MY EXPRIENCE
The development of a lesion plan has provided an experience on the use of flexible electronic learning environment that can be utilized to benefit the learners in a global society. The experience has also broadened my understanding and valuable insights in the Course and the use of technology to support teaching and learning. Such questions like:
What is flexible learning?
How can flexible learning be realized and supported?
What is the starting point towards the realiasatoin of flexible learning?
These and many other questions could be asked?
Flexible learning might provide some of the answers.
According to Collin and Moonen (2001) there is much that can be done and involved in moving from fixed, or less fixed, to more flexible learning. There is need to explore opportunities available in the electronic environment that would advance and promote more flexible learning to learners while embracing the concept of continuous learning. As part of my reflection, flexible learning will be discussed and how technology can enhance learning will also be elaborated.
Flexible learning
This is the learner’s choice of accessing different available learning options to advance their learning. Learners will find ways of learning for example Online learning and other learning media.
Flexibility to time
The learner may choose time when to start the course and the facilitator can determine with the learner on modalities of the training. The learner is reponsibity for the learning environment and requires self monitoring. The learner has a choice of the learning environment for example moodle or Online page. The facilitor/instructor can organize content and assignments that the learner will use.Commuinication and efficiency on the material including feed back is essential in the processes.e.g Online pages and other net works.
Flexible to content
The course work to be flexible in term of programming learning materials and assessment standard to be considered. The learner’s active participation on communication may also contribute in meeting the course requirement in terms of when to begin the course and when to end. The learner/facilitor organize for key events occur, for example examinations some exams could be done an on line net work
Flexibility to instructional approaches and recourses
The facilitator/instructor can shift roles to primary been the designer and moderator of the student form the facilitator. The learner would work/use with materials that are designed by the course provider. Face to face can be arranged depending on the location, other technological facilities can be used.
Flexibility related to delivery and logistics
An electronic environment may be the core system of the net working. The facilitator/instructor can manage the site that is used as a tool for course delivery and content to be communicated through the choosen media. The learners have also an option to choose the course and the mode of access they feel is conducive.
Friday, November 20, 2009
REFLECTION ON TPACK LESSON PLAN ON INQUIRY LEARNING
It was interesting and educative to develop a TPACK lesson that had an inquiry learning perspective. Our group Leonie VanEelen and Yanieke Paalman worked as a team in the development of the lesson plan. Yes, we spiced our lesson plan to make it more under stable and userfriendly.The Inquiry learning is very fundamental to the science knowledge, learners asks question,hypotheze,design experiments, use apparatus,observe,measure,predict,record,and interpreted ,evaluate, perform statically calculation, make inferences and formulate theories or models. In TPACK a flexible teacher would know how to integrate technology that facilitates teaching and learning through networks for example on line learning, web page, and other net work that might provide efficiency and effective learning.
CONTEXT
During our lesson plan development we realised that it was not possible to start with out a context. We started from the approach of taking into account the characteristic of the teacher whom we thought was cardinal in the implementation process. A teacher that integrates knowledge and negotiates the relationship between all components of TPACK was ideal for the lesson plan but we also considered a teacher who had no technological skills and provided some intervention. The teacher’s preparedness before, during and after was of great important to our group if the lesson was to be implemented with minimum difficulties The learners prior knowledge was also considered to be of assistance in an enquiry learning, this would help the teacher to facilitate the lesson effective in an independent learning atmosphere where the learner are active participants.
TPACK
The Tpack lesson plan was a hands-on experience that provided our group with deeper insight on how the interrelatedness of the TPACK component approach had to offer. One had to either start with technological Pedagogical Content Knowledge, TechnologicalPedagogical,Knowledge,Technological,Content,Knowledge,and,Technological Pedagogical Content Knowledge. We thought of how the lesson plan in inquiry lesson would address all the TPACK components, the age of the learners and also the grade level was necessary in the design procedure.Luckly, Leonie and Yanieke used their prior knowledge to come a Topic Tsunami that could be taught in a Geography lesson for the second (2) grade in VWO at secondary school. Pupils’ age ranges from 13 to 14 years. We assumed that pupils in this grade would be familiar with the inquiry approach and work actively independently in the learning process and find answers to their questions. We didn’t think of an investigative lesson that could lead to laboratory investigation but restricted our lesson to what was available in school to suit the TPACK approach. The maximum attended of our ideal planning was twenty and of course, we were also gender sensitive in the class allocation. We discussed and read literature and map up a strategy to come up with an inquiry learning model. The fame work was the bases for the lesson plan.
We started from the perspective knowledge of PK and ended with TPCK because other parts other easily come together. later, after another discussing we thought PK was the most logical to describe one of the circles( CK or TK)and other parts of TPAK would include information about CK or TK.We choose CK.In our opinion TK is used to support delivering specific content in a specific pedagogical way to learners.
Model for inquiry learning:
1. Knowledge Attack
2. Create hypothesis
3. Gather information
4. Construct new knowledge (shifting, sorting, synthesize, draw conclusion)
5. Report (discuss & reflect)
6. Integration
In the inquiry process learners ask questions, formulate hypothesis. Gather information, construct new knowledge and report their finding which is later integrated as new knowledge. Teacher uses the TPACK approach to support learning. The figure below shows the interaction between the teacher and the students in an inquiry TPACK learning lesson.
CONTEXT
During our lesson plan development we realised that it was not possible to start with out a context. We started from the approach of taking into account the characteristic of the teacher whom we thought was cardinal in the implementation process. A teacher that integrates knowledge and negotiates the relationship between all components of TPACK was ideal for the lesson plan but we also considered a teacher who had no technological skills and provided some intervention. The teacher’s preparedness before, during and after was of great important to our group if the lesson was to be implemented with minimum difficulties The learners prior knowledge was also considered to be of assistance in an enquiry learning, this would help the teacher to facilitate the lesson effective in an independent learning atmosphere where the learner are active participants.
TPACK
The Tpack lesson plan was a hands-on experience that provided our group with deeper insight on how the interrelatedness of the TPACK component approach had to offer. One had to either start with technological Pedagogical Content Knowledge, TechnologicalPedagogical,Knowledge,Technological,Content,Knowledge,and,Technological Pedagogical Content Knowledge. We thought of how the lesson plan in inquiry lesson would address all the TPACK components, the age of the learners and also the grade level was necessary in the design procedure.Luckly, Leonie and Yanieke used their prior knowledge to come a Topic Tsunami that could be taught in a Geography lesson for the second (2) grade in VWO at secondary school. Pupils’ age ranges from 13 to 14 years. We assumed that pupils in this grade would be familiar with the inquiry approach and work actively independently in the learning process and find answers to their questions. We didn’t think of an investigative lesson that could lead to laboratory investigation but restricted our lesson to what was available in school to suit the TPACK approach. The maximum attended of our ideal planning was twenty and of course, we were also gender sensitive in the class allocation. We discussed and read literature and map up a strategy to come up with an inquiry learning model. The fame work was the bases for the lesson plan.
We started from the perspective knowledge of PK and ended with TPCK because other parts other easily come together. later, after another discussing we thought PK was the most logical to describe one of the circles( CK or TK)and other parts of TPAK would include information about CK or TK.We choose CK.In our opinion TK is used to support delivering specific content in a specific pedagogical way to learners.
Model for inquiry learning:
1. Knowledge Attack
2. Create hypothesis
3. Gather information
4. Construct new knowledge (shifting, sorting, synthesize, draw conclusion)
5. Report (discuss & reflect)
6. Integration
In the inquiry process learners ask questions, formulate hypothesis. Gather information, construct new knowledge and report their finding which is later integrated as new knowledge. Teacher uses the TPACK approach to support learning. The figure below shows the interaction between the teacher and the students in an inquiry TPACK learning lesson.
Saturday, October 24, 2009
INQUIRY LEARNING
Before our Reflection:
It’s worth saying that inquiry learning is a supportive tool in a world where knowledge is constantly changing. There is so much to learn and so much to do. Well, i like these words,” Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning. The concept emphasizes learner centeredness, the teacher acts as a guide or facilitator in the monitoring of learners activities. The content assumes great important but as a means not an end in itself. Inquiry learning involves a process of exploring the natural or the material world that leads to the formulation of questions, discovery and experimentation for new understanding. (as cited by Jong (2006).learners learn through all kind of methods to solve related concepts and discover their own findings or meanings.
For modern education, the skills and the ability to continue learning should be the most important outcomes. Lock`s.(1967)suggests that, to teach “all that is knowable” should not be the only aim of education but that it should also aim to infuse students with “a love and esteem of knowledge” that provides them with the means and the mental attitude to inspire them with the dynamic of what we today would – a little clumsily – call life-long learning.
Cited by Hutchings.B.(2006) http://www.campus.master.ac.uk
It’s worth saying that inquiry learning is a supportive tool in a world where knowledge is constantly changing. There is so much to learn and so much to do. Well, i like these words,” Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning. The concept emphasizes learner centeredness, the teacher acts as a guide or facilitator in the monitoring of learners activities. The content assumes great important but as a means not an end in itself. Inquiry learning involves a process of exploring the natural or the material world that leads to the formulation of questions, discovery and experimentation for new understanding. (as cited by Jong (2006).learners learn through all kind of methods to solve related concepts and discover their own findings or meanings.
For modern education, the skills and the ability to continue learning should be the most important outcomes. Lock`s.(1967)suggests that, to teach “all that is knowable” should not be the only aim of education but that it should also aim to infuse students with “a love and esteem of knowledge” that provides them with the means and the mental attitude to inspire them with the dynamic of what we today would – a little clumsily – call life-long learning.
Cited by Hutchings.B.(2006) http://www.campus.master.ac.uk
Sunday, October 18, 2009
THE ADDED VALUE OF THE TPACK MODEL
Educational technology has much to present to discourse in terms of technology integration at numerous levels; theorical, pedagogical and methodogical.A theoretical framework for educational technology structure by Shulman( 1986 ) in the formulation of Technological, Pedagogical Approaches, Content and Knowledge(TPACK)has a lot to offer in the flexible learning environment(as from the above diagram). This approach promotes the integrating of technology into pedagogy thus the combination of TPk,TCP and CPK leading to Technological,Pedagogical Approaches and Content Knowledge.It also attempts to confine some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the composite, to be found in the nature of knowledge.Intergration of technology require understanding and negotiating the relation between all the the component.A teaher should understand the process of how to intergrate TPK,TCP and CPKT in teaching/learning.This process or relationship can reveal which teaching method is most appropiate for the content and how content can be restructed for better tranfer of information.consequently, widening participation of learners and at the same time enhance learning through flexible of provision. I believe, that the concept is in line with the promotion of flexible blended learning that suppots approaches to student learner centredness.
A combination of the approach (TPACK) can enhance teaching/learning depending on how a particicular topic might be presented. Carefully, application of the concept can promote flexible learning hence responding to some of the problems of teaching and learning. Some technologies are neither impartial nor balanced.Nevertheless, particular technologies may have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others. For example, the use of email to communicate can be affordable that is asynchronous communication and easy storage of exchanges. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.Another example is Enquiry learning. A teacher who knows how to integrate (TPACK) could help learners through the provision of networking learning, conferences, web search, e.learning,on line learning and other mode for better transfer of information.Well,in conclusion- Lock`s.(1967)suggests that, to teach “all that is knowable” should not be the only aim of education but that it should also aim to infuse students with “a love and esteem of knowledge” that provides them with the means and the mental attitude to inspire them with the dynamic of what we today would – a little clumsily – call life-long learning.
Sunday, October 11, 2009
SUMMARY/REFLECTION ON FLEXIBLE LEARNING PEDAGOGICAL APPROACHES AND TECHNOLOGY
Having read several blogs, believe me there’re all nice and unique. Neil and Caroline and others have written some interesting items which are educative and reflective. My conclusion is that, flexible learning has a number of layers of meaning. Basically, this means that learning can be at outsized from the time and place dependencies of traditional learning environments and can be accessible at all stages of a learner's life.flexible learning can be supported by reducing barriers to access and opening new opportunities that will enable learners to participate in new technologies thus promotion of learners control on their time,content,entry requirement, instructional approaches, delivery and logistics.
From a pedagogical point of view, a set of strategies for learning and teacher is of great importance towards the delivery of information and technologies. There are a number of teaching methodogies that can promote learning and these include, problem based learning, collaborative learning, work based learning, enquiry learning and experiential learning. learners can work on with the support of e.g. forums, discourse, group discussion, or online course materials,multimedia,CD_ROMs,websites,videos,tapes and print materials.
lasty, Factors that hinder flexibility to be revised for better implementation and technology to be made effective to allow flexibility learning.Pedagogical approaches should aim to strategically support the implementation of technology that provides opportunities to end user to incorporate in the design process of learner’s flexible needs. The learners can benefit more if the pedagogies approaches are tailored to suit the technology to be applied.
From a pedagogical point of view, a set of strategies for learning and teacher is of great importance towards the delivery of information and technologies. There are a number of teaching methodogies that can promote learning and these include, problem based learning, collaborative learning, work based learning, enquiry learning and experiential learning. learners can work on with the support of e.g. forums, discourse, group discussion, or online course materials,multimedia,CD_ROMs,websites,videos,tapes and print materials.
lasty, Factors that hinder flexibility to be revised for better implementation and technology to be made effective to allow flexibility learning.Pedagogical approaches should aim to strategically support the implementation of technology that provides opportunities to end user to incorporate in the design process of learner’s flexible needs. The learners can benefit more if the pedagogies approaches are tailored to suit the technology to be applied.
Monday, October 5, 2009
PEDAGOGICAL APPROACHES AND COURSE MANAGEMENT SYSTEM.
Pedagogical approaches and Course Management Syestems
In the face of technological increase and the advancement towards flexible learning the pedagogical approaches are seemly becoming of use.Dunkin, (1987,p.319 )states that, Pedagogy is "the art and science of teaching," the knowledge and skills that practitioners of the line of work employ in performing their duties of facilitating desired learning in others. The method of teaching can enhance the acquisition of knowledge and skills if appropriately administer. Merrits.J(2003)stiputes that,course management system(CMS) is a tool that allows an instructor to post information on web and manupulate the tool without knowing the computer language.An instructor is provided with set of tools and framework that allows the relatively easy creation of on line courses and content for learners.
The following are five kinds of pedagogical approaches that can be used with the support of technology(CMS)
1. Problem based learning
Learners use information resources (all media types) and instructional materials (all media types)as sources of information. The resources do not teach, but rather maintain the learners inquiry orpresentation. This does not work against any kind of instructional resource. It provides motivation for using the resource. Therefore, the domain specific problem-solving should be a skill to be learned thus a simulation which confronts the learner with problem situations within that domain might be appropriate. If proficient letter writing is required for some larger context; certainly a drill and practice program is one option that might be present.http://www.indiana.edu/pulications/journals
Technology(CMS) that supports the pedagogy
Learning through modules, discussion, simulations on line, writing critiquing, debate is a popular way of using Web technology within education. Gilbert and Moore (1998) make it clear that interaction is of
great importance within education, and discussion and debate involve peer interaction.
2. Collaborative learning
Collaborative learning cover a extensive subject of approach with wide variability in the quantity of in class or out-of-class time built around group work. Collaborative activities can option from classroom discussions interspersed with short lectures, through entire class periods, to study on research teams that last a whole term or year. Van der Veen (2001a) notes that, group-based collaborative learning is “the series of activities in which learners work together as a group to complete the task. Others prefer a more spontaneous agenda developing out of student interests or questions. In some collaborative learning settings, the students’ task is to create a clearly delineate product; in others, the task is not to produce a product, but rather to participate in approcess, an exercise of responding.
http:// learningcommons.evergreen.edu/edf/colla.pdf
Technology(CMS) that supports the pedagogy
Web supported environments for work based learning will focus on communication approaches ,such as forums, group discussions, use of chat rooms, workshops and sharing of documents on the websites. Forums for discussion new opportunities be done on the web.
3. Work based learning
Workplace learning - in its fully developed form - implies carrying out training needs analysis (ideally for individuals, or - as a second-best- for groups) and the development from that training needs analysis of individual development plans. If the organisation carries out an organisational skills needs analysis and an organisational development plan, then employee development can meaningfully be aligned with organisational development. It should be emphasised the workplace learning is ideally not about the short-term correction of job-performance problems. The real benefits come aligning workers' skills development with organisational goals and achieving a sustainable learning organisation and a continuous improvement culture. http://dpi.wi.gov/cte/work%20base.htm
Technology(CSM) that supports the pedagogy
The focus will be on communication approaches, group discussions, debate,social discourse, net working conferences workshops, web searching and sharing of documents on the websites.
4. Enquiry learning
Is a learner centered approach that emphasizes higher order skills. It may take several forms, including analysis, problem solving, discovery and creative activities both in class and the class room and the community. Most importantly, in inquiry learning students are responsible for processing the data they are working with in to reach their own conclusion. Lock`s.(1967)suggests that, to teach “all that is knowable” should not be the only aim of education but that it should also aim to infuse students with “a love and esteem of knowledge” that provides them with the means and the mental attitude to inspire them with the dynamic of what we today would – a little clumsily – call life-long learning.
Cited by Hutchings.B.(2006)p2&3 http://www.campus.master.ac.uk/
Technology(CMS) that supports the pedagogy
When learners can make choices with regards to their learning route as well as their place and pace of learning (King 1993; Parsloe, 1986;).It can through web searching, net working conferences, discussions and on screen video. self-study can sometimes be provided to individual learner and will focus on reading literature and other educational materials. Assessment can be self-organized via Web-based tests. Communication with other students, and/or instructors is limited. Courses can be delivered to learners in pre-packaged forms (Pickles, 2001).
5. Experiential learning
Experiential learning therefore involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983). Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning.This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.
Page reference: Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia of informal education, http://www.infed.org/b-explrn.htm.
Technology(CMS) that supports the pedagogy
Learning through video screen, net working conferences, web searching and sharing of documents on the websites. Site visits that supports experiential learning can be of great help to the learners..
Conclusion:
This assay has identified some of the pedagogical approaches that can be used with the support of technology. The pedagogies are important in the formulation of objectives and the mode of technology the learners will seek to use. The pedagogical approaches should aim to strategically support the implementation of technology that provides opportunities to end user to incorporate in the design process of learner’s flexible needs.The learners can benefit more if the pedagogies approaches are tailored to suit the technology to be applied. This may bring engaging and rewarding results.
References: Hutchings.B.(2006)p2&3 http://www.campus.master.ac.uk/:
Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia informal education, http://www.infed.org/b-explrn.htm.
Merits,John.(2003).Course Management System,institution wesleyan University
http://www.infed.org/b-explrn.htm
http://dpi.wi.gov/cte/work%20base.htm
http:// learningcommons.evergreen.edu/edf/colla.pdf
http://www.indiana.edu/pulications/journals
In the face of technological increase and the advancement towards flexible learning the pedagogical approaches are seemly becoming of use.Dunkin, (1987,p.319 )states that, Pedagogy is "the art and science of teaching," the knowledge and skills that practitioners of the line of work employ in performing their duties of facilitating desired learning in others. The method of teaching can enhance the acquisition of knowledge and skills if appropriately administer. Merrits.J(2003)stiputes that,course management system(CMS) is a tool that allows an instructor to post information on web and manupulate the tool without knowing the computer language.An instructor is provided with set of tools and framework that allows the relatively easy creation of on line courses and content for learners.
The following are five kinds of pedagogical approaches that can be used with the support of technology(CMS)
1. Problem based learning
Learners use information resources (all media types) and instructional materials (all media types)as sources of information. The resources do not teach, but rather maintain the learners inquiry orpresentation. This does not work against any kind of instructional resource. It provides motivation for using the resource. Therefore, the domain specific problem-solving should be a skill to be learned thus a simulation which confronts the learner with problem situations within that domain might be appropriate. If proficient letter writing is required for some larger context; certainly a drill and practice program is one option that might be present.http://www.indiana.edu/pulications/journals
Technology(CMS) that supports the pedagogy
Learning through modules, discussion, simulations on line, writing critiquing, debate is a popular way of using Web technology within education. Gilbert and Moore (1998) make it clear that interaction is of
great importance within education, and discussion and debate involve peer interaction.
2. Collaborative learning
Collaborative learning cover a extensive subject of approach with wide variability in the quantity of in class or out-of-class time built around group work. Collaborative activities can option from classroom discussions interspersed with short lectures, through entire class periods, to study on research teams that last a whole term or year. Van der Veen (2001a) notes that, group-based collaborative learning is “the series of activities in which learners work together as a group to complete the task. Others prefer a more spontaneous agenda developing out of student interests or questions. In some collaborative learning settings, the students’ task is to create a clearly delineate product; in others, the task is not to produce a product, but rather to participate in approcess, an exercise of responding.
http:// learningcommons.evergreen.edu/edf/colla.pdf
Technology(CMS) that supports the pedagogy
Web supported environments for work based learning will focus on communication approaches ,such as forums, group discussions, use of chat rooms, workshops and sharing of documents on the websites. Forums for discussion new opportunities be done on the web.
3. Work based learning
Workplace learning - in its fully developed form - implies carrying out training needs analysis (ideally for individuals, or - as a second-best- for groups) and the development from that training needs analysis of individual development plans. If the organisation carries out an organisational skills needs analysis and an organisational development plan, then employee development can meaningfully be aligned with organisational development. It should be emphasised the workplace learning is ideally not about the short-term correction of job-performance problems. The real benefits come aligning workers' skills development with organisational goals and achieving a sustainable learning organisation and a continuous improvement culture. http://dpi.wi.gov/cte/work%20base.htm
Technology(CSM) that supports the pedagogy
The focus will be on communication approaches, group discussions, debate,social discourse, net working conferences workshops, web searching and sharing of documents on the websites.
4. Enquiry learning
Is a learner centered approach that emphasizes higher order skills. It may take several forms, including analysis, problem solving, discovery and creative activities both in class and the class room and the community. Most importantly, in inquiry learning students are responsible for processing the data they are working with in to reach their own conclusion. Lock`s.(1967)suggests that, to teach “all that is knowable” should not be the only aim of education but that it should also aim to infuse students with “a love and esteem of knowledge” that provides them with the means and the mental attitude to inspire them with the dynamic of what we today would – a little clumsily – call life-long learning.
Cited by Hutchings.B.(2006)p2&3 http://www.campus.master.ac.uk/
Technology(CMS) that supports the pedagogy
When learners can make choices with regards to their learning route as well as their place and pace of learning (King 1993; Parsloe, 1986;).It can through web searching, net working conferences, discussions and on screen video. self-study can sometimes be provided to individual learner and will focus on reading literature and other educational materials. Assessment can be self-organized via Web-based tests. Communication with other students, and/or instructors is limited. Courses can be delivered to learners in pre-packaged forms (Pickles, 2001).
5. Experiential learning
Experiential learning therefore involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983). Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning.This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.
Page reference: Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia of informal education, http://www.infed.org/b-explrn.htm.
Technology(CMS) that supports the pedagogy
Learning through video screen, net working conferences, web searching and sharing of documents on the websites. Site visits that supports experiential learning can be of great help to the learners..
Conclusion:
This assay has identified some of the pedagogical approaches that can be used with the support of technology. The pedagogies are important in the formulation of objectives and the mode of technology the learners will seek to use. The pedagogical approaches should aim to strategically support the implementation of technology that provides opportunities to end user to incorporate in the design process of learner’s flexible needs.The learners can benefit more if the pedagogies approaches are tailored to suit the technology to be applied. This may bring engaging and rewarding results.
References: Hutchings.B.(2006)p2&3 http://www.campus.master.ac.uk/:
Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia informal education, http://www.infed.org/b-explrn.htm.
Merits,John.(2003).Course Management System,institution wesleyan University
http://www.infed.org/b-explrn.htm
http://dpi.wi.gov/cte/work%20base.htm
http:// learningcommons.evergreen.edu/edf/colla.pdf
http://www.indiana.edu/pulications/journals
Sunday, October 4, 2009
Pedagogies for flexible learning supported by technology
Adult learning
As life patterns become more complex and less predictable with increased job changes, greater geographical and social mobility and more frequent family changes, adults need ever greater skills and knowledge to remain successful, fulfilled and independent.
Moreover, a rapidly ageing and dependent population will lead to a steep rise in the numbers of people who are socially and economically excluded, unless they can gain greater skills to control and give quality to their own lives. Failure to tackle these issues will waste talent and create an ever greater health and welfare burden on families and the taxpayer.
Chair of the Inquiry, Sir David Watson, said:
"Our goal is to set an agenda for lifelong learning that will make sense for the next quarter-century. We set out to assist our society in moving past fixing things (often with unintended consequences) to realising the genuine personal, social and economic benefits of lifelong learning
EAEA News 2009-09-17
As life patterns become more complex and less predictable with increased job changes, greater geographical and social mobility and more frequent family changes, adults need ever greater skills and knowledge to remain successful, fulfilled and independent.
Moreover, a rapidly ageing and dependent population will lead to a steep rise in the numbers of people who are socially and economically excluded, unless they can gain greater skills to control and give quality to their own lives. Failure to tackle these issues will waste talent and create an ever greater health and welfare burden on families and the taxpayer.
Chair of the Inquiry, Sir David Watson, said:
"Our goal is to set an agenda for lifelong learning that will make sense for the next quarter-century. We set out to assist our society in moving past fixing things (often with unintended consequences) to realising the genuine personal, social and economic benefits of lifelong learning
EAEA News 2009-09-17
Wednesday, September 30, 2009
Introduction:
Flexibility is anticipating, and responding to, the every changing needs and expectation
of learners and communities. This assignment wills focus on flexibility in relation to pedagogies that supports learning and technology. The essay will also discuss each flexibility in the light of advantages and disadvantages for the learner.
Firstly, it is important to give a better understanding to the definition of the word flexibility. Van den Brande (1993) notes, that there must be more flexibility to meet the needs of learner, through adaptability to different learners needs, learning and setting, and media This means that learning methods should be learner centred to respond to, the ever-changing needs and expectations of learners and communities. Flexibility is also a movement away from the situation in which key decisions about learning dimensions are made in advance by the instructor or institution. Therefore, interest in flexible learning strategies is growing as higher education institutions are changing their approach to teaching and learning in order to face a number of new challenges. There are several flexibilities that can promote learners paricipation,all will be found useful by very many learners,but different experiences in relation to the realisation of flexible learning.
Terms of reference:
Summarise different kinds of flexibility
· Name at least 5 kinds of flexibility
· Describe each kind of flexibility
· Describe advantages and disadvantages for each kind of flexibility
Collis,vingerhoet and Moonen(1997)have revised some of the flexibility that can contribute to learner flexibility. These flexibilities have been chosen because they provide an option to the learner though each option has advantages and disadvantages.
Findings:
Five flexibility were identified: Flexibity related to Time, Content, Entry Requirements, Instructional Approach, Delivery and Logistics.
Flexibility related to time:
Fixed time
1. Times (for starting and finishing a course)
2. Times (for submitting assignments and interacting within the course)
3. Tempo/pace of studying
4. Moments of assessment
This entails that the institution should provide information to the learners on course delivery if the learners are to have time flexibility.
Learners should be informed when the course is starting and finishing. Time for submission of assignment and interacting with the course should also be communicated to learners.
Advantages:
The tempo and moments of assessment can help the learner to know when and how to prepare for assessments. If learners are well informed on the programme, making an informed decision becomes easy for the learners. The learner may make a choice is the preference of a group participation or an individual. Or the learner can make a combination thus selecting face to face for some events, asynchronous group activities for others, and individual work for the rest. Flexibility in group interaction can benefit the learner through the exchange of knowledge and face to face sessions such as lectures. This kind of interaction improves communication skills.
Disadvantages:
Though other learners would prefer to work on their own,some times flexibility will not be provided to such individual an learners, this can also lead to withdraw of learner.
Flexibility related to content:
Fixed content
5. Topics of the course
6. Sequence of different parts of a course
7. Orientation of the course (theoretical, practical)
8. Key learning materials of the course
9. Assessment standards and completion requirements
Disadvantages:
Courses are normally designed by the course provider or institution. The learner is not consulted in the course design. The organization determines the selection of content. The organization decides on the topics, sequencing of different parts of the course and the key elements of the course.
The assessment is also done by the organization. Such questions can be posed..;Is the learner interested in the content sequencing, and content approach (theoretical?or practical)?
Offer a choice: Does the learner wish the course provider to specify the content approach (theoretical or practical).The learner has no option and this disadvantage the learner.
Advantages:
If an orientation is given on courses been offered to enable learners to have an insight on the course to be undertaken. This can help the learner to prepare or look for resources to be used e.g. books. The Learners may also be occasionally required to attend residential sessions on specific days or go to local study or participate, via technologies, at a preset time in distributed group discussions or sessions. All these options can give the learner freedom to choose the most suitable mode of learning.
Flexibility related to entry requirements:
Fixed requirements
10. Conditions for participation
Disadvantages:
Fixed requirement means having a standard requirement for participation in a course.
The learner should be given the necessary recourses to realize the required standard of the course to enable learner participation. Course should be tailored to allow learner to move from one stage to the other e.g. from lower grade teacher to a higher grade depending on how self directed a learner can be. If the learner is deprived the opportunity because of the requirements. Flexibility becomes questionable. A learner should be given an opportunity to participation in an educational programme .If it hinders then it becomes a disadvantage. And when the Programmes is tailored to met learner situations, rather than fitting a standard model, especially when this standard model is based on young, professionally inexperienced, full-time learners, and needing a full range of courses for a certain degree.
Advantages:
For some learners, there would be less time needed and lower expenditures for a
particular learning event if the event could be experienced as a module instead of the learner having to participate in an entire course and if that the learner could participate in the event in a time period and location convenient to himself or herself. For the working person, better quality of results could be potentially achieved, in that only the necessary content, in the most up-to-date versions of resources, would be chosen. Theories and experience with adult education show such education to be effective to the extent that it is relevant to the adult learner, closely related to their own learning history. The transfer of knowledge to work is efficient when learner’s needs are met as observed (Enckevort, Harry, Morin, & Schutze, 1986).
Flexibility related to instructional approach and resources:
Fixed pedagogy and resources
11. Social organisation of learning (face-to-face; group, individual)
12. Language to be used during the course
13. Learning resources: Modality, origin (instructor, learners, library, WWW)
14. Instructional organisation of learning (assignments, monitoring)
Advantages:
If the organization can provide appropriate record keeping of student marks and absences, as well as general planning for the course. Lectures and other forms of instructor-led class sessions Self-study: readings, activities and assignments, (perhaps) practical exercises Major assignment (essay, report, product, case study, etc;) intended
Language: Course provider decides on the language(s) to be used
in the course (a) lesson materials, (b) asynchronous communication, (c) realtime two-way video or audio interaction, and (d) faceto- face contacts .Location: Course provider
so, within each flexibility dimension. With all the necessary provision that can support the learning, learner can be motivated to choose options that can suite their needs.
Disadvantages:
However some options can be limited, where the learner does not know how to use the required mode of learning e.g. technological methods of learning like e learning.Or if learner can carry out different learning activities associated with a course and feed back takes eight month or one year due to time & place where contact with instructor is limited.This can hinder flexibility.
Flexibility related to delivery and logistics:
Fixed place and procedures
15. Time & place where contact with instructor and other students occurs
16. Methods, technology for obtaining support, and making contact
17. Types of help, communication available, technology required
18. Location, technology for participating in various aspects of the course
Disadvantages:
lack of proper management on accrediting of learners. The learner may fail to find a job in the job market due to none accreditation of the course. All of these requirements impinge on the learner’s freedom in choosing where she/he will learn.
Advantages:
Guidance is some times, provided to determine the major way or ways in which learner interactivity is to occur in a course .Offer a choice: Does the learner prefer real-time, human-to-human interaction? Does the learner prefer written human-to-human interaction, asynchronously, so that time is available to reflect on her or comments and to answer when she/he wants?Does the learner prefer to interact cognitively with appropriately designed computer program or other learning materials instead of via communication with aperson? Does the learner prefer a combination of the above, chosen by her or himself?
Technology: Course provider decides on the technical platform for the course the learner will have a choice to choose what is convenient as a mode of learning. Offer a choice among major platform variations or their combination: A low-end platform, with television, telephone, video recorder and player, and a stand-alone computer;
Computer-network platform, with access to e-mail and the WWW via the Internet or an intranet; A high-end platform, via a fast network connection, allowing video access on
demand and real-time application sharing.
There are are many possible options. Even within traditional distance education for example, many variations exist that can limit flexibility related to distance, and students may not be offered an option about participating.
Putting flexibility into practice: Challenges Just as flexible learning is complex to describe and multidimensional, it is also complex to implement in practice. While there are new opportunities, there will be challenges of many different sorts to surmount relating to the extent to which options about learning dimensions can be offered to students and still be manageable for the
instructor and institution. Some of the challenges as seen from the perspective of the instructor, the learner, the educational institution, and those who validate the learner's learning experience in terms of accreditation and legitimacy.From the perspective of the instructor,When the learneris given more choices, the instructor is increasingly required to respond and individualise rather than plan and deliver. In some ways this is liberating for the instructor: she/he can choose from a wider range of approaches, of material, learning settings in order to make these options available in response to the wishes of the legitimizing agency related to a course cannot handle a wide variety of course permutations in terms of recognition for the course.The culture of which the learner is not oriented toward the idea of learner choice, but instead expects the course provider to be responsible for pre-specified decisions about the course offering
Flexibility is not affordable.Each combination of options may require some re-engineering of the course;Flexible learning is a complex phenomenon even when expressed in terms of only
four key components .Collins and Moone (2006) have identified four key components necessary to make it possible in practice of flexibility in higher education have been identified as follow.
Conclusion:
Flexibility learning should meet the needs of learner, through adaptability of different learners’ needs, learning and setting, and media. Flexibility learning can involve many dimentions, only one of which is related to location of participation. The five indentified flexibility can bring positive results if implemented properly.
Methodologies that enhance learners participations should be enhance to promote options or choice. Factors that hinder flexibility to be revised for better implementation and technology to be made effective to allow flexibility learning.
Flexibility is anticipating, and responding to, the every changing needs and expectation
of learners and communities. This assignment wills focus on flexibility in relation to pedagogies that supports learning and technology. The essay will also discuss each flexibility in the light of advantages and disadvantages for the learner.
Firstly, it is important to give a better understanding to the definition of the word flexibility. Van den Brande (1993) notes, that there must be more flexibility to meet the needs of learner, through adaptability to different learners needs, learning and setting, and media This means that learning methods should be learner centred to respond to, the ever-changing needs and expectations of learners and communities. Flexibility is also a movement away from the situation in which key decisions about learning dimensions are made in advance by the instructor or institution. Therefore, interest in flexible learning strategies is growing as higher education institutions are changing their approach to teaching and learning in order to face a number of new challenges. There are several flexibilities that can promote learners paricipation,all will be found useful by very many learners,but different experiences in relation to the realisation of flexible learning.
Terms of reference:
Summarise different kinds of flexibility
· Name at least 5 kinds of flexibility
· Describe each kind of flexibility
· Describe advantages and disadvantages for each kind of flexibility
Collis,vingerhoet and Moonen(1997)have revised some of the flexibility that can contribute to learner flexibility. These flexibilities have been chosen because they provide an option to the learner though each option has advantages and disadvantages.
Findings:
Five flexibility were identified: Flexibity related to Time, Content, Entry Requirements, Instructional Approach, Delivery and Logistics.
Flexibility related to time:
Fixed time
1. Times (for starting and finishing a course)
2. Times (for submitting assignments and interacting within the course)
3. Tempo/pace of studying
4. Moments of assessment
This entails that the institution should provide information to the learners on course delivery if the learners are to have time flexibility.
Learners should be informed when the course is starting and finishing. Time for submission of assignment and interacting with the course should also be communicated to learners.
Advantages:
The tempo and moments of assessment can help the learner to know when and how to prepare for assessments. If learners are well informed on the programme, making an informed decision becomes easy for the learners. The learner may make a choice is the preference of a group participation or an individual. Or the learner can make a combination thus selecting face to face for some events, asynchronous group activities for others, and individual work for the rest. Flexibility in group interaction can benefit the learner through the exchange of knowledge and face to face sessions such as lectures. This kind of interaction improves communication skills.
Disadvantages:
Though other learners would prefer to work on their own,some times flexibility will not be provided to such individual an learners, this can also lead to withdraw of learner.
Flexibility related to content:
Fixed content
5. Topics of the course
6. Sequence of different parts of a course
7. Orientation of the course (theoretical, practical)
8. Key learning materials of the course
9. Assessment standards and completion requirements
Disadvantages:
Courses are normally designed by the course provider or institution. The learner is not consulted in the course design. The organization determines the selection of content. The organization decides on the topics, sequencing of different parts of the course and the key elements of the course.
The assessment is also done by the organization. Such questions can be posed..;Is the learner interested in the content sequencing, and content approach (theoretical?or practical)?
Offer a choice: Does the learner wish the course provider to specify the content approach (theoretical or practical).The learner has no option and this disadvantage the learner.
Advantages:
If an orientation is given on courses been offered to enable learners to have an insight on the course to be undertaken. This can help the learner to prepare or look for resources to be used e.g. books. The Learners may also be occasionally required to attend residential sessions on specific days or go to local study or participate, via technologies, at a preset time in distributed group discussions or sessions. All these options can give the learner freedom to choose the most suitable mode of learning.
Flexibility related to entry requirements:
Fixed requirements
10. Conditions for participation
Disadvantages:
Fixed requirement means having a standard requirement for participation in a course.
The learner should be given the necessary recourses to realize the required standard of the course to enable learner participation. Course should be tailored to allow learner to move from one stage to the other e.g. from lower grade teacher to a higher grade depending on how self directed a learner can be. If the learner is deprived the opportunity because of the requirements. Flexibility becomes questionable. A learner should be given an opportunity to participation in an educational programme .If it hinders then it becomes a disadvantage. And when the Programmes is tailored to met learner situations, rather than fitting a standard model, especially when this standard model is based on young, professionally inexperienced, full-time learners, and needing a full range of courses for a certain degree.
Advantages:
For some learners, there would be less time needed and lower expenditures for a
particular learning event if the event could be experienced as a module instead of the learner having to participate in an entire course and if that the learner could participate in the event in a time period and location convenient to himself or herself. For the working person, better quality of results could be potentially achieved, in that only the necessary content, in the most up-to-date versions of resources, would be chosen. Theories and experience with adult education show such education to be effective to the extent that it is relevant to the adult learner, closely related to their own learning history. The transfer of knowledge to work is efficient when learner’s needs are met as observed (Enckevort, Harry, Morin, & Schutze, 1986).
Flexibility related to instructional approach and resources:
Fixed pedagogy and resources
11. Social organisation of learning (face-to-face; group, individual)
12. Language to be used during the course
13. Learning resources: Modality, origin (instructor, learners, library, WWW)
14. Instructional organisation of learning (assignments, monitoring)
Advantages:
If the organization can provide appropriate record keeping of student marks and absences, as well as general planning for the course. Lectures and other forms of instructor-led class sessions Self-study: readings, activities and assignments, (perhaps) practical exercises Major assignment (essay, report, product, case study, etc;) intended
Language: Course provider decides on the language(s) to be used
in the course (a) lesson materials, (b) asynchronous communication, (c) realtime two-way video or audio interaction, and (d) faceto- face contacts .Location: Course provider
so, within each flexibility dimension. With all the necessary provision that can support the learning, learner can be motivated to choose options that can suite their needs.
Disadvantages:
However some options can be limited, where the learner does not know how to use the required mode of learning e.g. technological methods of learning like e learning.Or if learner can carry out different learning activities associated with a course and feed back takes eight month or one year due to time & place where contact with instructor is limited.This can hinder flexibility.
Flexibility related to delivery and logistics:
Fixed place and procedures
15. Time & place where contact with instructor and other students occurs
16. Methods, technology for obtaining support, and making contact
17. Types of help, communication available, technology required
18. Location, technology for participating in various aspects of the course
Disadvantages:
lack of proper management on accrediting of learners. The learner may fail to find a job in the job market due to none accreditation of the course. All of these requirements impinge on the learner’s freedom in choosing where she/he will learn.
Advantages:
Guidance is some times, provided to determine the major way or ways in which learner interactivity is to occur in a course .Offer a choice: Does the learner prefer real-time, human-to-human interaction? Does the learner prefer written human-to-human interaction, asynchronously, so that time is available to reflect on her or comments and to answer when she/he wants?Does the learner prefer to interact cognitively with appropriately designed computer program or other learning materials instead of via communication with aperson? Does the learner prefer a combination of the above, chosen by her or himself?
Technology: Course provider decides on the technical platform for the course the learner will have a choice to choose what is convenient as a mode of learning. Offer a choice among major platform variations or their combination: A low-end platform, with television, telephone, video recorder and player, and a stand-alone computer;
Computer-network platform, with access to e-mail and the WWW via the Internet or an intranet; A high-end platform, via a fast network connection, allowing video access on
demand and real-time application sharing.
There are are many possible options. Even within traditional distance education for example, many variations exist that can limit flexibility related to distance, and students may not be offered an option about participating.
Putting flexibility into practice: Challenges Just as flexible learning is complex to describe and multidimensional, it is also complex to implement in practice. While there are new opportunities, there will be challenges of many different sorts to surmount relating to the extent to which options about learning dimensions can be offered to students and still be manageable for the
instructor and institution. Some of the challenges as seen from the perspective of the instructor, the learner, the educational institution, and those who validate the learner's learning experience in terms of accreditation and legitimacy.From the perspective of the instructor,When the learneris given more choices, the instructor is increasingly required to respond and individualise rather than plan and deliver. In some ways this is liberating for the instructor: she/he can choose from a wider range of approaches, of material, learning settings in order to make these options available in response to the wishes of the legitimizing agency related to a course cannot handle a wide variety of course permutations in terms of recognition for the course.The culture of which the learner is not oriented toward the idea of learner choice, but instead expects the course provider to be responsible for pre-specified decisions about the course offering
Flexibility is not affordable.Each combination of options may require some re-engineering of the course;Flexible learning is a complex phenomenon even when expressed in terms of only
four key components .Collins and Moone (2006) have identified four key components necessary to make it possible in practice of flexibility in higher education have been identified as follow.
Conclusion:
Flexibility learning should meet the needs of learner, through adaptability of different learners’ needs, learning and setting, and media. Flexibility learning can involve many dimentions, only one of which is related to location of participation. The five indentified flexibility can bring positive results if implemented properly.
Methodologies that enhance learners participations should be enhance to promote options or choice. Factors that hinder flexibility to be revised for better implementation and technology to be made effective to allow flexibility learning.
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