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
Saturday, 29 October 2011
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
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