What I would do differently next time
I incorporated some of the learning from the course into the design and delivery of my workshops, attained feedback and reflected on how my teaching went. Although I did this, the approach I used was somewhat haphazard in the way that it was done and was also mostly done in the second half of the course rather than over the entire semester. It would have been worthwhile to have done my reflections and write-ups earlier in the course in a more coordinated way, to learn from my mistakes, attain feedback and learn from others. This I feel was in part due to my motivation levels on the course, but also to do with the way that students on the course were assessed and the timing of assessment.
Recommendations for the course
I have provided suggestions and recommendations for this course for an assignment I have completed that considers the use of e-tools in teaching. I would be happy to provide the facilitators of the certificate in teaching course access to my blog that contains this material if they desire.
Monday, October 18, 2010
Reflections on Role Play
Roleplay
For the role play, we were given a scenario where one person has learnt some new technology and tricks that they would like to share with the team. One of the colleagues in the scenario was very negative and resistant towards taking on new ideas and the others in the team had to deal with his objections by asking questions to find out what the issues were and offer advice on how to deal with the situation constructively.
In response to this task, we used “blogs” as the suggested technology. We constructed a range of concerns which were put forward by a reluctant lecturer and provided responses that would hopefully address his concerns. Rather than asking questions to flesh out the resistant person’s concerns we tried to address the concerns he raised directly.
Script:
· Blogs are a waste of time, uncomplicated and unnecessary. Have been teaching on the board and doing work perfectly fine and the feedback from students has been good.
Response discussed benefits of using modern practices, keeping up to date with the way students are learning and relating to where students are today and the way they are learning information. (This is consistent with findings I have learnt from my course in e-learning (cw))
This is the usual “resistance to change” attitude displayed when a new concept is introduced. A colourful presentation on the use of blogs in the learning environment will be carried out.
· I don’t have time to waste learning new technology.
Discussed how more time needed up front, but that the you then have the opportunity to sit back and act more as a guide, where the students can take charge of their own learning, which can be empowering for the students. (This is consistent with findings I have learnt from my course in e-learning (cw))
The modern student uses technology everyday (ipods, iphones, mp3 players, Playstation, Wii, You-tube, internet etc etc ) and have access to the new technology. As learning providers we have no option but to learn and use the new technology.
· I don’t think people will participate.
Discussed how to use the software and the value of demonstrating how to participate. Mentioned how asynchronous communication allows time to reflect and that it may draw out quieter members in the group to participate, which may not be the case in a traditional class environment. (This is consistent with findings I have learnt from my course in e-learning (cw))
We also pointed out that research has shown that people often view the discussions without leaving a post or contribution. This shows that they are participating – they don’t need to contribute to the discussion to gain learning from it.
· Won’t be able to control what is written on the blog.
Discussed how ground rules can be put in place and how who is invited to the group can be controlled. Others put forward these responses (consistent with e- what I have learnt about controls put in place for online groups from e-learning course)
Control systems will be put in place- For example all comments will be moderated before they are published.
Moderating all comments may be time consuming. Agreed upon ground rules can help to set the scene for a supportive learning environment. Also not allowing anonymous contributions can help maintain this environment as contributors are accountable for their comments.
· Some may not be able to use it, particularly the older ones.
Not sure what was said…I do recall all our responses being appropriate however! If anyone recalls, then please feel free to add your comments.
The response may have been to do with working with all levels in the classroom and making it suitable for their level and learning.
Appropriate Training on e-technology will be provided to all learners. With the right support and encouragement older learners are willing to participate and be part of the team.
If we think about the skills we want our graduates to have, this would include being able to use learning technology. There is also extra support available to improve computer literacy if needed through learning support.
· What are the advantages of doing things this way?
Sold advantages of utilising blog. Deeper level of reflection, contemporary way of learning.
Ease of access- blogs are web-based and are available to everybody with internet access. Leaning is not restricted to the standard “school times”- discussions/learning can be done anytime (24/7!)
From what I recall, everything that was said was consistent with what I have read about through doing my course on e-learning and this certificate course over the last two semesters. From what I understand, we are supposed to reflect upon both theory and our own practice of teaching. I believe we all did that to come up with appropriate responses to address the lecturers concerns.
Kylie’s response:
This was an interesting dilemma to produce a role play on as I have often felt like the negative person myself when a new technological advance is offered for us to use – I often feel that if its (teaching) not broken then why fix it? But through the duration of this course and discussion with peers it has melted my resolve a little! I think we all need to try new techniques to improve our teaching so long as we are not forgetting the learner along the way – as with some of the new initiatives are far more advanced than some of our students are ready for. My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.
Anita’s response:
If the use of new technology was audited, and shown to be better for students’ learning, it would be more persuasive for those who don’t see the need for it.
I can understand Lecturers being resistant because of time pressures, seeing the big workloads many carry. Ideally, time should be given for training to use new technology, with some tasks being delegated to others so that a Lecturer doesn’t have to do this training on top of his/her workload.
I guess that technology has a way of carrying people along with it. We can try to ignore it, but this can be detrimental to us. For example, catalogues in libraries used to consist of cards in wooden drawers. If you can’t use a computer catalogue these days, you won’t be able to find information in the library by yourself. My point is, that resistance may be futile, and disadvantage us.
On the other hand, we don’t want to be using technology for the sake of it.
Kylie wrote “My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.”
This is the resolution to the various points raised by the role play, in my opinion.
One last point – as a nurse, I do my best to use evidence based practice. This concept should relate to teaching methods, also. Otherwise, we can only assume that our use of new technology will benefit students in the long term.
Kate’s reflection (using Gibbs model)
What happened – as discussed above
Thinking and Feeling - I was quite nervous about doing this role play, as a group we discussed the positive and negative aspects and opinions of blended learning but we didn’t really have a script or even decide who was going to play which role until very close to the time we presented. When we presented our role play the whole thing flowed really well and we managed to make all the points we had discussed.
Good and Bad points – There were not any real bad points (except the data was wiped so no copy). Good points were definitely the outcome, feeling that we had presented all the points we wanted to, and to realise how much I have learnt through doing this paper.
Analysis and conclusion– In a short space of time our group was able to come up with a role play and present it to others, the role play highlighted the positive and negative views of blended learning techniques. It worked well and was a good way of presenting a lot of information that we have learnt through doing this design and delivery paper.
Action plan – In future I will feel more confident in debating this issue. I may also use this technique in my Teaching as a way of students summarising in their own way the information that they have learnt – this is an example of concepts we have discussed throughout this course such as ‘I do and I understand’ as well as ‘students remember 95% of what they teach others’
For the role play, we were given a scenario where one person has learnt some new technology and tricks that they would like to share with the team. One of the colleagues in the scenario was very negative and resistant towards taking on new ideas and the others in the team had to deal with his objections by asking questions to find out what the issues were and offer advice on how to deal with the situation constructively.
In response to this task, we used “blogs” as the suggested technology. We constructed a range of concerns which were put forward by a reluctant lecturer and provided responses that would hopefully address his concerns. Rather than asking questions to flesh out the resistant person’s concerns we tried to address the concerns he raised directly.
Script:
· Blogs are a waste of time, uncomplicated and unnecessary. Have been teaching on the board and doing work perfectly fine and the feedback from students has been good.
Response discussed benefits of using modern practices, keeping up to date with the way students are learning and relating to where students are today and the way they are learning information. (This is consistent with findings I have learnt from my course in e-learning (cw))
This is the usual “resistance to change” attitude displayed when a new concept is introduced. A colourful presentation on the use of blogs in the learning environment will be carried out.
· I don’t have time to waste learning new technology.
Discussed how more time needed up front, but that the you then have the opportunity to sit back and act more as a guide, where the students can take charge of their own learning, which can be empowering for the students. (This is consistent with findings I have learnt from my course in e-learning (cw))
The modern student uses technology everyday (ipods, iphones, mp3 players, Playstation, Wii, You-tube, internet etc etc ) and have access to the new technology. As learning providers we have no option but to learn and use the new technology.
· I don’t think people will participate.
Discussed how to use the software and the value of demonstrating how to participate. Mentioned how asynchronous communication allows time to reflect and that it may draw out quieter members in the group to participate, which may not be the case in a traditional class environment. (This is consistent with findings I have learnt from my course in e-learning (cw))
We also pointed out that research has shown that people often view the discussions without leaving a post or contribution. This shows that they are participating – they don’t need to contribute to the discussion to gain learning from it.
· Won’t be able to control what is written on the blog.
Discussed how ground rules can be put in place and how who is invited to the group can be controlled. Others put forward these responses (consistent with e- what I have learnt about controls put in place for online groups from e-learning course)
Control systems will be put in place- For example all comments will be moderated before they are published.
Moderating all comments may be time consuming. Agreed upon ground rules can help to set the scene for a supportive learning environment. Also not allowing anonymous contributions can help maintain this environment as contributors are accountable for their comments.
· Some may not be able to use it, particularly the older ones.
Not sure what was said…I do recall all our responses being appropriate however! If anyone recalls, then please feel free to add your comments.
The response may have been to do with working with all levels in the classroom and making it suitable for their level and learning.
Appropriate Training on e-technology will be provided to all learners. With the right support and encouragement older learners are willing to participate and be part of the team.
If we think about the skills we want our graduates to have, this would include being able to use learning technology. There is also extra support available to improve computer literacy if needed through learning support.
· What are the advantages of doing things this way?
Sold advantages of utilising blog. Deeper level of reflection, contemporary way of learning.
Ease of access- blogs are web-based and are available to everybody with internet access. Leaning is not restricted to the standard “school times”- discussions/learning can be done anytime (24/7!)
From what I recall, everything that was said was consistent with what I have read about through doing my course on e-learning and this certificate course over the last two semesters. From what I understand, we are supposed to reflect upon both theory and our own practice of teaching. I believe we all did that to come up with appropriate responses to address the lecturers concerns.
Kylie’s response:
This was an interesting dilemma to produce a role play on as I have often felt like the negative person myself when a new technological advance is offered for us to use – I often feel that if its (teaching) not broken then why fix it? But through the duration of this course and discussion with peers it has melted my resolve a little! I think we all need to try new techniques to improve our teaching so long as we are not forgetting the learner along the way – as with some of the new initiatives are far more advanced than some of our students are ready for. My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.
Anita’s response:
If the use of new technology was audited, and shown to be better for students’ learning, it would be more persuasive for those who don’t see the need for it.
I can understand Lecturers being resistant because of time pressures, seeing the big workloads many carry. Ideally, time should be given for training to use new technology, with some tasks being delegated to others so that a Lecturer doesn’t have to do this training on top of his/her workload.
I guess that technology has a way of carrying people along with it. We can try to ignore it, but this can be detrimental to us. For example, catalogues in libraries used to consist of cards in wooden drawers. If you can’t use a computer catalogue these days, you won’t be able to find information in the library by yourself. My point is, that resistance may be futile, and disadvantage us.
On the other hand, we don’t want to be using technology for the sake of it.
Kylie wrote “My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.”
This is the resolution to the various points raised by the role play, in my opinion.
One last point – as a nurse, I do my best to use evidence based practice. This concept should relate to teaching methods, also. Otherwise, we can only assume that our use of new technology will benefit students in the long term.
Kate’s reflection (using Gibbs model)
What happened – as discussed above
Thinking and Feeling - I was quite nervous about doing this role play, as a group we discussed the positive and negative aspects and opinions of blended learning but we didn’t really have a script or even decide who was going to play which role until very close to the time we presented. When we presented our role play the whole thing flowed really well and we managed to make all the points we had discussed.
Good and Bad points – There were not any real bad points (except the data was wiped so no copy). Good points were definitely the outcome, feeling that we had presented all the points we wanted to, and to realise how much I have learnt through doing this paper.
Analysis and conclusion– In a short space of time our group was able to come up with a role play and present it to others, the role play highlighted the positive and negative views of blended learning techniques. It worked well and was a good way of presenting a lot of information that we have learnt through doing this design and delivery paper.
Action plan – In future I will feel more confident in debating this issue. I may also use this technique in my Teaching as a way of students summarising in their own way the information that they have learnt – this is an example of concepts we have discussed throughout this course such as ‘I do and I understand’ as well as ‘students remember 95% of what they teach others’
Tuesday, October 12, 2010
Session twelve - final session
In Session 12 we were shown a video by a Maori presenter at a Google conference. He focused on the importance of Maori language and leadership skills - the ability to influence. In particular he emphasised the following:
Do you think like a leader?
Do you look like a leader?
Who are your eagles?
Who have you turned your back on?
What will you do different tomorrow?
Being a prisoner with self imposed bars. He emphasised it doesn't matter what others think of you, it matters what you think of you.
Nuddy informed us that we need to get our portfolio to him over the next two weeks.
Do you think like a leader?
Do you look like a leader?
Who are your eagles?
Who have you turned your back on?
What will you do different tomorrow?
Being a prisoner with self imposed bars. He emphasised it doesn't matter what others think of you, it matters what you think of you.
Nuddy informed us that we need to get our portfolio to him over the next two weeks.
A more successful session
After discussing how facilitated study groups worked with Dana and the nature of students in the program I decided not to proceed with faciliatated study sessions with my engineering group. Instead, I chose to create a Wiki for my Engineering Group, where they would have the opportunity to create material and work with the technology. I introduced the Wiki to them. The students were given three questions to discuss and were asked to create a page on the Wiki where they are to provide resources on a technology of their choice to the group. The page they create will then be rated by others in the group. The person or team that is rated highest by others in the class will win a small prize.
The students were happy to discuss the questions introduced on the discussion board and were engaged in the activity I gave them. They spent the rest of the session looking for resources for their topics and learning how to add them to their pages on the Wiki. They appeared to enjoy this session.
The students were happy to discuss the questions introduced on the discussion board and were engaged in the activity I gave them. They spent the rest of the session looking for resources for their topics and learning how to add them to their pages on the Wiki. They appeared to enjoy this session.
Thursday, October 7, 2010
Sessions 10 and 11
Session 10
Best teaching experience
We were asked to reflect on who our best teacher was and why. We were then asked to write this down on paper, switch the paper with the person beside us and introduce their best learning experience.
For me, I was inspired and motivated by a teacher in form 1. She held high standards and expected a lot from us.
I thought this was a useful activity to apply in this context.
+’s of the activity
- Sharing of experience, inclusive, non threatening
-s of the activity
- Can’t elaborate others learning experience
Nuddy set up a wiki called Mitwikeners on PBWorks. We had an online discussion regarding classroom space and layout and its impact on learning.
Session 11
For me session 11 was the best workshop in the whole series (well done Nuddy for putting together a great session). The session fully engaged me through doing a roleplay. Each group had a different teaching problems to address and had to come up with different approaches to effectively deal with the issues concerned. Our group dealt with how to get a resistant teacher on board with using online technology. I felt our team did a really good job on this within a short time frame. Nuddy filmed our sessions and asked us to write up our role plays. Unfortunately, according to Nuddy, our film was overwritten. As a result we have needed to rely on our memory in constructing our write up. I have constructed a write-up for our role play and it is currently being edited and updated by other team members.
Next we were asked to provide feedback on a question.
“If you give control to students, will they pick up the ball and run?”
Feedback in my group was mixed. Personally, I feel some will and some will not, depending on the task and the motivation of the student.
I tried giving control to a group of students I deliver workshops for and ran into some difficulties which I have discussed in my earlier write-up on a session that did not work too well.
Best teaching experience
We were asked to reflect on who our best teacher was and why. We were then asked to write this down on paper, switch the paper with the person beside us and introduce their best learning experience.
For me, I was inspired and motivated by a teacher in form 1. She held high standards and expected a lot from us.
I thought this was a useful activity to apply in this context.
+’s of the activity
- Sharing of experience, inclusive, non threatening
-s of the activity
- Can’t elaborate others learning experience
Nuddy set up a wiki called Mitwikeners on PBWorks. We had an online discussion regarding classroom space and layout and its impact on learning.
Session 11
For me session 11 was the best workshop in the whole series (well done Nuddy for putting together a great session). The session fully engaged me through doing a roleplay. Each group had a different teaching problems to address and had to come up with different approaches to effectively deal with the issues concerned. Our group dealt with how to get a resistant teacher on board with using online technology. I felt our team did a really good job on this within a short time frame. Nuddy filmed our sessions and asked us to write up our role plays. Unfortunately, according to Nuddy, our film was overwritten. As a result we have needed to rely on our memory in constructing our write up. I have constructed a write-up for our role play and it is currently being edited and updated by other team members.
Next we were asked to provide feedback on a question.
“If you give control to students, will they pick up the ball and run?”
Feedback in my group was mixed. Personally, I feel some will and some will not, depending on the task and the motivation of the student.
I tried giving control to a group of students I deliver workshops for and ran into some difficulties which I have discussed in my earlier write-up on a session that did not work too well.
Subscribe to:
Posts (Atom)