, and to bounce my ideas off, so an other couple of hours = 54 hours in total. I will need to ensure that all my APA is correct both intext and in the Reference list. I will need to ensure that all any links I insert into the module work. Apart from that, with the knowledge I have so far of the subject and my skeleton course outline, I should be good to write the module. My module will then have to be approved by the course coordinator, the Year coordinator and as previoulsly mentioned, not only the staff at OP but also the team at CPIT, in addition to all the processes previously mentioned for inclusion in the Programme Document.
Saturday 19 May 2012
GCTLT :Constructing courses to enhance learning. Assessment Activity Three: Development ideas
I am now immersed in my last paper towards successful completion of the GCTLT at Otago Polytechnic (OP). This current GCTLT paper is titled ‘Constructing courses to enhance learning’. For this paper I am designing a module to sit within another Year one paper contributing to part of one course in the BM degree programme. The module I am developing is about the provision of midwifery care to women living in areas of high deprivation. This blog posting is written for Assessment Activity Three of the paper –Developmental ideas. Here I will record my developing ideas about the practicalities of the proposed design of the module, addressing how I am going to provide an appropriate balance of face to face and flexible learning materials and assessment methods.
As this degree programme is a blended delivery programme jointly owned and delivered by both OP and CPIT I would need to present my ideas for the development of this new module at one of our joint OP/CPIT planning meetings to assess if both polytechnics were in agreement of this component being developed to add to the paper it would sit most comfortably with. The OP/CPIT meetings are held twice a year with the next one being in October 2012. While I have had to develop learning outcomes and an assessment for this particular module for the purpose of the assessment of this GCTLT paper, as this module is potentially one part of a bigger paper, to add to or change the Learning outcomes for this paper and the Assessments within it would require a wider OP/CPIT discussion with agreed changes to the Course Descriptor and the Programme Document being a requirement if agreement is reached.
The components of a blended delivery programme need to be kept in mind when constructing the module components. Having a discussion forum, hosting an online Adobe connect session and asking the students to provide a 500 word written reflection for assessment will form part of the flexible delivery of this module. Other things to consider are the online resources to form part of the module. These will include short explanations of relevant points, links to other relevant websites and journal articles, use of an imbedded short video clip if possible, reference to appropriate texts, a recommended reading list, a reference list, how to access the Distance Library online, and instructions on how to download a PDF of the module, date and time assessment is due.
IT instructions required; (ensuring the students’ computers have the appropriate software to access Adobe –will have been sorted when they are in Dunedin at the beginning of the year), ensuring students’ are aware of how to contact IT if they have any computer glitches, how to submit reflection to Turnitin, a link with explanation on how to add to the discussion forum, link to the Adobe session with time and dates and instructions on how to set up their computers for this session –eg need to use USB headset and microphone, recording the session and how students will know to access the recording link.
Those are my thoughts so far…
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/
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