Trends

TRENDS

Education today is embracing technology. This makes teaching and learning hugely exciting for us all. With so many portable devices available such as smart phones, I-pads, tablets, laptops, the anywhere anytime online learning concept makes it easier to share information with a large number of students. Grainne Conole’s presentation Navigating Digital Landscapes, made the point that the internet is actually only 20 years old. As I have said in my previous posts.....I am sure many of us find it hard to imagine life without the internet. E-learning can encourage creative learning and allow more people to access higher education, thus improving employment opportunities for many.

The Horizon Report (2013) suggests that over the next five years we can expect even more innovating pedagogy, from more extensive use of mobile apps right through to wearable technology, with quite a few exciting educational improvements between. One area that particularly interested me was the Learning Analytics. To be able to quickly and effectively identify students that are struggling would encourage us to model our flexible style of teaching to student’s individual learning styles. The School of Veterinary Nursing is currently doing this fairly successfully, however there are still a number of students that fall through the cracks. By identifying the students earlier in the course, lecturers can deliver a more personalized instruction tailored to the learner’s individual needs.

While all these changes are going to be challenging to remain ahead of, it is important to remain focused on what counts. Noam Chomskey "the purpose of education is to help people learn for themselves"...."do you train for passing tests or do you train for creative inquiry?" made me question the way some students currently use the internet. Recently while marking a paper on Animal Behaviour, US 5222, the students were asked to research and describe the social organization and relationships between group members of a number of species. While some students researched and discussed the topic in depth, a large number did not utilize their resources or technology to research the subject properly. As discussed recently in our flexible learning forum, "the internet can open doors, but the ease of getting the answer can also shut doors".

As teachers we suggest readings, supply extensive course notes, recommend a text book and offer numerous websites for our veterinary nursing students to search. However some students choose to just ask the question on Google and go with the first thing that pops up. The tendency to take this first answer rather than research the subject in detail can have an impact on the students underpinning knowledge as the answer may not always be the best or even the correct one. The desire to explore topics further and promote creative inquiry will provide deeper interest in the subjects. Rather than ask for one source of reference we should ask for more. I realise that some of our students do not have the skills or knowledge of how to best research subjects. Part of our role is to encourage students on a lifelong learning journey of discovery. We need to give them the tools to build the scaffolding that will enable them to become expert learners so that they can take pride in their achievements.

Currently our students are asked to submit video evidence of caring for animals. They are set a number of tasks which they must complete jointly with a written open book assessment. I would like to see this improved further and get the students to reflect on what they have learnt during the process. It is easy to correctly remove a dog from a kennel with detailed instructions....but I would like the students to think about why they are performing these tasks. Teaching them to assess the dog’s demeanor before they open the kennel door is vital but they also need to reflect on why this should be done. Why is important to assess the dog from a distance first? Who do they need to protect? By encouraging reflection the students will increase their underpinning knowledge and in this instance have a deeper appreciation of dog behaviour.

At the end of each Care for Diary, there is a space where the student is asked to critique his or her videos. Many students will answer with "I think I did well because ......." but not actually fully reflect how or why they performed each task a particular way. I would like to see the students submit a learning portfolio with guidance and in collaboration with the lecturers. It could be in the form of a blog, since they are not nearly as scary as I first thought, videos, or a discussion forum where the nursing students chat together on-line and reflect on various issues that may have arisen. Topics could be added throughout the students learning journey. There could be flexibility around the topics and delivery. Students may wish to work together throughout the year or individually. If it was to be included as part of their assessments, there may need to be guidelines and finishing dates. By gradually building the learning portfolio throughout the year the student can look back at how far they have progressed and reflect with pride at their achievements.

I would like to see our veterinary nursing students engage in more critical thinking and research subjects more fully rather than just answer questions on an assessment. By encouraging them to participate in a reflective learning portfolio I believe this will encourage deeper learning and could also advance to become a showcase of the students work, attached with videos, for future employers.

The learning portfolio would cover a number of flexible areas within the Flexibility Continuum. Time and place: this could be flexible to suit individual needs, however if the work was to be assessed as part of the course, there may have to be a completion date. Sequence: the student could choose the area they wish to reflect on. Duration: the learner could set their own pace, but as with time and place there may have to be a completion date. Assessment: the learning journey the student undertakes throughout the portfolio is assessed at completion of the course. Delivery mode: definite flexibility here as embracing technology may work for some but not others. Technology: the student can choose the technology they wish to use to complete the learning portfolio.

References:

Chomsky, N. (2012) Retrieved from http://www.brainpickings.org/index.php/2012/03/13/noam-chomsky-on-the-purpose-of-education/

Conole, G. (2013). Navigating Digital Landscapes. Otago Polytechnic. Retrieved from

http://play.op.ac.nz/video/09-October-2012

Hegarty, B. (2012) e Portfolios-getting to the nuts and bolts. Prepared for flexible learning2012. Retrieved from http://www.myplick.com/view/0tvl1ZIEeKQ/

The NMC Horizon Report

(2013) Higher Education Edition.

Retrieved from http:// www.nmc.org/pdf/2013-horizon-higher-ed-shortlist.pdf

Reflect on factors associated with diversity in your context

Activity Four- Module Two

Diversity

Reflect on factors associated with diversity in your context

I found the slideshow on Universal Design very thought provoking. Ensuring inclusiveness for all students is important. Perhaps we need to change the way we think....instead of saying ‘this won’t work for this student’, let’s say ‘How can we make this work for this student?’

Universal Design for Learning suggests that we identify and remove barriers from our teaching methods and curriculum materials. This will ensure that everyone has equitable access to the same learning opportunities thus encouraging acceptance and respect for everyone. By presenting information in more than one format and media we allow more access to learning. Keeping distance students motivated and feeling included may mean we need to find more ways for them to participate. Encouraging participation in Adobe forums and delivering face to face teaching via block courses can be motivating; however, this can also pose some challenges as these students are frequently fitting study around work and family commitments. There will never be a time that will suit everyone, so by recording sessions we are offering more flexibility for the students; however it is still their decision as to whether or not they take the time to watch or listen. At the School of Veterinary Nursing we ask distance students to produce a video demonstrating a particular skill. Some students really struggle in front of the camera. Is there another way to get them to show us their skills? We could go and assess them in person and in an ideal world that would be great; however costs and time restraints would never allow this. Is there another way? Would they be more comfortable with Skype so they can interact with us more?

Students studying Veterinary Nursing, come from many different backgrounds. Family, culture, ethnicity, personal values and beliefs all influence the cultural diversity within our school. By taking the time to get to know our students we can coax them all to shine. There may be a danger when assessing literacy and numeracy that we prejudge our students to what we think their academic level is. Stewart and Felicetti (1992) "define learning styles as those educational conditions under which a student is most likely to learn." My personal experience is that all students have the capacity to learn. Some may need extra tuition via tutorials or even extra support from their peers. Confidence in their ability can be fragile so the giving of positive feedback to all students is vital. The most important factor is to get to know your students, embrace all learning styles and find teaching methods that work. "Thus, learning styles are not really concerned with　what　learners learn, but rather　how　they prefer to learn" (Honey and Mumford)

As I have stated in my previous blog, our students range from School leavers to almost retirement age. To teach to the one-size-fits-all just would not work. One example where access to teaching and learning may be compromised or inequitable is in a new directive for our next academic year. In 2014 the school will only accept assessments that are submitted on-line. While this is a great sustainable objective, some students may find this daunting. There is an assumption that everyone has a computer, understands how to use it and has the capacity to successfully submit all their requested assessments online using Moodle. By doing this are we not removing a degree of flexibility here? Having access to a computer and understanding how to use it is not guaranteed. More mature students may have learnt by using paper based resources so to embrace technology can be challenging and inequitable.

Studying with the School of Veterinary Nursing should be challenging but inspiring for all students. We are encouraging lifelong learners within our profession. We need to reach and engage all learners by exploring options and acknowledging everyone is an individual. Learning in a safe and positive environment will help make learning equitable and accessible to all. If we offer more tuition on computer based learning thus removing some barriers then let’s do that. It may not need to be incorporated into the curriculum but an optional extra to get students up to speed where required. If students are having difficulty understanding a particular subject offering a one on one tutorial or even encouraging peer support can help. Some students are happy to achieve more depth in a subject by sharing their knowledge and teaching others. By working together we can help our students remain motivated and positive towards learning, and hopefully inspire them to achieve.

References:

Honey, P., & Mumford, A. (2000) The learning styles helpers guide. Maidenhead: Peter Honey Publications Lt. Retrieved from 

http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html

Rose, D.H., Meyer, A., Strangman, N., and Rappolt, G.

Teaching Every Student in the Digital Age. Retrieved from.http:/www.cast.org/teachingeverystudent

Universal Design for Learning: A framework for access and equity. Slideshare; Jenna Gravel, Dr Patti Ralabate, NEA, Dr Lisa Thomas, AFT.

 

 

 

 

 

 

Activity Three

Activity Three

 

Investigate and describe two examples of flexible teaching and learning

To Investigate and compare two examples of flexible teaching and learning I am going to compare Otago Polytechnic School of Veterinary Nursing with an on-line course on Pet Bereavement Counselling that I am currently enrolled in with The Blackford Institute UK.

Who are the Students?

The majority of veterinary nursing students are female with a small number of male students brave enough to attend a class where they are in the minority. The students come from all walks of life; ages from school leavers through to a spritely retirement age.

The majority of males that have been involved in the full time course in recent years have been using the CVN as a GAP year. Having completed a degree usually with a science background, they want to carry on with study but want a more hands on approach to enhance their degrees, or use it as a stepping- stone for their chosen career path.

The Blackford Centre is advertised as offering Distance Learning Courses. There are a variety of subjects offered. The Pet Bereavement Counselling Course is a self study course and is open to anyone who is prepared to pay the course fees and has an interest in that particular subject. As one of the classes I teach is about Euthanasia and helping clients through the grief process, this subject has particular relevance for me.

How are the five dimensions of flexibility integrated?

This discussion is founded on the Collis and Moonen ‘Dimensions of Flexibility’, cited in Casey, J. and Wilson, P. (2005).

Time

 

School of Veterinary Nursing:

Small degree of flexibility here. Course start and finish dates are set but late enrolments are accepted in special cases. At the end of the year data must be processed in a timely fashion to get all students finished by a certain date. The success of each course is measured by the number of graduates. Assessments have a due date that the students work towards, but extensions are given when requested. The re-sit dates are also flexible so that students are not put under too much pressure. This can be very frustrating at times as some students take advantage of this flexibility.

Pet Bereavement Course:

High degree of flexibility here. You can enrol and start this course at anytime throughout the year. Once enrolled, Modules are emailed to you every week for 12 weeks and it is up to the learner to complete. If you are unable to finish one module before the next module arrives, the only pressure comes from yourself to get things done.

Content

School of Veterinary Nursing:

We as facilitators have limited flexibility here. Content is delivered to the Unit Standard Outcomes (Elements) and Evidence requirements (Performance criteria) for each module. Topics to be covered are already decided and specific material must be covered with the students. The sequence of these topics is designed to follow in a logical order, to enhance learning. The course notes are available on-line and various text books are suggested but not compulsory. If we as facilitators wish to expand the content, we are able to do so.

Pet Bereavement Self Study Course:

The content of the course is sent to you each week. There is information about the current module, exercises to complete and assignments to write. The modules are very informative and helpful; however no extra readings are suggested so if you wish to research a topic further then it is up to the learner to do so.

Entry Requirement

School of Veterinary Nursing:

Open entry is offered for the Animal Care courses. This enables anyone to enrol and once completed, they may choose to carry on their study towards the Certificate in Veterinary Nursing via distance learning. The fulltime Veterinary Nurse course is less flexible with the minimum entry requirement being Level Two NCEA or equivalent. There is no stipulation for a science background. If a student is struggling with the workload they are given the opportunity to withdraw from some units but carry on with others.

Pet Bereavement Self Study Course:

Complete open entry. Just pay the fees and the twelve weekly modules will be sent to you. Course completion is up to the learner.

Instruction approach and resources

School of Veterinary Nursing:

Our role as facilitators is to encourage and guide our students to want to find out more…..This is where flexibility can begin. The School of Veterinary Nursing encourages flexibility by ensuring their facilitators teach subjects they are passionate about. Everyone is different in the way they approach and teach their subject. Teaching to Unit Standards can be inflexible; however, delivering the content with enthusiasm can ignite subject interest in others.

Pet Bereavement Course:

The only instructions come via the weekly Modules. The resources are online modules. There is no lecturer to contact if you need guidance in any particular area.

Delivery and logistics

 

School of Veterinary Nursing:

Flexible learning is here to stay with delivery and logistics. Although there is a requirement for distance students to attend Block Courses and for full time students to attend lectures, they are given choices in the way they want to learn. Course notes are available on-line via Moodle; these can be accessed anytime. Adobe sessions are timed to get as many students as possible to attend and are always recorded for the ones that can’t. With Moodle forums and social media, students can chat to their peers and lecturers whenever they are available. The only downside to all of this technology and consequent flexibility is the expectation that all students understand how to use it.

Pet Bereavement Course:

The delivery is completely online. Modules are sent via email. This way they are available to be completed whenever suits the learner.

Summarise your findings

This has been an interesting exercise breaking down the five dimensions of flexibility for both The School of Veterinary Nursing and the online Pet Bereavement Counselling Course. The School of Veterinary Nursing is progressing in the right direction using technology and heading towards more flexible opportunities for student learning. However we are still bound to compulsory Block courses and face to face lectures at prearranged times. Unit Standards dictate the content that must be delivered, but if time allows there is always the opportunity to expand on this. While stating the minimum entry requirement for the full time program is Level Two NCEA, there is no stipulation as to what these subjects are. A more flexible approach begins to be implemented when discussing Instruction Approach and Resources and Delivery and Logistics. This is when we as facilitators can ignite students with the passion to learn more and investigate particular subjects further.

The Pet Bereavement Course would appear to be extremely flexible in every way. Once enrolled a learner can choose to study as soon as a module arrives, or put it to one side and pick it up later when time allows. There are no formal expectations or commitment to complete the course except the personal desire to increase your knowledge.

Reflection

Otago Polytechnic School of Veterinary Nursing is moving forward with flexible learning. Reflecting on the way the courses are progressing and acknowledging technology as the way of the future ensures our students are offered many opportunities to complete their studies. Despite this, some students can still find study challenging and a few will not complete their studies as originally intended. Our role as facilitators is to find a way to keep these students motivated towards their goals. If we need to show more flexibility with start and finish dates lets investigate this further. However, with flexible start and finish dates how is success measured? How will this impact on funding from the Government? Should we measure success by individual units rather than full course completion? This may be the way forward but it may mean a complete rethink by tertiary institutions and government alike.

Studying a course that is completely online, with no deadlines to meet is a refreshing way of learning. There would appear to be no measurement of success for The Blackford Institute other than the money coming in that pays for the course to begin. Success is on a personal level. There are no teachers to guide you or peers to talk to. The only motivation comes from within and the completion of the course remains solely a personal achievement.

References

Casey, J. & Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education.

The Blackford Centre

http://www.inst.org/

Activity Two

What does the term Flexible learning mean to you?

The term flexible learning to me is about choice. Choosing where you want to study, when you want to study and how your personal learning will occur. Working within the School of Veterinary Nursing the majority of students are distance learners. A large number of the students hold down full time jobs and have family commitments that all impact on their time. Flexible learning allows them to choose the time and place to study that best suits them.

Reading Collis and Moonen (2001) I find there is a lot more to it. Flexible learning benefits both distance and fulltime students, who attend classes, by making education far more flexible. Instead of walking to the library in the pouring rain to research articles and reference books, now with the availability of Internet search engines we can all search in the comfort of our own home…..what did we ever do without Dr Google or wiki??

 

Why is it necessary to use a more flexible approach in your work? Hint: Think about what may help the learners and your teaching.

Both programs lean towards the blended learning approach, offering both on-line delivery and also classroom interaction. Block courses for the distance students provide the opportunity for face to face interaction. Adobe sessions give the students the opportunity to chat to their peers and attend learning tutorials with lecturers. There are also forums set up via Moodle that enable students to chat to one another, plus social media sites solely for our veterinary nursing students. Full time have the same forums available to them and all students are required to get experience in veterinary clinics to enhance their learning so that when they complete their certificate they are ready to begin work.

Looking at the Five Dimensions of Flexibility Time, Content, Delivery and Logistics, Entry requirements, and Instructional approaches and resources (Rennie 2007) makes me realize how important flexibility is for all our students. The ability to choose the path of study that best suits individuals can only enhance the learning experience.

What do you need to explore to help this happen?

Because we are encouraging our learners to be flexible we as facilitators need to be flexible as well. We tend to be available 24/7 to answer queries, reply to emails or even texts from our students. This can have an impact on family life. Our role is to encourage our learners to try and search for answers themselves. We must give them the tools that will not only motivate them to lifelong learning but help guide them in the direction they need to go. However all this assumes that the learner is motivated to learn. Being flexible does put a lot more responsibility on the shoulders of the learner. We have to be careful to ensure there is not so much choice that we lose the personal touch that face to face contact can provide.

To use flexible learning successfully, I feel that we must get to know what our students needs are, so that we can encourage and support them on their learning journey. Keeping up regular contact with the students via adobe connect, or even the new Otago Polytechnic Lync phone system, email and feedback on their assessments is important. Flexible learning is an exciting option for higher education but is it for everyone? Will all students remain motivated to succeed working towards their personal goals?

What goals do you have for using Flexible Learning in your work?

My goal for flexible learning is to find ways to keep our students motivated to complete their study in their chosen field. I would like to see them passionate about continuing their education and wanting to carry on a lifelong learning journey. On line courses will allow them the flexibility to do this. The challenge will be keep them motivated even when things get tough. The content of our courses must remain of a high standard and need to be challenging and exciting so that learners want to succeed and be proud of their achievments.

 

References :

 

Collis,B Moonan,J (2001) Flexible Learnining in a digital world. Open and Distance Learning Series. London: Kogan Page Ltd

 

Wikieducator :  Blended Learning (Staker/Horn May 2012)http://en.wikipedia.org/wiki/Flexible_learning

 

 

 

Introduction

Hi all

My name is Cheryl Johnstone and I have been working for the School of Veterinary Nursing for the last 5 years in a part-time capacity. I recently moved to Christchurch and thought I had lost the chance to complete my GCTLT when I was offered the chance to pick it up again……so here I go……..

I am about to start on a learning journey that will take me outside my comfort zone and challenge me to try different ways of looking at learning and teaching. I am already being challenged just by setting up a blog!

Cheers

cejohnstone.blogspot.com