tag:blogger.com,1999:blog-240064992024-03-14T09:54:36.578+13:00Bronwynh on EducationBronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.comBlogger90125tag:blogger.com,1999:blog-24006499.post-1679923915003216652018-02-06T21:38:00.001+13:002019-02-24T14:19:44.891+13:00Student Engagement in Learning and Teaching<br />I've been doing a lot of thinking about engagement lately. The term is used a lot in educational articles and materials but what does it mean? The<b> Community of Inquiry model</b> illustrates several components associated with engagement. In my reading of the literature, the presence of the teacher is pivotal for developing characteristics associated with engagement.<br /><br /><br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/thumb/e/e7/Community_of_inquiry_model.svg/1244px-Community_of_inquiry_model.svg.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="659" data-original-width="800" height="263" src="https://upload.wikimedia.org/wikipedia/commons/thumb/e/e7/Community_of_inquiry_model.svg/1244px-Community_of_inquiry_model.svg.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Source: Wikipedia <a href="https://en.wikipedia.org/wiki/File:Community_of_inquiry_model.svg" target="_blank">Community of Inquiry model</a> - image by Matbury (2014)</td></tr>
</tbody></table>
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<br />
The teacher is not only primarily responsible for designing learning activities and assessments but is also the person setting up and facilitating the learning environment (i.e., aspects in the categories: physical, psychological, resources and infrastructure) ((Knowles, Holton & Swanson, 2012).<br />
Therefore, it makes sense that the teacher is the most important factor influencing student engagement.<br />
<br />
<ul>
<li>So how will you know if your students are engaged? </li>
</ul>
This is not just about them paying attention and taking part in activities, as you will see by this list of attributes. Students are known to demonstrate particular characteristics (attributes) when engaged in their learning.<br />
<br />
<span style="font-size: large;"><b>Attributes of student engagement</b></span> <br />
<ol>
<li><b>Self-determination</b> - take control, organising, setting goals and timelines, decide what they want to learn and when. </li>
<li><b>Self-efficacy</b> - belief in own abilities, persistence and prepared to take risks.</li>
<li><b>Autonomy</b> - able to work alone, or with peers, make own decisions, independent of teacher.</li>
<li><b>Collaboration</b> - work with others to create something, make decisions with peers. </li>
<li><b>Peer interaction</b> - connecting, communicating, sharing with peers. </li>
<li><b>Problem-solving</b> - sorting out challenges independent of teacher and asking for assistance, asking questions.</li>
<li><b>Immersion in learning tasks</b> - interested, emotionally connected, curious, actively learning.</li>
<li><b>Curiosity and interest</b> - students are motivated to learn and seek out information.</li>
<li><b>Enjoyment</b> - learning is regarded as fun.</li>
<li><b>Positive attitude to learning -</b> self-organised and willing to participate in the learning process.</li>
<li><b>Satisfaction - </b>happy with the learning experience.</li>
<li><b>Willingness to respond to challenges</b> - enjoys being questioned, problem-solving and when expected to do better.</li>
</ol>
<div style="text-align: left;">
Students<b> </b>may exhibit that they are engaged in different ways, but the role of teachers is known to be really important in helping them to develop their capacity to take part in the learning process (Zepke, Leach & Butler, 2010). The main influencing factors for encouraging engagement are shown in the diagram. As you can imagine, the way in which the learning environment and the learning process is designed and facilitated is crucial. <br />
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<div style="text-align: left;">
</div>
<div style="text-align: center;">
<span style="font-size: large;"><b>Factors influencing student engagement</b></span></div>
<b><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEwQKDoB8ETWSH8mtLWQhqWRupXF4nvTedCBrK5Xry8kHSG-PTJavX-pu40rdzYFHXoqwUPSvyJ5rWhZ9INdw1rKatAfjpN33i7PDd9-BPI0vVU0SnmTn-8c0RwL7dB68FSORI/s1600/factors+of+engagement.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="466" data-original-width="729" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEwQKDoB8ETWSH8mtLWQhqWRupXF4nvTedCBrK5Xry8kHSG-PTJavX-pu40rdzYFHXoqwUPSvyJ5rWhZ9INdw1rKatAfjpN33i7PDd9-BPI0vVU0SnmTn-8c0RwL7dB68FSORI/s640/factors+of+engagement.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Wordle by Bronwyn Hegarty (2018)</td></tr>
</tbody></table>
</b><br />
A number of researchers have explored the components of engagement and how they influence students to take part in the learning process. These lists in this post include the main ideas I have gleaned from my reading and are also based on two seminal measures of engagement; the AUSSE (Australasian Survey of Student Engagment) and the SSES (Staff Survey of Student Engagement) (Richardson & Radloff, 2014).<br />
<br />
This post is based on an article that is currently being prepared for publication, and a link to this will be provided (with all the references) once this is published.<br />
<br />
<b>References</b><br />
<span style="font-size: x-small;"><span style="font-family: inherit;"><b id="docs-internal-guid-f3428dcf-6a3e-42b3-ec2c-853e73a5796e" style="font-weight: normal;"></b></span></span><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: x-small;"><b id="docs-internal-guid-f3428dcf-6a3e-42b3-ec2c-853e73a5796e" style="font-weight: normal;"><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Knowles, M., Holton, E., & Swanson, R. (2012). The Adult Learner. London: Routledge.</span></b></span><br />
<span style="font-size: x-small;"><b style="font-weight: normal;"><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b></span>
<span style="font-size: x-small;"><b style="font-weight: normal;"><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Richardson, S. & Radloff, A. (2014). Allies in learning:critical insights into the importance of staff-student interactions in university education. </span><span style="background-color: white; color: #111111; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>Teaching in Higher Education, 19</i></span><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(6), 603-615. DOI: 10.1080/13562517.2014.901960</span></b></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: x-small;"><b id="docs-internal-guid-f3428dcf-6a3e-42b3-ec2c-853e73a5796e" style="font-weight: normal;"><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Zepke, N., Leach, L. & Butler, P. (2010). Student engagement: what is it and what influences it? New Zealand: Teaching & Learning Research Initiative. Retrieved from</span><a href="http://www.tlri.org.nz/sites/default/files/projects/9261-Introduction.pdf" style="text-decoration: none;"><span style="background-color: white; color: #111111; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.tlri.org.nz/sites/default/files/projects/9261-Introduction.pdf</span></a></b></span></div>
<br class="Apple-interchange-newline" />Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com31tag:blogger.com,1999:blog-24006499.post-61151613025225984842015-08-28T11:46:00.002+12:002015-09-09T09:28:10.337+12:00Educational Technology article - Attributes of Open Pedagogy: A Model for Using Open Educational Resources<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" width="156" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" target="_blank">Openness </a><br />
by <a href="https://commons.wikimedia.org/wiki/User:Scinoptica" title="User:Scinoptica">Scinoptica</a></td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" width="156" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/b/b8/Openness.jpg" target="_blank">Openness </a><br />
by <a href="https://commons.wikimedia.org/wiki/User:Scinoptica" title="User:Scinoptica">Scinoptica</a></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
My article - <a href="https://commons.wikimedia.org/wiki/File:Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf" target="_blank"><b>Attributes of Open Pedagogy: A Model for Using Open Educational Resources</b></a> has recently been published in <b><a href="http://asianvu.com/bookstoread/etp/" target="_blank">Educational Technology</a> </b>the magazine for managers of change in education. This article brings together some of the ideas about Open Education Practices that I have been posting over the past year. Your comments are welcomed.<br />
<br />
<b>Abstract</b><br />
Open Educational Resources (OER) have swept in on a tide of digital information and brought sweeping changes to learning and teaching. In this article, the author establishes a rationale for the term open pedagogy, and, using current research, presents eight attributes of open pedagogy grounded in the concept of openness and Open Educational Practice (OEP). Participatory technologies present many challenges for educators, who may not know how to use them appropriately to effect change in the new culture of learning that is evolving. The question is, how can an open pedagogy benefit learners and teachers alike, and precipitate creative and inclusive communities in an OEPosphere?<br />
<br />
Wiley’s Law: You should never use “open” as an adjective unless you can clearly describe how the “open” thing differs from the normal thing. (David Wiley, 9 June 2014; Twitter: https://twitter.com/open content/status/476149397307138048 .)<br />
<br />
<a href="https://www.blogger.com/"><span id="goog_1266341258"></span><span id="goog_1266341259"></span></a><br />Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com53tag:blogger.com,1999:blog-24006499.post-74444434948227041682014-07-15T20:37:00.000+12:002015-04-11T12:17:45.351+12:00Part Two: Open Pedagogy - What is web-based Open Education Practice, really? <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRoY-4_QZUk1TdKMx7AdgyLgFVB8VixQkDsR1ePQPcY3Lm8RmlA" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRoY-4_QZUk1TdKMx7AdgyLgFVB8VixQkDsR1ePQPcY3Lm8RmlA" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.flickr.com/photos/opensourceway/6554314507/" target="_blank">A study in organizational openness</a> by Opensourceway</td></tr>
</tbody></table>
<b>What is web-based Open Education Practice?</b><br />
Open Educational Practices (OEP) constitute the range of practices around the creation, use and management of open educational resources with the intent to improve quality and innovate education (OPAL, 2011).<br />
<br />
This definition is simple, yet the concept is more complex than realised at first. What are these open education resources (OER) and how did they come about? What is their potential for learning and teaching? How can they be created, used and managed in our educational organisations? Why could they potentially improve quality and innovation in education? What are the benefits and what are the barriers? Who should be doing this? This series will hopefully assist you to identify the meaning of open education practices and find answers to these questions.<br />
<br />
<b>A history</b><br />
To understand what the terms Open Education Resource (OER) and Open Education Practice (OEP) mean, it is necessary to look back at how the concepts has arisen. The arrival of the Internet probably triggered the widespread use of this term because it was considered a disruptive technology when it landed on our educational doorstep many years ago. This “global platform” disrupted or changed how learners and teachers could access and share information and materials, and encouraged a new culture of learning. A culture where learners could access any materials they needed with or without the help of a teacher, and share anything and everything (Thomas & Seely Brown, 2011).<br />
<br />
<i><b>Disruptive technology</b> </i><br />
<i>A term attributed to electronic tools that change the way we think, act and work. The Internet has led to significant changes in society and is therefore regarded as disruptive as are many technologies associated with it.</i> <br />
<br />
In the mid-2000s, when Web 2.0 tools and approaches emerged as a phenomenon, they enabled global sharing of information, knowledge, ideas and also the materials that educators created (Brake, 2013). According to Conole, de Laat, Dillon and Darby (2008) the arrival of “new forms of mobile, internet and social software technologies” enabled “distributed collaboration” and a new direction for learning and the way we could “consume and produce new artefacts’ (p. 511). This changed the status quo. Teachers and learners could now interact more easily, share their work and collaborate in the learning environment. This disruption, or as some practitioners believe, innovation, led to the Open Education Resource (OER) movement and the Cape Town Open Education Declaration inviting managers and practitioners to engage with open educational resources (Open Society Institute & Shuttleworth Foundation, 2007 - http://www.capetowndeclaration.org/). Presently, 2712 signatories have contributed to the Declaration.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/4/45/Otago_polytechnic_signs_the_cape_town_declaration.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/4/45/Otago_polytechnic_signs_the_cape_town_declaration.jpg" height="86" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Otago Polytechnic signing the Cape Town Open Education Declaration by Leigh Blackall</span></td></tr>
</tbody></table>
Otago Polytechnic signed the declaration in 2008 when educational development work at the organization was foremost in international efforts for Open Education (Blackall & Hegarty, 2011).<br />
In the declaration, open education is described as more than open educational resources and is regarded as a mechanism that makes use of open technologies to “facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues” (para 4). It also has the potential to change not only how we teach and learn but also how we assess. <br />
<br />
<b>How has history changed Open Education Practices?</b><br />
Disruptive technologies are the foundation of open education resources and practices. They can be a good thing for pedagogical innovation and act as a catalyst to transform practice (Conole, de Laat, Dillon &<i><b> </b></i>Darby, 2008). However, the changes may occur too fast and exceed the rate at which teachers can adopt them confidently or before the infrastructure of an organization is prepared enough to manage them. Ruth Jelly has compiled an overview of the literature and therein presents a number of case studies describing the evolution of the open education movement in <i><b><a href="https://www.blogger.com/from%20http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-southern-hub/resources/pages/blackall_oep_wiki" target="_blank">Open Education Practices</a>: A User Guide for Organisations and Individuals</b></i> written by Leigh Blackall and edited by Bronwyn Hegarty (2011).<br />
<br />
Out of the disruption caused by open education resources, web-based social learning and informal learning was born. Participation is the core component of social learning. Knowledge and understanding is constructed through the conversations and interactions learners have with others, generally about issues and actions (Brown & Adler, 2008). The focus shifts from what is learned to how people learn, and the connectivity amongst learners is enhanced. <br />
<br />
In the new culture of learning, the “stable infrastructure of the twenty-first century” has become a more dynamic infrastructure where technologies are changing constantly (Thomas & Seely Brown, 2011, p. 17). Even so, learning environments in this new culture do need boundaries and structure. These need to be designed to inspire the learner to move freely within the educative opportunities provided, regardless of whether this occurs in formal education or in everyday life (Thomas & Seely Brown, 2011).<br />
<br />
This new wave of learning is considered by Thomas and Seely Brown (2011) to be “arc-of-life learning”, where play, questioning and imagination are pivotal to the continual quest for knowledge (p. 19). The key is that learning occurs seamlessly between the classroom and everyday activities. Most importantly the concepts of ‘play’ and ‘tinkering’ are encouraged so that learning throughout life becomes more like a game; it is fun. This new culture of learning requires two things, according to Thomas and Seely Brown (2011), firstly, ready access to a network of information and secondly a “bounded and structured environment” with unlimited scope to experiment (p. 19). To facilitate this, open and collaborative networks and communities and openly shared repositories of information that are readily accessible and in which anyone can participate are essential. In the new culture of learning, engagement in the process is key (Thomas & Seely Brown, 2011). <br />
<br />
Having “time and permission to play, openness and learning from play” were key themes that emerged from case study research conducted into digital information literacy by Jeffrey, Hegarty, Kelly, Penman, Coburn and McDonald in 2011 (p. 394). For participants, engagement in accessing open digital web-based networks and platforms led to a transformation in how they learned and in their personal development. <br />
<br />
Keeping openness in mind when designing learning is also discussed by Conole (2013) and she acknowledges several challenges associated with this, for example, the varying definitions and lack of agreement on what the term means. Some aspects of openness were explained in <b><a href="http://bahtings.blogspot.co.nz/2014/05/part-one-open-pedagogy-model-for-open.html" target="_blank">part one</a></b> of this series using a model for Open Education Practices.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1vKPgwa0ThbKIyPQPNH-v_cqAcLu6x3lFmJgQJHBn0r0oywdAPaCf-QO-D_azKbuazxuQ6-rdXczxOsi2xxOatmk4AtO0yGHDY4wCkPeQkfm3ytlS4fJnzYqYT_MiEO-6Gn7g/s1600/question.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1vKPgwa0ThbKIyPQPNH-v_cqAcLu6x3lFmJgQJHBn0r0oywdAPaCf-QO-D_azKbuazxuQ6-rdXczxOsi2xxOatmk4AtO0yGHDY4wCkPeQkfm3ytlS4fJnzYqYT_MiEO-6Gn7g/s1600/question.jpg" /></a><br />
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context?</span></div>
<br />
<b>Coming up next</b> - Part Three: Why should we share and be open? <br />
<br />
<br />
<br />
<br />
<b>References</b><br />
Blackall, L., Hegarty, B. (2011). Open education practices: a user guide for organisations/models of open education. Retrieved from http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-southern-hub/resources/pages/blackall_oep_wiki<br />
<br />
Brown, J., Adler, R. (2008). Minds on fire: open education, the Long Tail, and Learning 2.0. Educause Review, 43(1), 16-32. Retrieved from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20<br />
<br />
Conole, G. (2013). Designing for learning in an open world. Springer: New York.<br />
<br />
Conole, G., de Laat, M., Dillon, T. & Darby, J. (2008). Disruptive technologies, pedagogical innovation: What’s new? Findings from an in-depth study of students’ use and perception of technology. Journal of Computers & Education, 50, 511–524. doi:10.1016/j.compedu.2007.09.009<br />
<br />
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<![endif]-->Jeffrey, L. & Hegarty, B., Kelly, O., Penman, M., Coburn, D., & McDonald, J. (2011). Developing Digital Information Literacy in Higher Education: Obstacles and Supports. Journal of Information Technology Education, 10, 383 - 413. Retrieved from http://www.jite.org/documents/Vol10/JITEv10p383-413Jeffrey1019.pdf<br /><br />
OPAL. (2011). Beyond OER. Shifting focus to open educational practises. Opal report 2011. Essen, Germany: Open Education Quality Initiative. Retrieved from https://oerknowledgecloud.org/content/beyond-oer-shifting-focus-open-educational-practices<br />
<br />
Thomas, D. & Brown, S. (2011). A new culture of learning. CreateSpace Independent Publishing Platform. https://www.createspace.com/Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com40tag:blogger.com,1999:blog-24006499.post-35269509651385001092014-06-24T11:36:00.000+12:002014-08-17T14:10:53.428+12:00Part One: Open Pedagogy - A model for Open Education Practice <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUu527FNb2Dg8X9UmirX51X7EfTy7iX0wBq1fxamVzUvopnTAkg5QrewsKOEmmb5_QVnhVnU7jN6aQtuah9qtFU-ANDa_kW7JTdvOAFk49lyCH5xielYlOS5jzSEzhQaWha2y1/s1600/Open+pedagogy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUu527FNb2Dg8X9UmirX51X7EfTy7iX0wBq1fxamVzUvopnTAkg5QrewsKOEmmb5_QVnhVnU7jN6aQtuah9qtFU-ANDa_kW7JTdvOAFk49lyCH5xielYlOS5jzSEzhQaWha2y1/s1600/Open+pedagogy.jpg" height="376" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: "Calibri","sans-serif";"><b>Attributes of Open Pedagogy by Bronwyn Hegarty</b></span></span><br />
<span style="font-size: small;"><span style="font-family: "Calibri","sans-serif";"><b>based on Conole (2013). </b></span></span></td></tr>
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This is the first part in a series about Open Education Practices. I welcome your comments. <br />
<br />
<b>Open Pedagogy - A model for Open Education Practice </b><br />
Models that are developed to describe Open Education Practice must include the concept of <i>openness</i> in learning and teaching, as this needs to be understood before practitioners can engage with open education. Five principles for openness informing the adoption of open education practices are described by Conole (2013). The approach:<br />
1. facilitates a broader approach to being ‘open’;<br />
2. enables dialogue around learning and teaching ideas and strategies;<br />
3. uses social media to facilitate “collective aggregation”, potentially benefiting learners and teachers over time;<br />
4. supports digital scholarship through sharing good practice and peer critiquing; and<br />
5. encourages spontaneous innovation, creativity and different viewpoints.<br />
<br />
Open pedagogy as a theoretical basis for open education also needs to be considered. From my perspective, and according to Conole’s (2013) work on openness, an open pedagogy has eight interconnected and dynamic attributes. These include:<br />
<ul>
<li>technology that is participatory (Web 2.0 and mobile) - includes social media and applications used by mobile devices;</li>
<li>people who have trust in others’ work, are confident and demonstrate openness;</li>
<li>innovation and creativity – involves spontaneity and a willingness to adopt another view and different approaches;</li>
<li>sharing of ideas and resources freely so that knowledge and materials can be disseminated;</li>
<li>connected community so that practitioners can network and become part of a community of practice;</li>
<li>learner-generatedness – facilitating learners’ contributions by enabling and encouraging them to create and share information, resources and ideas;</li>
<li>opportunities for reflective practice – initiated by participation in critical analysis of practices, professional learning and connection with others’ perspectives; and</li>
<li>peer review – the open critique of others’ work and scholarship.</li>
</ul>
These attributes are shown in the diagram. The ability to freely access resources and Reuse, Revise, Remix and Redistribute them (known as David Wiley’s four Rs, 2013) is essential for these attributes to be enacted and is an integral component of an open pedagogy. Wiley (personal communication, IT Forum, 2014) is not in favor of using the term ‘open’ to describe something unless it is clear how it differs from the norm. Each of the attributes for open pedagogy, as shown, can arguably occur separately and without being linked to open pedagogy but in this model, they are interconnected and contributing holistically to open practices. This model assumes that the conditions, as described by <b><a href="http://opencontent.org/blog/archives/2975" target="_blank">Wiley (2013)</a></b>, for open pedagogy are met.<br />
<br />
<b>Pedagogy 2.0</b><br />
Another pedagogy that integrates well with Open pedagogy, relates to the use of social software tools for learning, and is claimed to be part of implementing what McCloughlin and Lee (2008) label as Pedagogy 2.0. They consider that this pedagogy includes the following: <br />
<ul>
<li>Content - learner-generated;</li>
<li>Curriculum - dynamic with formal and informal learning;</li>
<li>Communication - open, peer-to-peer, and multifaceted;</li>
<li>Process - situated, reflective, and inquiry based;</li>
<li>Resources - multiple informal and formal global media sources;</li>
<li>Scaffolds - support for students from a wide ranging network;</li>
<li>Learning tasks - authentic, personalized, learner-driven, and experiential (adapted from McCloughlin and Lee (2008, p. 2).</li>
</ul>
As you can see, Open pedagogy and Pedagogy 2.0 are very similar. They both rely on a dynamic, and innovative learner-generated curriculum design. Content is generated and shared by learners who participate actively in learning that is relevant to them, creative and able to be personalised. Open methods of communication and interaction are used within a global community of learners who provide peer support and review. However, Open pedagogy places more emphasis on the concept of open practices such as openness, sharing, connectedness and reflective practice.<br />
<br />
<b>References</b><br />
Conole, G. (2013). <i>Designing for learning in an open world</i>. Springer: New York.<br />
<br />
McLoughlin, C. & Lee, M. J. W. (2007). Social software and participatory learning:<br />
Pedagogical choices with technology affordances in the Web 2.0 era. In <i>ICT: Providing choices for<br />learners and learning</i>. Proceedings ascilite Singapore 2007.<br />
http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf<br />
<br />
Wiley, D. (2013). What is Open Pedagogy? Iterating toward openness. Retrieved from http://opencontent.org/blog/archives/2975<br />
<br />
<b>Other topics in the series include:</b><br />
<ul>
<li>Part Two: What is web-based Open Education Practice, really? Includes a discussion of the history and how history has changed Open Education Practices.</li>
<li>Part Three: Why should we share and be open? </li>
<li>Part Four: What are the characteristics of an Open Education practitioner?</li>
</ul>
<br />Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com11tag:blogger.com,1999:blog-24006499.post-43380703851396057232013-06-28T13:25:00.002+12:002013-06-28T13:25:52.782+12:00Expert learners: Learning and Teaching in Practice<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm4.staticflickr.com/3733/9155254962_4db6dba625_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://farm4.staticflickr.com/3733/9155254962_4db6dba625_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Expert learner brainstorm</td></tr>
</tbody></table>
<span style="font-family: Arial,Helvetica,sans-serif;">The concept of <b><a href="http://wikieducator.org/Learning_and_Teaching_in_Practice/Knowing_the_Learner/Expert_learners" target="_blank"><i>Expert Learners</i></a></b>, became a whole lot clearer to me after the workshop last week. This is one of the topics in the first module, Learner Characteristics, <b><a href="http://wikieducator.org/Learning_and_Teaching_in_Practice/Knowing_the_Learner" target="_blank">Knowing the Learner</a></b>. </span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">We brainstormed some ideas about what being an expert learner might involve. As you can see, having some experience with learning, knowing how to process information at high levels including metacognition and critical thinking were on the list. Flexibility, seeking out information and making connections to prior knowledge and proven theories was also regarded as important. After that we did some activities located on the<a href="http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/gettingstarted/learnerjourney/index.html" target="_blank"> <b>Excellence Gateway Treasury</b></a>, a UK site for learning and skills improvement.</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">For me learning at the level of <b><a href="http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm" target="_blank">metacognition</a></b> and using critical thinking is really important. To do this you have to be really aware of how you learn and also how you regulate your cognitive processes. For me, this involves setting goals and engaging in reflective learning, and also knowing how to find, use and critique information and resources (including people) to develop new knowledge. It also means having the confidence to get on with it rather than waiting for someone to tell me what to do and how to do it. This confidence also means being able to prob</span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">lem-solve, be persistent, take risks and come out the other side with a different take on things. As an expert learner, I need to be open and flexible to whatever comes along, curious and autonomous, and for me learning collaboratively and sharing knowledge is high on the list. </span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span>This takes lots of experience and the development of many skills. Now that I have completed a PhD, I feel as if I now know how to learn. But should we have to go to that extreme to become an expert learner? I think not.</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">So what do the experts say?</span> <span style="font-family: Arial,Helvetica,sans-serif;">According to my reading, expert learners have many of the characteristics, I have mentioned and <b><a href="http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/assets/documents/ljcharacter_O.pdf" target="_blank">more</a></b>.</span> <span style="font-family: Arial,Helvetica,sans-serif;">The resources and activities available for <b><a href="http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/gettingstarted/learnerjourney/index.html" target="_blank">Developing the Expert Learner</a></b>, also got us thinking about which characteristics were more important (high impact) or less important (low impact). Each group had different priorities. For example, one group considered that curiosity, being well organised and setting goals were important whereas the other group thought these characteristics were less important, choosing things like organising and analysing information and understanding the course or qualification requirements as priorities. </span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjScxndi8v-AgjoSOgUyTsKBcaG_8dwUsz0REdU3tvSYOnMb-MOgaRTRjzwikyTg21U7TD41D3TWwi6f-u0TYKAsCJ71vI_2OJCR1FeENn_wxsQORdR-etJbNtrwSTeHIKY79lb/s840/New+Picture.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjScxndi8v-AgjoSOgUyTsKBcaG_8dwUsz0REdU3tvSYOnMb-MOgaRTRjzwikyTg21U7TD41D3TWwi6f-u0TYKAsCJ71vI_2OJCR1FeENn_wxsQORdR-etJbNtrwSTeHIKY79lb/s320/New+Picture.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From the <a href="http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/gettingstarted/learnerjourney/index.html" target="_blank">Excellence Gateway Treasury</a></td></tr>
</tbody></table>
<span style="font-family: Arial,Helvetica,sans-serif;">When we thought about which characteristics were more likely to show at each <b><a href="http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/assets/documents/stagesinthelj1_O.pdf" target="_blank">stage of the learning journey</a></b> - from recruitment, induction, through an initial assessment, learning plans and the learning process, until assessment and graduation - a different set of priorities emerged. For example, at induction the group thought that a potential expert learner would be more likely to demonstrate flexibility when approaching new situations and be able to understand the qualification requirements, possibly already understanding how they learn but less able to establish goals and monitor progress, and be an autonomous learner since these are skills that would develop later on with experience and support.</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">Wild and Heck's (2011) website (ID 4 the Web) has a great synopsis about the <b><a href="http://www.expertlearners.com/el_intro.php" target="_blank">characteristics of expert learners</a></b> - who engage actively in learning by participating to develop their knowledge and understanding, take responsibility and lead their learning. They do this through <b><a href="http://www.expertlearners.com/srl.php" target="_blank">self-regulation</a></b> by planning, monitoring and evaluating their learning. I agree with their take on the expert learner since it relies heavily on active learning, metacognition and as such involves reflective learning. From my perspective an expert learner engages in reflective practice using critical reflection and as such transforming their behaviours, attitudes and perceptions about the knowledge they are developing. I wonder what you think about my view?</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">This 4 minute <b><a href="http://www.youtube.com/watch?v=UsDI6hDx5uI" target="_blank">video about active learning</a> </b>by </span><span style="font-family: Arial,Helvetica,sans-serif;"><a class="yt-uix-sessionlink yt-user-name " data-sessionlink="feature=watch&ei=AePMUdigGYWLmwXf84DADw" dir="ltr" href="http://www.youtube.com/user/NWIACOMMCOLLEGE?feature=watch">NWIACOMMCOLLEGE</a> gives some ideas about basic activities that can encourage this in the face-to-face and online classrooms - it involves three types of approach: teaching strategies, small tasks and methods for "discovering, processing and applying information". According to the message in the video, anything that encourages participation is active learning because deeper learning occurs when the students "analyse, define, create and evaluate information". By doing this they retain "90% of what they do". Compare this to retaining "10% of what they read" or "20% of what they hear" or "70% of what they say and write". </span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">So the message is, you can read as much as you want or hear and write all sorts of stuff but unless you actively do something with the information to process it, you wont retain the knowledge or understand it adequately, and learning won't be as effective. Do you agree?</span>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-78018888467016623382013-06-04T21:52:00.001+12:002013-06-04T22:01:26.421+12:00Have you got a happy place - my introduction<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6MWDBcyWUu04FUs2yqONIksNlJW5YtckioBJ4cuPUhizx5UJWHzJwU3mklfA_JUcH7rOWgmiuTpuTYIDJ3p11OgKJJe1M4RAikbL-QChJqn4IzexTE8duC2VULGusp8LPPBZn/s1600/Branwen+in+second+life.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6MWDBcyWUu04FUs2yqONIksNlJW5YtckioBJ4cuPUhizx5UJWHzJwU3mklfA_JUcH7rOWgmiuTpuTYIDJ3p11OgKJJe1M4RAikbL-QChJqn4IzexTE8duC2VULGusp8LPPBZn/s320/Branwen+in+second+life.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">My avatar (Branwen Trevellion) in Second Life</span></td></tr>
</tbody></table>
<span style="font-size: small;">Welcome to my blog. I will be using this to connect with you in the <b><a href="http://wikieducator.org/Learning_and_Teaching_in_Practice" target="_blank">Learning and Teaching in Practice</a> </b>course</span>. I reckon it is my role as the course coordinator to show you how it all works. Do you know how scary that is? I have to write something interesting so you will read it. I am going to use this blog less formally to share my
thoughts and ideas about the topics, and also any information that I
come across. I hope you will take the time to leave me comments.<br />
<br />
I see this as my chance to develop a digital portfolio alongside you....and find out if it really is going to work. Can you see the link to my ePortfolio top right? More detail
about my profile and how I got to this space can be read on there. I see the portfolio as a more formal record of the evidence and learning
for each module of the course. It will become an exemplar that I hope
you find useful. <br />
<br />
I am a little nervous about all this because getting teachers to use blogs and digital portfolios can either be an adventure for everyone or something they want to avoid, and then it doesn't work so well. Perhaps I should book that ticket to <b><a href="http://www.nationalgeographicexpeditions.com/expeditions/bhutan-hiking-sacred-valley/detail" target="_blank">Bhutan</a> </b>now. I mention Bhutan because that is my favourite place at the moment - they have <i>Gross National Happiness</i> - how cool is that! I guess it is my happy place to retreat to when things get challenging. Have you got one?<br />
<br />
For all this to work requires everyone to make time to read each others blogs/portfolios and leave comments. Since there are 16 people in the course you will need to be selective and to rotate around the blogs you read. Don't expect to read every blog every week - just do what you can manage. It is surprising what you can learn from others' ideas, and that can sometimes save you time. In time you may decide to only follow those people who are more in tune with your context.<br />
<br />
So up and away. Branwen has some virtual flying to do.<br />
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Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com4tag:blogger.com,1999:blog-24006499.post-80293561406776737982013-05-26T20:27:00.004+12:002013-05-26T20:27:42.948+12:00Scenario planning for educators - session 1<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://designermetin.deviantart.com/art/3D-Origami-Swans-Ducks-Gooses-303049115" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="215" src="http://fc04.deviantart.net/fs70/i/2012/140/5/b/3d_origami_swans_duck_goose_by_designermetin-d50fe6z.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://designermetin.deviantart.com/art/3D-Origami-Swans-Ducks-Gooses-303049115" target="_blank">3D Origami Swans,Ducks,Gooses by designermetin</a></td></tr>
</tbody></table>
Well here I am again on another MOOC train. Hopefully, this one will be designed so the activities are achievable. Luckily I already had a workable blog so that has saved some time. This series of workshops is on<b> <span class="subpages"><a href="http://wikieducator.org/Scenario_planning_for_educators" title="Scenario planning for educators">Scenario planning for educators</a></span></b>. If I remember right, I was first introduced to this concept in 2004 when <b><a href="http://wikieducator.org/User:Mackiwg" target="_blank">Wayne Macintosh</a></b> spoke about the concept at the <b><a href="http://www.col.org/pcf3/index.htm" target="_blank">Third Pan-Commonwealth Forum</a></b> conference. I found the concept fascinating then albeit a little hard to comprehend.<br />
<br />
A lot has happened since then in education - change has accelerated in the tertiary sector. Now the concept of MOOCs and Open Education Resources (OER) and Open Education Practices (OEP) is at the forefront along with mobile learning, and predictions about gamification and the concept of seamless learning. I have written about these predictions in the <a href="http://wikieducator.org/Flexible_Learning/Technologies" target="_blank"><b>Trends module</b> </a>for the <b><a href="http://wikieducator.org/Flexible_Learning" target="_blank">Flexible Learning course</a></b>. <br />
<br />
One of my goals for this course is to understand how scenario planning can be used for engaging teams with strategic change within an organisation. I am sure that more goals will unfold as I learn more about the process. <br />
<br />Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com5tag:blogger.com,1999:blog-24006499.post-15954492976420281382013-01-18T15:17:00.000+13:002013-01-18T15:17:20.384+13:00Reflection - Week one - Learning Design for a 21st Century Curriculum <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3GdLBsy0LvkX2ltZG_RydJoKFqTLZ47AoZlpbW2lLfrA_Qzbx0Gpjj_1vjvnBWEwzLGi234cMoAGQdszuqTaPUiM8A47nLmArD7wMKpXblYalkfTh5E7cgM_oMSOFk3aiv6gy/s1600/Branwen+in+second+life.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="307" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3GdLBsy0LvkX2ltZG_RydJoKFqTLZ47AoZlpbW2lLfrA_Qzbx0Gpjj_1vjvnBWEwzLGi234cMoAGQdszuqTaPUiM8A47nLmArD7wMKpXblYalkfTh5E7cgM_oMSOFk3aiv6gy/s640/Branwen+in+second+life.png" width="640" /></a></td></tr>
<tr align="center"><td class="tr-caption"><b>Branwen Trevellion visits Etopia Island in Second Life</b></td></tr>
</tbody></table>
Week one has gone quickly in the Learning Design for a 21st Century Curriculum. For my reflections I am using the <a href="http://wikieducator.org/images/4/49/GCTLTThree-step_Reflective_framework_template.pdf" target="_blank">Three-Step Reflective Framework template</a> that I devised in my research.<br />
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="font-family: "Chalkboard Bold"; mso-fareast-language: ZH-CN;">Step 1: <i style="mso-bidi-font-style: normal;">Take notice & describe
the experience - description of evidence</i></span></b></div>
<br />
<br />
I have achieved all my goals as described in my <b><a href="http://bahtings.blogspot.co.nz/2013/01/millionaires-walk-at-sorrento-on.html" target="_blank">first blog post</a>. </b>The prospect of carrying them all out was rather daunting, and luckily I was on leave and had plenty of time. I am not sure how I will get on once I go back to full-time work next week. Cloudworks, I have found to be completely confusing, and as such I decided to only focus on looking at a few clouds, mainly people with similar interests to what I want to pursue. In my mind, this seems a bit silly as there are so many possibilities out there but I only have limited time. I have tried to choose projects to engage with that will extend my thinking and learning. For example:<br />
<ul>
<li>Project one: Ellie Brewster (Dr Sharon
Collingwood) exploring learning design for creating presence in virtual
worlds using open resources and mobile devices - <a href="http://cloudworks.ac.uk/cloudscape/view/2584" target="_blank">Cloudscape</a></li>
</ul>
I have also enjoyed joining the <b><a href="https://groups.google.com/forum/#!topic/olds-mooc-open/1bCPsIDn3O8/discussion" target="_blank">discussion about learning design</a></b> but it has been pretty limited regarding numbers and responses - possibly because the forum does not enable responding to posts via email. So vaguely disappointing. <br />
<br />
I have developed a definition of learning design for myself, and have decided to go with individualized learning design as described on my <a href="http://bahtings.blogspot.co.nz/2013/01/learning-design-definition.html" target="_blank">second blog post</a>. I did not listen to the launch or attend the convergence session, but can do that next time.I have also looked at some of the readings once I managed to sort out how to access them on <b><a href="http://www.bibsonomy.org/tag/oldsmooc_w1+brainstorm" target="_blank">Bibsonomy</a></b>. I visited Second Life for the first time in a couple of years - it has changed a little, and the tools and controls seem harder to find. I also want to visit some other virtual worlds such as Open Sim.<br />
<br />
<b>Step 2: Analyse the experience - implications of your decisions, actions, and reactions.</b><br />
I enjoyed the responses to my discussion posts which has put me in an interesting
position, I am now really confused about the ideal approach for
learning design, and also whether individualized learning design is actually feasible. However, negotiation with the students is key to whatever tack I
take though which has always been a strength anyway though I am working
within organisational constraints associated with the teaching
qualification I teach. Constraints such as set learning outcomes and
prescribed assessments - even though negotiated assessments are offered
they are within particular parameters to meet the learning outcomes. And
the approach is always about designing activities and offering content,
since the students (teachers) that I work with need that kind of
structure. The implications are then that I need to continue to balance my preferences with those of my students in the way that I design my courses.<br />
<br />
So I guess, by engaging in this course, I am not only extending my existing knowledge, I am also challenging my beliefs and assumptions about learning design. According to Mark Nichols, by doing this I am engaging in <b><a href="http://en.wikipedia.org/wiki/Transformative_learning" target="_blank">transformative learning</a>.</b> This appeals to my interest in reflective practice.<br />
<br />
My skills in navigating a virtual world need some developing as I feel like a real beginner. I also feel it would be useful to meet up with others with some expertise. I wont be able to design for a virtual world if I don't fully know what the environment involves, and how easy it is to manipulate items. <br />
<br />
<b>Step 3: Take Action - Reflect on what you learned and how you will use this learning.</b><br />
What I have learned is that there is no one way for 'doing' learning design. <b> </b>If I forced my views on students'<b> </b>about individualized learning design - no content, activities or assessment provided by the teacher, unless in negotiation with each student<b> - </b>I would be as bad as the most prescriptive teacher. I still have a lot to learn about different peoples' perspectives surrounding learning design.<br />
<br />
I know that I prefer to use constructivism or connectivism, but I am not fully cognisant with the latter learning theory, so I need to explore this further and the implications for learning design.<b> </b>I know very little about effective learning design for virtual worlds, and need to explore the literature around this.<b><br /></b><br />
Therefore, my learning goals for the learning design course are to:<br />
<ol>
<li>Maintain regular entries in my learning journal (blog);</li>
<li>Explore the concept of individualized learning design further;</li>
<li>Access and immerse myself in some of the research and literature associated with learning design for virtual worlds; </li>
<li>Explore the practical aspects of several virtual worlds; </li>
<li>Investigate others' perspectives and clouds and cloudscapes in the Mooc; and</li>
<li>Develop my knowledge about connectivism as a model to underpin individualized learning design. </li>
</ol>
Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-51612861480567229152013-01-16T13:57:00.003+13:002013-01-16T13:57:49.031+13:00Learning design - a definition<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm1.staticflickr.com/53/229856280_0e147ee5c7_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://farm1.staticflickr.com/53/229856280_0e147ee5c7_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">spirals19 by <a href="http://www.flickr.com/photos/globetrotter1937/" target="_blank">pizzodisevo</a><span class="name" id="yui_3_7_3_3_1358297669165_988"><strong class="username" id="yui_3_7_3_3_1358297669165_991"> </strong></span></td></tr>
</tbody></table>
So far in the oldsmooc the definitions of learning design are all teacher centric because
the teacher is always in charge of designing the learning. I think we probably need to
throw away the established theories and the models - even though Ida has done a
fabulous job of collating them on the <a href="http://oldsmooc1week1learningdesigndefinition.pbworks.com/w/page/62589007/Learning%20Design">wiki</a>
- and begin afresh using a truly learner-centric model - even the Arcs model
by John Keller that Ida states is more learner-centred is teacher-led.
This would mean moving to a constructivist/connectivist framework, and
leaving cognitive/behaviourist approaches behind.<br />
<br />
I think the role of
teachers is to mentor and to teach critical thinking, scaffold metacognition and to
guide students in how to be self-directed and self-regulated learners -
our role is to guide students to develop their own strategies for
learning, and to obtain and manage the information they need - access, filter, evaluate and
create - and in doing so they will develop the knowledge they need to
reach their learning goals. Teachers are thereby freed up from hours of designing and developing content and activities, and can support student learning more effectively through mentoring. <br />
<br />
Unfortunately, the spiel about learner-centred learning still occurs around curricula where the learning outcomes for courses and qualifications are set by the organisation, and teachers still set the learning objectives for each module. Even if students already have skills and knowledge, they are often required to sit through the same stuff again, so they become bored and switch off and they disengage. Sure learning outcomes do guide the students and helps them know what they need to understand about a topic, but surely they should be the ones to decide the meaning that they need to extract from a learning experience, and what learning experiences they need to achieve their dreams?<br />
<br />
<span style="color: purple;"><b>So I am a fan of learning design whereby
students take 'the reins' and the teacher mentors and facilitates the process. Is there a name for this type of learning design yet? Individualized learning design is a term used by Suny Empire State College</b></span>.<br />
<br />
I really like the idea of enabling students to 'pick and mix' the courses they want to take and decide the shape of their qualifications, so assessment of prior learning is going to be key to this, as is <b><a href="http://www.learning-theories.com/constructivism.html" target="_blank">constructivism</a></b> and <b><a href="http://www.irrodl.org/index.php/irrodl/article/view/523/1103" target="_blank">connectivism</a></b> as approaches to learning. I really like the individualized learning design and mentor model (with learning contracts and student-designed degrees) practised by <b><a href="http://www.esc.edu/" target="_blank">Suny Empire State College</a></b> -<b> <a href="http://www.educause.edu/library/resources/chapter-11-suny-empire-state-college-game-changer-open-learning" target="_blank">read more</a></b>.<br />
<br />
<b>Learner-designed activities</b> <br />
Back to the idea of learning activities designed by students for students ....Lets say for argument's sake that the topic they need to explore is around creating an identity on the Internet. If using individualized learning design, the students may have decided that they need to do this to up their profile for the future and to connect to others while they learn. For some many it will be more beneficial professionally to have an Internet presence. So creating an online presence and identity becomes one of their learning goals. A student might say:<br />
<ul>
<li>Who do I want to be? </li>
<li>Where will I show myself on the Internet? </li>
<li>What do I want others to see? </li>
<li>What tools can I use to achieve this? </li>
<li>What do I know already and what do I need to know? </li>
<li>Who can help me with this? </li>
</ul>
Some students will go it alone. Others will join with peers, and some may ask the teacher. From my perspective, the role of learning design is handed to the students - the teacher may support the students with questions to get them started, but the only thing the teacher might provide is guidance with the task that the students has decided to undertake, in discussion with his or her mentor (teacher): <ul>
<li>Create an identify for yourself on the Internet.</li>
<li>Share what you learn with others.</li>
</ul>
I wonder what others think? Is this a cost-effective model of learning? Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com17tag:blogger.com,1999:blog-24006499.post-41811657495912690362013-01-11T16:17:00.002+13:002013-01-14T21:02:52.431+13:00week one - MOOC - Learning Design for a 21st Century Curriculum<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhic7xrFqnIhihLCfgZ5Orz11Iu6pynVBVXEn4CjcMdXD7a0Y0KmgkJbwc8oB_4wZ6IZOk9eKpVKJcZ1Ec6Az4dJlgZaoEX0vbS8hmrYz4FdBdBdjkhRtYj7i0OlbmA-zQkyod-/s1600/millionaire's+walk+sorrento.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhic7xrFqnIhihLCfgZ5Orz11Iu6pynVBVXEn4CjcMdXD7a0Y0KmgkJbwc8oB_4wZ6IZOk9eKpVKJcZ1Ec6Az4dJlgZaoEX0vbS8hmrYz4FdBdBdjkhRtYj7i0OlbmA-zQkyod-/s320/millionaire's+walk+sorrento.JPG" width="320" /></a></div>
<div style="text-align: center;">
Millionaire's walk at Sorrento on the Mornington Peninsula </div>
<div style="text-align: center;">
near Melbourne - Summer 2012</div>
<br />
I have recently come back from a Xmas holiday spent in a stunning spot as shown in the pic to join - Week one of the <b>MOOC - <a href="http://www.olds.ac.uk/home" target="_blank">Learning Design for a 21st Century Curriculum </a></b>- organised by Open University in the UK. I am curious to see how they approach this, and am looking for some fresh ideas.<br />
<br />
One big question looms for me. Will this course have anything different about learning design compared to what we did in 2008 with <a href="http://wikieducator.org/Flexible_Learning" target="_blank">Flexible Learning</a> and <a href="http://wikieducator.org/Facilitating_Online" target="_blank">Facilitating Online</a> - in the pre-MOOC era before the name of Moocs and interacting with large numbers of participants became fashionable?<br />
<br />
My goals this week are to:<br />
<ul>
<li>Engage in all the activities - my introduction and initial interest in a design project has been conveyed on writing this.</li>
<li>Explore the study circles with the intention of joining a project group.</li>
<li>Find a definition of learning design that resonates.</li>
</ul>
I have decided to join a project with Ellie Brewster (Dr Sharon Collingwood) exploring learning design for creating presence in virtual worlds using open resources and mobile devices.Peter Miller's tip about Lumiya for android devices is a goodie so I will look into that so I can play on my eepad.<br />
<br />
<b>Day Five</b><br />
I had a refresher in Second Life today and rejuvenated Branwen Trewellion - she now has a new haircut. For some reason, I found it more challenging to change the appearance of my avatar and to move her around. It looks like there have been some changes in SL since I was last there. I went to Koru (NMIT's space) and made it my homepage. Before that I encountered some strangers and one was attacking an avatar and there was lots of swearing so I felt the need to get out of the area quickly so went to a familiar space - Koru. However, once there, it felt quite lonely as no-one was around. Psychologically the beauty of a virtual world is the presence of others to interact with in a meaningful way, and I felt this need acutely when I was exploring today. Next time I will take a pic to put on here. I want to explore OpenSim next and some of the other virtual worlds platforms being mentioned, e.g., Cloud party and Twinity.<br />
<br />
A big issue for me is accessibility for students when using virtual worlds so if they can use their mobile devices - i or android phones, e or ipads and notebooks that would be fabulous. As Sharon has mentioned orientation to the environment is key to success but it does take up a lot of time. I have been on the mind map and added some initial ideas. Next up the readings which I hope to enjoy with my feet up reading on the eepad....my back is killing me at the mo so I cant do much else. So in between hanging upside down and visiting the physio the Mooc (and a pile of library books, of course) is keeping me occupied.<br />
<ul>
</ul>
Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com14tag:blogger.com,1999:blog-24006499.post-7334154631967481802012-08-23T20:35:00.003+12:002012-08-23T20:35:59.594+12:00Manifesto for Teaching Online - Transforming Assessment<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm5.staticflickr.com/4061/4443647779_ee40ee288a_z_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="224" src="http://farm5.staticflickr.com/4061/4443647779_ee40ee288a_z_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">
<span class="name" id="yui_3_5_1_3_1345709822233_1056">
O Manifesto b<span class="username">y</span><strong class="username" id="yui_3_5_1_3_1345709822233_1084"> <a href="http://www.flickr.com/photos/katlerdettmann/" id="yui_3_5_1_3_1345709822233_1083">Katler Dettmann</a></strong></span></td></tr>
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<br />
<div style="text-align: center;">
"Feedback can be digested, worked with, created from. In the absence of this it is just response." </div>
<br />
This is one of the statements from the <a href="http://onlineteachingmanifesto.wordpress.com/" title="Manifesto for Teaching Online">Manifesto for Teaching Online</a> (Clara O'Shea, 2012) discussed during the presentation: Assessment and the Manifesto for Teaching Online. This was the start of the online <a href="http://www.transformingassessment.com/" target="_blank">Transforming Assessment </a>webinars series - <i>Rethinking assessment in a participatory digital world - Assessment 2.0</i>. A recording will be available soon on the site.<br />
<br />
In this project researchers from the University of
Edinburgh investigated writing,
assessment and feedback practices in a MSc in E-Learning programme. Students used blogs and wikis for their writing, some was peer-assessed once the students became familiar with how to blog. Clara also said during her presentation that seeing how others are developing their arguments gives a better sense of how the ideas are unfolding. Feedback has an important role in this process. Affirming feedback as well as questions encourages students to respond more analogically - reflectively.<br />
<br />
I also like another statement: "A routine of plagiarism detection structures-in a relation of distrust." Clara believes that students need to be taught how to write well and cite correctly, and a culture of blame is not helpful. She also mentioned that the design of the assessments is key in preventing plagiarism I have to say that I agree. Clara wants us to take the Manifesto apart and discuss the statements....feedback in my opinion needs to stimulate critical thinking and extend students' knowledge and that is why I believe in giving formative feedback on summative assessments. It takes more work but the students are more likely to learn and develop a deeper knowledge of the concepts....more so than they might by just passing.Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com5tag:blogger.com,1999:blog-24006499.post-85924631846747538312012-07-22T13:10:00.001+12:002012-07-22T13:10:54.975+12:00Professional learning and development<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm6.staticflickr.com/5257/5427451968_2189bb2dee_z_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="366" src="http://farm6.staticflickr.com/5257/5427451968_2189bb2dee_z_d.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><h1 class="photo-title" id="title_div">
<span style="font-size: xx-small;">The teacher & the VPLD approach by </span><a href="http://www.flickr.com/photos/24289877@N02/" target="_blank"><span class="name" id="yui_3_5_0_3_1342917353123_1079"><b class="username" id="yui_3_5_0_3_1342917353123_1081"><span style="font-size: xx-small;">hazelowendmc</span></b></span></a></h1>
<div style="text-align: left;">
<span style="font-size: small;">I am sold on Hazel Owen's <b><a href="http://www.scribd.com/doc/81659211/DESIGN-FOR-VIRTUAL-PROFESSIONAL-LEARNING-AND-DEVELOPMENT-INFINITY-AND-BEYOND" target="_blank">Virtual Professional Learning Development</a></b> approach. For the larger size of the image <b><a href="http://www.flickr.com/photos/24289877@N02/5427451968/sizes/l/in/photostream/" target="_blank">click here</a></b>. At first glance the model looks complicated but in actual fact it is surprisingly simple. At the core is the teacher who becomes a participant in a virtual learning community. The model uses a Moodle platform to facilitate online interactions with other teachers, resources and mentors. The diagram shows how the teacher is linked to a virtual learning community, the students and the wider education community. It is worth noting that the virtualness of the approach does not exclude face to face interactions. The complexity of the diagram comes from the inclusion of all the processes and practices involved in the professional learning and development that the teacher engages in. What I am exploring is how this model could be applied to specific teaching and learning practices such as assessment, in particular assessing <b><a href="http://www.actioncompetence.com/" target="_blank">action competence</a></b>. </span></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<span style="font-size: small;">Owen, H. (2011). Design for virtual professional learning and development: infinity and beyond. Proceedings of the International Conference on eLearning Futures 2011 (pp. 46-53). Auckland: Unitec.</span></div>
</td></tr>
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Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com5tag:blogger.com,1999:blog-24006499.post-10899041829637620752012-04-01T10:29:00.002+12:002012-04-01T10:30:08.357+12:00A new era of educational design for learning<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.mediaspin.com/images/superstock/social_networks_profiles-hgrebe-800.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="293" src="http://www.mediaspin.com/images/superstock/social_networks_profiles-hgrebe-800.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">http://www.mediaspin.com/images/superstock/social_networks_profiles-hgrebe-800.jpg</span></td></tr>
</tbody></table>
This is my response to a post <a class="nolink" href="http://www.blogger.com/blogger.g?blogID=24006499">by </a><a href="http://www.ethosconsultancynz.com/profile/HazelOwen">Hazel Owen</a> on the <a href="http://www.ethosconsultancynz.com/" target="_blank">Ethos consultancy website</a>, March 22, 2012 -<b> <a href="http://www.ethosconsultancynz.com/profiles/blogs/the-curriculum-is-dead-long-live-learning" target="_blank">The curriculum is dead; long live learning.</a></b><br />
<br />
People may also be interested in the written article on this topic. Bass, R. (2012) <a data-mce-href="http://net.educause.edu/ir/library/pdf/ERM1221.pdf" href="http://net.educause.edu/ir/library/pdf/ERM1221.pdf" target="_blank">Disrupting ourselves: The problem learning in higher education</a>. <i>Educause Review, March/April</i>, 22-33. This article totally describes what we are trying to do in the curriculum development projects at the <a data-mce-href="http://wikieducator.org/Otago_Polytechnic/Educational_Development_Centre" href="http://wikieducator.org/Otago_Polytechnic/Educational_Development_Centre" target="_blank">Educational Development Centre</a>
at Otago Polytechnic. This was a great find, affirming that what we
have been trying to do in the organisation since 2007 is regarded as
effective, and the best way forward. What is not recognised by most
lecturers is the need to design from the experiential phase of learning
rather than from the objectives. <br />
<br />
What do you actually want the
students to experience, and how will you help them get this experience?
And how will you guide them to find the information they need to
understand the experience? For example, midwives need to know how to
'catch a baby' so when designing curriculum a good place to start is:
what do they actually need to know to understand the birthing
experience? I believe that lecturers think of this when writing course
objectives but why not let the students think what they need to know
guided by the lecturers in a constructivist model of learning.
Preferably not actually giving birth but many do or have done prior to
taking the course. Do they get RPL for this experience? No. Food for
thought though isn't it.<br />
<br />
Competency-based skills still need to be taught
I agree, so a mix of what <a data-mce-href="http://www.elearnspace.org/Articles/ldc.htm" href="http://www.elearnspace.org/Articles/ldc.htm" target="_blank">George Siemens (2005)</a>
regards as learning in the transmission domain may be more applicable
for this in the form of courses with other learning enabled in the
acquisition and emergence domains where self-generated learning (create
own objectives etc), inquiry-based learning and reflective and critical
thinking are valued. Bronwyn<br />
<br />
<b>References</b><br />
Bass, R. (2012) <a data-mce-href="http://net.educause.edu/ir/library/pdf/ERM1221.pdf" href="http://net.educause.edu/ir/library/pdf/ERM1221.pdf" target="_blank">Disrupting ourselves: The problem learning in higher education</a>. <i>Educause Review, March/April</i>, 22-33.<br />
Siemens, G. (2005). Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs. elearnspace: everything elearning. Retrieved from http://www.elearnspace.org/Articles/ldc.htmBronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com10tag:blogger.com,1999:blog-24006499.post-28585836611175322162012-03-02T11:52:00.000+13:002012-03-02T11:52:36.827+13:00Introducing myself<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm5.staticflickr.com/4121/4753631158_935f0b1185_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://farm5.staticflickr.com/4121/4753631158_935f0b1185_d.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Priscilla in EDC <span class="name" id="yui_3_4_0_3_1330640162081_1082">b<b class="username" id="yui_3_4_0_3_1330640162081_1642" style="font-weight: normal;">y <a href="http://www.flickr.com/photos/23849221@N00/" id="yui_3_4_0_3_1330640162081_1641">bronwynannh</a></b></span></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td></tr>
</tbody></table>You may be wondering why I am introducing myself with a picture of a kune kune piglet. For me she represents diversity. I am an Educational Developer, and work with a broad variety of people, as well as teaching the Flexible Learning course. A couple of years ago, Priscilla was one of our customers in the Educational Development Centre. She was such a gorgeous wee thing and kept us entertained for an hour while we waited for the SPCA to arrive. She was a wanderer from one of the local student flats, brought in by one of the polytechnic students who found her out the front on Forth street. Yes this is me in the next picture, after one of my weekend walks in the bush with hubby. It is a great way to forget about the academic stuff. <br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq7krXtA-ygQwVByD3xpveH2rH7HACx-NK9eQUiyCdYcrzFfp_vsOrTnxqYyfN7HZYqXLbOV_WMQmolQM6WDCi7aNwFJj7fIOPoWXo_PfhHzsUWZADl9LvdU76MVHceZTGvDDR/s1600/23012011(005).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq7krXtA-ygQwVByD3xpveH2rH7HACx-NK9eQUiyCdYcrzFfp_vsOrTnxqYyfN7HZYqXLbOV_WMQmolQM6WDCi7aNwFJj7fIOPoWXo_PfhHzsUWZADl9LvdU76MVHceZTGvDDR/s320/23012011(005).jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8y8ua9HuM8-b7-UxAwqK2NdqYprmfi9qD1tEr6bTu5DbBxFI-0rZOIOa6qMHqlX9TLKQXAwH89WHc7VZf-iOzcxHylsktzYgSgj5eTi9we_zPUB2E2-1RKbzSj5kMFXR16h3w/s1600/23012011(006).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div>I have been involved in teaching this course since 2006, and helped to develop the Graduate Certificate in Tertiary Learning and Teaching. I entered the staff development side of things in 2001 when I was appointed the Blackboard coordinator for the organisation. Before that, I had been teaching bioscience in the nursing and midwifery degrees - both online, on-campus distance and in block courses. My interest in eLearning has taken me on a very interesting pathway in teaching and learning. I have recently submitted my Doctorate in Education and am now playing the waiting game. My focus was on using reflective frameworks for professional learning and practice.<br />
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I also teach an online course called Evaluation of eLearning for Effective practice. This is part of the <a href="http://www.manukau.ac.nz/programme-data/tertiary-teaching/graduate-certificate-in-applied-elearning-level-7" target="_blank">Graduate Certificate in Applied eLearning</a> now run by Manukau Institute of Technology, and originally developed as a <a href="http://www.tanz.ac.nz/" target="_blank">TANZ</a> initiative when I was involved in their elearning group. I really enjoy keeping up with the latest trends in learning and teaching. This includes not only the technologies which are springing up everywhere, but also innovative thinking around learning. I have recently been involved in running workshops on critical thinking, self-directed learning, reflective practice, ePortfolios and Web 2.0 tools. Oh yes, and I do lots of work with learning design, and have led curriculum development and research projects. I am really looking forward to reading your blogs.Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-43209293061303090272012-02-28T12:23:00.001+13:002012-02-28T12:28:36.877+13:00How to convince students to share their ideas on a blog<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm5.staticflickr.com/4099/4928338208_29d2a61849_o_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://farm5.staticflickr.com/4099/4928338208_29d2a61849_o_d.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><h1 class="photo-title" id="title_div4928338208" style="font-weight: normal;"><span style="font-size: xx-small;">Seated Woman with Blog, after Picasso b</span><span style="font-size: xx-small;">y <a href="http://www.flickr.com/photos/notionscapital/">Mike Licht, NotionsCapital.com</a></span></h1><h1 class="photo-title" id="title_div4928338208" style="font-weight: normal; text-align: left;"></h1></td></tr>
</tbody></table>Is a blog a good or a bad thing for sharing ideas with your classmates? Lets deal with the good stuff first. Blogs are a great way to share information - websites, photos, videos, the latest gossip, and of course your ideas, and what you are learning in class. Here are some <a href="http://delicious.com/bronwynh/FOLblogs" target="_blank">examples of blogs</a> to get you thinking.<br />
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It can be interesting to find out more about the people sitting opposite you in class - what they are interested in and what they believe in. So it is a good way to get to know each other better. You will probably be pleasantly surprised to read about others' hidden talents. It is a good way to see things from different angles and reading what others have written helps you to do this. And to state the obvious, blogging really can help your writing, and your learning especially when your classmates give you helpful hints.<br />
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Posting on a blog can also help you to express the ideas you might be too shy to say out loud. It is good practice for learning to express your ideas too. It is really cool when someone reads what you have written and leaves you a comment. Just knowing others are interested in your thoughts is a real confidence booster.And of course, it is a great way for your teachers to give you feedback about your work, and to challenge you to think. <br />
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Sure it can be scary when you start to think that others will read what you have written, but it can also be addictive seeing how many people are reading your posts, and who is leaving comments. The more you do it the easier it is and the better you get at doing it.<br />
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The main thing to remember is to be respectful to each other when leaving comments, and it is a great way to show that you are interested in their work. By posting to a blog and sharing what you are learning, you are hopefully going to have fun and do some learning at the same time. So you can learn from each other if you share your work with the class as well as the teachers, and if your blog is open on the web you might even get some interesting people looking at your work. <br />
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It is also possible to set up a mobile blog where you can send texts, images and video directly to your blog....but that is another story, and one for you to explore. When you get really good at blogging you might even be able to attract advertising and make some money - lots of people do....but that is something for after class.<br />
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<div style="text-align: center;"><b>So what are you waiting for - lets get started.</b></div>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-52643496805530208532012-02-01T10:28:00.000+13:002012-02-01T10:28:03.041+13:00Starting 2012 with a thought freedom of expression on the Internet<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm1.staticflickr.com/23/185151669_b9cb263130_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://farm1.staticflickr.com/23/185151669_b9cb263130_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Open by <a href="http://www.flickr.com/photos/tribalicious/">tribalicious</a></td></tr>
</tbody></table>Is this a new year's resolution or just a considered way forward for 2012. I lost my way with blogging last year what with the Doctorate and one thing and another. So I have decided to post a blog about something at least once per week or whenever a item of interest - even if vaguely connected to education - comes up. So here is my response to the discussion facilitated by <a href="http://www.ethosconsultancynz.com/profile/HazelOwen" target="_blank">Hazel Owen</a> about <a href="http://www.ethosconsultancynz.com/profiles/blogs/wikipedia-blacked-out-to-protest?xg_source=activity" target="_blank">Wikipedia blacked out protest</a>. She has lit my blogging fire so to speak after I discovered her blog at Ascilite 2011.<br />
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I have also signed the <a href="http://www.avaaz.org/en/stop_acta/?cl=1548525010&v=12326" target="_blank">petition for a free and open Internet</a> , and reject the ratification of the Anti-Counterfeiting Trade Agreement (ACTA), which would destroy it. This is open to anyone to sign via <a href="http://avaaz.org/">Avaaz.org</a><br />
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<b>My response re an open Internet and freedom of expression</b><br />
The idea of removing information because it is offensive for whatever reason is a tricky one. Well we already do it in society all the time - offensive human beings are removed to prison. This happens when the authorities get involved. When people act without involving the authorities people who offend also get removed, in one way or another. Vigilante behaviour is not favoured when it is against the law. Freedom of expression is important but offensive material and bullying behaviour via the Internet is not. I also don't agree with one group controlling the masses. <br />
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To be effective people can learn to be assertive, ethical and responsible - and also may need to 'harden up' if others don't agree with them or challenge them. I believe that we learn appropriate behaviour best from our peers and by observing others. I believe that the Wikipedia model has shown us the power of networks in keeping things open and 'safe', and has done a great job in showing us how to 'share our toys' without throwing them out of the cot when things get sticky. Copyright does nothing in reality, but line the pockets of those who are probably already rich (in majority world terms) or have the money to sue - in contrast copyleft opens up a whole world of possibilities for anyone....if everyone plays fair and gives attribution where it is due. The question is how can we make enough money to live if we share our creativity freely with the world - or does this actually more likely our creative works will be seen, and we will make money anyway?<br />
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This is certainly a concern for educational institutions. Surprisingly enough sharing content and ideas can actually attract money. If an organisation is open and willing tio share, more people are given the opportunity to hear about what they offer. This can lead to more enrolments and opportunities for research and collaborative projects. My teaching materials are open on WikiEducator because it is important for me to model this to other teaching staff. Occasionally, someone comes along and contributes and adds to my work, and for me this adds richness to my work. I would love people to contribute to the <a href="http://wikieducator.org/Flexible_Learning_Guidebook" target="_blank">Flexible Learning Guidebook</a>, and this year I am going to use a <a href="http://en.wikibooks.org/wiki/User-Generated_Content_in_Education/Learning_by_Creating" target="_blank">student-generated model</a> with the staff who take my course - this will be an interesting year.Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-70934255578620062712011-12-07T22:26:00.000+13:002011-12-07T22:26:37.207+13:00Ascilite 2011 - what a buzz!<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm8.staticflickr.com/7030/6470638725_0a307ec5b9_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://farm8.staticflickr.com/7030/6470638725_0a307ec5b9_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hobart harbour from Wrest Point</td></tr>
</tbody></table>Hobart is the venue for this year's <a href="http://www.leishman-associates.com.au/ascilite2011/index.php" target="_blank">Ascilite conference</a> and I love it - probably because it is so like Dunedin. It even has a hill with a pregnant woman shape just like at home, and the plants are very similar. The conference has had some really interesting topics. People really are doing some amazing innovations and research. I was particularly impressed with Gilly Salmon's keynote and the plenary sessions on the first day. It was hard to move from there as everything was so interesting. More about that later. Gilly told us about the <a href="http://www2.le.ac.uk/departments/beyond-distance-research-alliance/mediazoo" target="_blank">Media Zoo</a>, (she developed this while at the University of Leicester) to promote PD for learning design using a metaphor - different animals represent different types of professional development projects. She also invited people to contribute examples of good practice in onine facilitation for her new e-tivities book coming out soon.<br />
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Following my presentation I got talking to Belinda Allen and Kathryn Coleman about ePortfolios and their ideas of creativity that they mentioned in their talk. Kathryn told me about the <a href="http://teaching.unsw.edu.au/assessment-toolkit%20" target="_blank">Assessment toolkit</a> they had developed at the University of New South Wales. It looks good. I was fairly pleased with my presentation - <a href="http://www.slideshare.net/bronwynhegarty/is-reflective-writing-an-enigmaascilite2011" target="_blank">Is reflective writing an enigma?</a> (Also in the title - Can preparing evidence for an electronic portfolio develop skills for reflective practice?) As soon as I get home I will record some audio to accompany it - otherwise it doesn't mean much. I was asked lots of questions after the session and during fodder breaks. <a href="http://wikieducator.org/Hegarty_Reflective_Framework_and_Template" target="_blank">The Reflective Framework</a> provoked lots of discussion which was excellent. I will post more later once I get to some decent broadband - balancing the laptop on my knee at my motel door to get connectivity means the post is going to be short.Check out the wonderful art created by Gilly's partner (I presume) who also does this kind of artwork for her presentations. He drew this as she talked about the different areas of scaffolding. Building the scaffold in action.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm8.staticflickr.com/7150/6470672715_fce4c9d647_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://farm8.staticflickr.com/7150/6470672715_fce4c9d647_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Building a scaffold for future learning by Gilly Salmon</td></tr>
</tbody></table>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-29692667519219045172011-04-17T12:01:00.000+12:002011-04-17T12:01:19.534+12:00using mobile learning to stimulate critical thinking<div class="Bodytext"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm4.static.flickr.com/3552/3826156707_e76a41aaf3_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="175" src="http://farm4.static.flickr.com/3552/3826156707_e76a41aaf3_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The mobile Phone 1974 by <a href="http://www.flickr.com/photos/catmachine/">catmachine</a></td></tr>
</tbody></table><div style="font-family: Arial,Helvetica,sans-serif;">I am a little behind the eight ball with my responses to the discussions, so you are forgiven if this topic is well forgotten. I was intrigued to read about the <a href="http://www.shuttleworthfoundation.org/projects/m4lit/">M4Lit project </a>where phones are being used to engage teens in creative storytelling and interactive writing. Sabine has responded on the group email with a great post discussing the merits of reading and writing for stimulating critical thinking. " ... reading and writing is the most important, and most efficient way to develop critical thinking". Here I am using material from my Doctorate thesis (in progress) to support this claim. For example, Menary (2007) claims <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><span lang="EN-US">“writing is thinking” (p. 361) because </span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac><span lang="EN-US">writing helps to re-structure and manipulate a </span><span lang="EN-US">person's thoughts. </span><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US"> </span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US">However, there is also the belief that guided thinking needs to occur before writing reflectively and critically, using dialogue for stimulating critical thinking. In any case, I believe it is important to develop critical thinking skills, but these may or may not be associated with the capacity to write reflectively and critically. If a tool such as a mobile phone can capture the interest of students to engage in activities which stimulate critical thinking this is a good thing. I don't believe we should despair if reading and writing is not a component, because critical thinking can also occur when viewing multimedia, and engaging in conversations - if the right prompts are in place. There is plenty of evidence that guided reflection can stimulate critical reflection (Fook & Gardner, 2007; Reiman, 1999). In my opinion, we need to move away from reading and writing as the only way to see evidence of critical thinking, and embrace other exciting methods of stimulating evidence of critical thinking. </span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US">It may well include writing, but for example, if students uploaded images to Flickr, or Youtube or their blog or ePortfolio etc, and using quiding questions were encouraged to reflect critically on the meaning of the images or video sequence, they could write or speak (through using an audio recording) or video to describe the meaning of the image or video, or other material, wouldn't this be more fun than preparing the traditional essay? All this could be done directly from their mobile phone.</span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US">Fook, J., & Gardner, F. (2007). Practising critical reflection. A resource handbook. New York: Open University Press.</span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><div style="font-family: Arial,Helvetica,sans-serif;"><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US">Menary, R. (2007). Writing as thinking. Language Sciences, 29, 621–632.</span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><div style="font-family: Arial,Helvetica,sans-serif;"><m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US">Reiman, A. (1999). The evolution of the social role taking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research. Teaching and Teacher Education 15 (1999) 15, 597-612.</span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac></div><br />
<m:smallfrac m:val="off"><m:dispdef><m:lmargin m:val="0"><m:rmargin m:val="0"><m:defjc m:val="centerGroup"><span lang="EN-US"> </span></m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac><span lang="EN-AU" style="font-family: "Calibri","sans-serif"; font-size: 11pt; line-height: 150%;"><span> </span></span></div>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com3tag:blogger.com,1999:blog-24006499.post-69791831704324511612011-04-07T10:26:00.026+12:002011-04-07T18:20:58.266+12:00Sharing how I use my mobile device for learning<div class="mobile-photo"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS_7hQMqmEboXlrAANvhh5fQAW3ift0Rz-zQHnU2xtAB6FidshZIRed4jvkU1CNI2dj2pE6PIINvkbjNG54Fp2QP2afQeO7D9GD_XKZRmfp1f_2VgLfBJrvhiZSWnCy7RvHtNN/s1600/06042011%2528001%2529-741460.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5592599936137803794" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS_7hQMqmEboXlrAANvhh5fQAW3ift0Rz-zQHnU2xtAB6FidshZIRed4jvkU1CNI2dj2pE6PIINvkbjNG54Fp2QP2afQeO7D9GD_XKZRmfp1f_2VgLfBJrvhiZSWnCy7RvHtNN/s320/06042011%2528001%2529-741460.jpg" /></a></div><br />
My response to week 1 questions in MobileMOOC<br />
<div style="color: purple;"><b>1. Share how you use your mobile device now, is there any learning you do at this point?</b></div>I take pics of whiteboard work in class - like the one above - and video on my mobile phone - a Nokia, and this week started sending directly to Flickr and Youtube, and also to my blog. It is so easy, and saves all that downloading and uploading. I have added my blog, youtube and Flickr emails addresses to my contacts so it is now quick to do. I am not sure what the cost will be yet but work pays for it.<br />
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<span style="color: blue;">I wonder how students feel about the extra costs if asked to use their mobile phones for this sort of thing?</span><br />
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<div style="color: purple;"><b>2. Pick one of the following mLearning tools: qr-codes, pictures taken via mobile device, movies via mobile device, ... and show us how you would use it for learning via either a descriptive picture, movie taken with a mobile device.</b></div><br />
I have uploaded pics taken of the whiteboard in the classroom to Flickr - as shown above, and also to my blog - as you can see here. I have also taken a short video on my nokia cellphone and sent it to You tube. I don't fully understand <a href="http://en.wikipedia.org/wiki/QR_code">QR codes</a> and will give it a go. Starting with <a href="http://www.qrplanet.com/en/qr-code-generator/">QR planet</a> and <a href="http://qrcode.kaywa.com/%20">Kaywa.</a> <br />
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<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/12zXY9oKWaY" title="YouTube video player" width="480"></iframe>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com1tag:blogger.com,1999:blog-24006499.post-31403551500838340812011-04-03T09:31:00.005+12:002011-04-04T10:48:45.376+12:00learning to send images to blogger from my mobile<div class="mobile-photo"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-r-ugA4ZKS8pg5Qle8ESe5GUQ8Tv6bXrD8RgcBtttjzMdOfeiZ8_wbkWQ-58DHvz5G9brNQ_t18u2t1bGDZPPrNHHuLNxXCUVlAJImedBrrdJaNRPTWcTktswZWKHFhvtm41u/s1600/31032011%2528002%2529-758188.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5591101487648190706" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-r-ugA4ZKS8pg5Qle8ESe5GUQ8Tv6bXrD8RgcBtttjzMdOfeiZ8_wbkWQ-58DHvz5G9brNQ_t18u2t1bGDZPPrNHHuLNxXCUVlAJImedBrrdJaNRPTWcTktswZWKHFhvtm41u/s320/31032011%2528002%2529-758188.jpg" /></a></div><div class="mobile-photo"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgR7smMS5mrFkbUqHA6duTSnDFMIX3PjdNxHhO_2m-rre1T4W2jCK3vwnrbjfGs2HnidaSyLXKmjY7PqNVmJyQ9pLGHLzrmZP_bwdpzfTlKAJyVrD3MNWBg0xnlEQMe9SQ4ZXv/s1600/04032011-759331.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5591101492798765138" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgR7smMS5mrFkbUqHA6duTSnDFMIX3PjdNxHhO_2m-rre1T4W2jCK3vwnrbjfGs2HnidaSyLXKmjY7PqNVmJyQ9pLGHLzrmZP_bwdpzfTlKAJyVrD3MNWBg0xnlEQMe9SQ4ZXv/s320/04032011-759331.jpg" /></a></div>______________________________________________________________________________<br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">I just joined the <span class="gI">mobimooc google group to undertake an open course about mobile learning. These are the two photos I sent via email on my phone - my provider does not support SMS posting. I am going to try connecting my posts on my blog with the Google group - that should be interesting - to save me having to post in two places.</span></span><br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span class="gI">Now I have finally set up my cell phone contacts with email addresses for blogger, flickr and youtube so I can send photos directly to these accounts. Next I will connect with twitter and facebook so I am truly mobile. Although it took me a bit of time getting set up, it is going to save me so much time in the long phone. I now have my eye on an iphone4, but realistically I should use the Nokia which has basic features which most students have, and will allow me to work to the commonest denominator. </span></span><br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span class="gI"> Really what is the point in having fancy features on my cell phone, while I am learning what is possible, if my students don't have the same capacity on theirs?</span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span class="gI"> </span></span><br />
<span class="gI"></span>Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com5tag:blogger.com,1999:blog-24006499.post-56124040021759787572011-03-13T16:32:00.001+13:002011-03-13T16:54:18.355+13:00Online tools<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.wordle.net/show/wrdl/3296075/online_tools" style="margin-left: auto; margin-right: auto;" title="Wordle: online tools"><img alt="Wordle: online tools" src="http://www.wordle.net/thumb/wrdl/3296075/online_tools" style="border: 1px solid rgb(221, 221, 221); padding: 4px;" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Online learning</td></tr>
</tbody></table>I have been preparing a <a href="https://docs.google.com/document/pub?id=1CSbs_5krDa7L9fP_G4e-zHY4DyUAQkyysAhilqKtTms">presentation</a> about some of the tools used at Otago Polytechnic for online learning. While searching the Moodle and WikiEducator courses it became apparent that a number of different approaches and tools are being used. Simply using standardised platforms does not provide any sort of consistency. Many teachers are using their creativity and selecting a wide range of tools to add variety to the interactions. In some cases, the portability of materials is not always considered, and many teachers are forgetting to use formats (such as pdf or slideshare for presentations instead of powerpoint) which students can easily access. It would also be beneficial if more courses on Moodle were open as this would show potential students what they are going to learn. <a href="http://en.wikibooks.org/wiki/Open_Education_Practices:_A_User_Guide_for_Organisations">Open Education Practices: A User Guide for Organisations</a> addresses most of the issues. <br />
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For example on most Moodle courses there are a number of documents in Microsoft Word or Powerpoint formats, and this could be problematic for students who do not have this software. It is quick and easy to use something like Rich text or pdf format instead of Word, and iSpring to convert powerpoints to shock wave files or even to upload them to slideshare or bliptv. Conversion of video is also important and mp4 is the ideal format for Moodle.Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com3tag:blogger.com,1999:blog-24006499.post-62892593273312103942010-08-25T16:09:00.002+12:002010-08-25T16:22:50.722+12:00My online presence<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm5.static.flickr.com/4075/4925546434_11380d5a5d_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="247" src="http://farm5.static.flickr.com/4075/4925546434_11380d5a5d_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b>Bron's online presence</b> </td></tr>
</tbody></table>Currently I am engaged in two ePortfolio initiatives. One is the <b><a href="http://www.integrating-technology.org/course/view.php?id=101">Professional Electronic Portfolio course</a></b> - where as part of this I have to examine what makes up my online presence, and the other is an <b><a href="http://groups.google.com/group/eportfolio_conversations?hl=en-GB&pli=1">ePortfolio community of practice</a></b> ( EpCoP) where participants are currently sharing stories about their online presence. The EpCoP has been set up to explore ePortfolios and their uses and to develop an ePortfolio community of practice. For both these communities, I have thrown together all the web-based sites I access regularly to illustrate how I spend my time online, and the mix of tools I use to create an online presence. Hence the <a href="http://www.wordle.net/">Wordle</a> image.<br />
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All the teaching I am engaged in these days also requires me to have an online presence. I develop and use open educational resources, and I use a range of strategies for interacting with the class and facilitating their learning experience. By having an ePortfolio - this blog and a <a href="http://wikieducator.org/User:Bronwynh">wiki user page</a> - it is very easy to keep my profile and my achievements handy, and to update and contextualize them. Unfortunately, I don't spend enough time on the updating side of things, nor have I been that effective at keeping all the projects I have been involved in linked into my portfolio. I see the wiki as a more static porfolio resource, containing documentation of my achievements and also supporting evidence, whereas the blog is used as a way to convey my professional philosophy - attitudes, beliefs, and values - and evidence of critical reflection on my work.<br />
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So far I have not been very good at gathering all the evidence together in a common storage locker, e.g., Mahara or Pebble Pad. This is because I prefer to use a variety of web-based tools, so I tend to have stuff all over the place. What I do need to do is feed all my material from the social networking sites I use into one spot, and I can easily do this on my WikiEducator user page.<br />
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My online presence is all over the place - on a recent search on Google I found wads of material I had forgotten about. The impervious finger in many pies syndrome. So the octopus which is my PLE needs restraining somehow. Therefore, my goal for an ePortfolio is to create a more organised online presence, one in which I can find myself easily.Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com4tag:blogger.com,1999:blog-24006499.post-12980463677478021462010-06-03T17:58:00.002+12:002010-06-03T19:36:27.107+12:00Field trip - stone walls and landscape construction<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm5.static.flickr.com/4071/4665802802_6a9a9f9d6c_d.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 500px; height: 375px;" src="http://farm5.static.flickr.com/4071/4665802802_6a9a9f9d6c_d.jpg" alt="" border="0" /></a><div style="text-align: center;"><span style="font-size:78%;"><a href="http://www.flickr.com/photos/23849221@N00/4665802802/">Flickr Image</a>: the chicken is eyeing the cement trowl by <a href="http://www.flickr.com/photos/23849221@N00/" title="Link to bronwynannh's photostream" rel="dc:creator cc:attributionURL" name="Account name"><b property="foaf:name">bronwynannh</b></a></span>
<br /><span style="font-size:78%;"><a href="http://www.flickr.com/photos/23849221@N00/" title="Link to bronwynannh's photostream" rel="dc:creator cc:attributionURL" name="Account name"></a></span></div>
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mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <p class="MsoNormal">Today I got out from under the fluorescent lights, and went on a field trip to see what Alan Ferguson and his landscape construction students were building.<span style=""> </span>I followed Alan’s instructions to their secret location in Leith Valley, and knew I was in the right spot when I saw the team of 13 students busily working outside. <span style=""> </span>The first sign that landscaping was in progress were the two stone pillars at the entrance to the property.<span style=""> </span>They look magnificent and have a very stylish wrought iron gate attached.<span style=""> </span>As part of the current project, students were building stone walls in the front yard of a very attractive villa. <span style=""> </span>These are part of a small terraced garden.<span style=""> </span></p> <p class="MsoNormal"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm5.static.flickr.com/4012/4665201535_528d32e63a_m_d.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 240px; height: 200px;" src="http://farm5.static.flickr.com/4012/4665201535_528d32e63a_m_d.jpg" alt="" border="0" /></a></p> <p class="MsoNormal">It was interesting to watch Alan moving between the different students to help them in their different tasks.<span style=""> </span>His teaching was like watching a conductor leading an orchestra – instead this time the stones were the music.<span style=""> </span>Everyone had a different role in the team.<span style=""> </span>Some students were carefully fitting parts of the stone jigsaw together, and others were cementing stones in place. <span style=""> </span>Some students were wheeling barrows full of concrete for sealing the wall, or gravel for the walled garden, while others were conferring about the look of the wall and noting the irregularities.<span style=""> </span>Everyone was a cog in the wheel.<span style=""> </span>They were either working with someone else to decide on the best way to place a rock, or smooth the cement, or they were bringing materials for others to use.<span style=""> </span>Some were practicing their skills in communication.<span style=""> </span></p> <p class="MsoNormal">This was group work in action in an authentic situation. The practical constructio<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm2.static.flickr.com/1283/4665201559_59c7d83c4b_m_d.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 240px; height: 180px;" src="http://farm2.static.flickr.com/1283/4665201559_59c7d83c4b_m_d.jpg" alt="" border="0" /></a>n work is underpinned by theory about the materials, and the principles of constructing a stone wall.<span style=""> </span>The walls I saw were built from irregularly-shaped rocks, which were not easy to place, and some of those rocks looked pretty heavy.<span style=""> </span>There was also chipping and shaping required as very few rocks fit neatly into the right spot in a wall.<span style=""> </span>I am not sure of the correct terms for this process.<span style=""> </span>And to add to the real live experience, while they worked on the walls, a few chickens wandered around to check things out.<span style=""> </span>At one stage, a “wild” rabbit hopped past, pursued by one of the student’s children.<span style=""> </span>That’s what I call flexible – working in a real location, amongst the livestock, and with a child in tow.<span style=""> </span>Luckily the sun was shining though it got brisk when it disappeared behind the hill.<span style=""> </span>If Alan hadn’t supported this flexibility, the student would have missed a day in class, and some pretty valuable hands on learning. </p> <p class="MsoNormal">The construction of the stone walls and structures at the location in Leith Valley has been a three year project. <span style=""> </span>Different groups of students have had the opportunity to work for a real client.<span style=""> </span>Each group has constructed an aspect of the wall for the landscaped garden. <span style=""> </span>Ideally, Alan would like to be able to teach the students to build stone structures like this on-site at the polytechnic, to take some of the pressure off having to have the walls “perfect” for a client.</p><p class="MsoNormal"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm5.static.flickr.com/4023/4665201549_08ebf316b2_m_d.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 216px; height: 162px;" src="http://farm5.static.flickr.com/4023/4665201549_08ebf316b2_m_d.jpg" alt="" border="0" /></a></p> <p class="MsoNormal"> <span style=""></span>As he said “That way they can make mistakes and it doesn’t matter, … they learn best by making mistakes”.<span style=""> </span>Perhaps there is a compromise – some building on-site (which they already do when its wet) and some “real location” work – though the timeframes are tight as there are lots of things to learn for the Landscape Construction certificate.</p> <p class="MsoNormal">The programme is one year long, and since it was changed to a unique programme and is not embedded in Horticulture, it is attracting students who are mainly interested in landscape construction.<span style=""> </span>Apparently, this has helped with motivation levels as they are learning topics relevant to their path of study.<span style=""> </span>I got a chance to talk to some of the students when they were having a breather and watching Alan sprinkling part of the wall and path to help the sand settle.<span style=""> </span>A couple of students said they were looking forward to getting jobs so they could use their land<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm5.static.flickr.com/4036/4665201539_400814883c_m_d.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 180px; height: 240px;" src="http://farm5.static.flickr.com/4036/4665201539_400814883c_m_d.jpg" alt="" border="0" /></a>scape construction skills. <span style=""> </span>One student was intending to return to the landscaping firm for whom he had previously worked.<span style=""> </span>The key to the skills they students were learning, according to Alan, was being able to practice the skills.<span style=""> </span>What they were learning was just the start and required lots of practise.<span style=""> </span></p> <p class="MsoNormal">I wonder if Alan would consider getting the students to build virtual stone walls to practice what they were learning in theory, before they went out on site to work?<span style=""> </span>Not quite the same though is it?<span style=""> </span>It really is about getting your hands dirty and wet, and braving the real outdoors, and learning from mistakes.<span style=""> </span>Great work Alan, I really enjoyed “going on location”.</p><p class="MsoNormal">You can view the full set of photos in the set: <a href="http://www.flickr.com/photos/23849221@N00/sets/72157624193836740/show/">Landscape construction</a><a href="http://www.flickr.com/photos/23849221@N00/sets/72157624193836740/show/"> Otago Polytechnic</a>.
<br /></p>
<br />Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com3tag:blogger.com,1999:blog-24006499.post-27384310976987352462010-04-26T10:46:00.005+12:002010-04-26T11:45:56.901+12:00Five tips for sustainable learning and teaching<div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm3.static.flickr.com/2409/2528809628_9b0a6f3258_d.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 500px; height: 375px;" src="http://farm3.static.flickr.com/2409/2528809628_9b0a6f3258_d.jpg" alt="" border="0" /></a><span style="font-size:78%;">Image: Walshy and the local evening paper by <a href="http://www.flickr.com/photos/supernan/" title="Link to Supernan's photostream" rel="dc:creator cc:attributionURL" name="Account name"><b property="foaf:name">Supernan</b></a><br /></span><div style="text-align: left;"><br />I am motivated to post my five tips for sustainable practice so the participants in the Flexible Learning course can understand my perspective in this area. For me, sustainable learning and teaching is not so much about saving paper or turning off the photocopier (though these things are important), it runs deeper. So I will attempt to list my five tips about learning resources.<br /><ol><li><span style="font-style: italic;">Share ideas and resources with colleagues</span> - this means I can learn from others and also pass on my knowledge and materials to the learning community to save others time and money;</li><li><span style="font-style: italic;">Use open educational resources</span> <span style="font-style: italic;">(OER)</span> wherever possible - provides access to shareable materials, reduces production/development time and enriches the variety of learning resources;</li><li><span style="font-style: italic;">License my work using Creative Commons by attribution</span> on all the materials I produce - contributes to global resource bank and promotes sharing and collaboration;</li><li><span style="font-style: italic;">Store learning materials on open web-based platforms</span> - improves access as learners can use the materials both during the course of study and also when they are in practice after their study is completed. It adds also to the bank of OER resources and invites critique on my work;</li><li><span style="font-style: italic;">Create learning materials using open and collaborative platforms</span> <span style="font-style: italic;">and software</span> such as WikiEducator - makes it easier to update material, reduces my workload as I do not have to re-develop materials when platforms change (e.g. Blackboard to Moodle LMS), invites collaborative learning and teaching and provides materials in an open environment.<br /></li></ol></div></div>There are lots more, e.g., associated with teaching practice and course design but for now I am sticking with the learning resource side of things. What are others' tips?Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com3tag:blogger.com,1999:blog-24006499.post-56506192182599182862010-02-07T12:07:00.005+13:002010-02-07T13:12:51.395+13:00Integrating Technology for active lifelong learning - Seminars<div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://farm4.static.flickr.com/3079/2551566739_9b968cd0ff.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 363px; height: 363px;" src="http://farm4.static.flickr.com/3079/2551566739_9b968cd0ff.jpg" alt="" border="0" /></a><span style="font-size:78%;">Image: by <a href="http://www.flickr.com/photos/ajawin/" title="Link to lepiaf.geo (back mid February)'s photostream" rel="dc:creator cc:attributionURL"><b property="foaf:name">lepiaf.geo - </b></a><span style="text-decoration: underline;">http://www.flickr.com/photos/ajawin/2551566739/</span></span><br /></div><span style="text-decoration: underline;"><br /></span>This weekend I have been attending some of the presentations at the <span id="lblAboutClass"><span style="font-size:100%;"><b><a href="http://www.integrating-technology.com/course/view.php?id=89">Integrating Technology for Active Life-long Learning Connecting Online 2010</a><br />Feb 5-7</b>. </span><br /><br />It is </span><span id="lblAboutClass">an annual live online conference of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. The Conference was conducted on the IT4ALL Moodle site and <a href="http://www.wiziq.com/IT4ALL" title="WiZiQ." target="_blank">using WiZiQ.</a></span><br /><br />First of all I attended the excellent presentation <a href="http://sarah-stewart.blogspot.com/">Sarah Stewart</a> gave about: <span class="label"><a href="http://www.wiziq.com/online-class/244558-connecting-online-2010-sarah-stewart">Working out the difference between online teaching and facilitation</a>. This provoked a lot of thoughtful discussion.<br /><br />For example an excerpt from a post I made on the Discussion Forum: "</span>You cannot come in and assess at the end of the course as a so-called objective independent marker unless there are strict and standardised criteria. This then means that professional judgement cannot be used. This is not ideal in any situation. Why should a student's understanding and assessment be weighted on one final piece of work? Exams work like this and they do not encourage holistic learning.<br /><br />The idea of developing a partnership is great but if the teacher steps back and takes time to learn from the students and listens and gets to know them and interacts without always having to be the expert - the same thing can be achieved without separating facilitation/teaching/assessment. What do people think?"<br /><br /><span style="font-size:100%;"><a href="http://electronicportfolios.org/">Helen Barrett</a> spoke about: <span style="font-weight: bold;">Social networks and interactive portfolios: Blurring the boundaries. </span><a style="font-family: verdana; font-weight: bold;" href="http://www.slideshare.net/eportfolios/co10-feb10"><span style="font-family:arial;"><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:medium;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;font-size:12;" ></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></a></span>(recording to come soon.) The idea of integrating social networking into the eportfolio was presented and is based on Helen's most recent article: <a rel="nofollow" class="taggedlink" href="http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk">Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning</a><br /><br />Also the idea of what motivates us. <a href="http://www.danpink.com/drive">Dan Pink's</a> book - Drive - covers motivation - autonomy, mastery and purpose. I will be interested to see if values are mentioned as an important part of intrinsic motivation. It is fun to master something you are curious about and have passion about it and this will be more of a driver than anything. More on this topic later...off to track down the book. There was a question about how the big picture purpose of portfolios could motivate. What are the mastery elements in social networking - mastering skills, showcasing achievements, flow of learning, increasing self-awareness and self-understanding. Apparently the key is that all of us want to be part of something bigger than ourselves? So if the portfolio can be seen to have a lifelong purpose it could motivate.<br /><br />What got me all excited is the concept that "reflection is the heart and soul of a portfolio" - my sentiments exactly. And the comment that most documents start their life in electronic format so my question is why print them off and bind them in a hard copy portfolio?Bronwyn hegartyhttp://www.blogger.com/profile/12032750297040394983noreply@blogger.com16