CA 6.3 Knowing When to Jump In!

For me this collaborative activity has been a really good learning experience. Having managed to complete the study in unit 5 on time, for the first in H808, I was able to start reading the requirements for this task well before my normal weekend study routine. I was keen to get things underway but was not sure when would be the best time to jump in. The learning points that we mentioned in the previous collaborative exercise were still fresh in my mind so I planned out a simple method of attack taking them into consideration. A small element of me had hoped someone else would start the forum postings off and I could follow others but I had done that before and therefore I felt it was time for me to step forward and take the plunge. It is so pleasing to get positive feedback from others from the first forum post; I couldn’t help wondering if my fellow team members were also ready to get things started and I managed to sneak in before them or they were pleased someone else got the ball rolling as it were?

I am very pleased with the method that we attacked this task and have great confidence that we have produced a fine presentation. Perhaps my extended strength of leading the dialogue in some areas may not have given much room for others to jump in, for that I profoundly apologise as it might have been my military training that spilled into my OU online studies. I guess once you step forward into the line of fire you need to stand up, be counted and commit yourself to doing a good job. Despite having many modern tools at our finger tips the simple ones do seem to work best. I created the Google docs spreadsheet having realised that a fellow member uploaded an excel version to the forum but other members of the group were unable to edit and make comments. Although it took a bit of time setting up the hyperlinks in this spreadsheet it was of great benefit and thankfully much appreciated by the team members. Again taking forward the experiences and lessons learnt from a previous activity using Skype combined with Sync.in allowed us all to collaborate well and make our own inputs to shape the end result. Having had technical problems previously we managed to hold a 90 minutes synchronous session online with 4 of the 6 members which included a member from New Zealand despite the 13 hours time difference; for me this was probably the best and most enjoyable part of the whole collaborative experience.

To maximise full inclusion with the team using google doc presentation enabled us all to use a familiar tool (ie powerpoint) only on more simplistic scale. Before making the suggestion to use this tool I quickly cobbled together a rough outline of the slide titles to help guide team members to see how we could structure the presentation. Once everyone could see the action plan everyone rallied to deliver their individual slides with much enthusiasm. Some very valid points were made in the forum about the look and free of the presentation to help readability and printing. The final Skype session held two days before the proposed deadline helped to not just engage the two team members who could not make the previous live online session but also cemented our way forward to completion. I like to think that this allowed all members to feel their views, thoughts and contributions were valued and appreciated by all team members; I know I did and I’d like to thank those who collaborated with me.

TMA01 Results – Does good feedback give you lift?

Despite the last minute rush I made to construct my reflection the doubts I had about submitting my first assignment for H808 have now completely disappeared. I am very pleased having achieved 73% and received the overall comments that I had produced a well-balanced essay with numerous discussion points for and against, ending with sound conclusions. The feedback was very constructive and positive which has helped to build my confidence to write meaningful post graduate material. Although I am not comfortable being a last minute person in this case I was lucky that the lack of time enabled me to be more task focused leading to identifying and ticking the right boxes for the marking criteria. I must get a head and plan TMA02 early by developing a structure and division of word count into the appropriate sub sections before tackling each area.

This week has been an academic high for me with TMA01 in the bag I also found out that the OU have accepted my credit transfer of 60 MCATs towards MAODE. To top the week off I also received feedback from my latest master’s assignment in Consultancy with the University of Portsmouth. These guys are extremely hard markers in comparison to the OU so I am extremely pleased to get 75% for this module and find myself another step closer to an MSc in Training Management and Consultancy.

The negative dip I felt a few weeks ago has diminished (well may until the next roller coaster ride). I am now looking forward to getting the most out of the collaborative activities with my fellow group members in the next two weeks.

CA5.5 The CMALT and LSN certification schemes

A few days ago I commented on the forum in response to what does ‘Learning Technologist’ do? Having only just thrown myself into unit 5, I was blindly not aware we were to explore this in more depth over the coming activities in part 2 but actually when I go back and read this I am content with my reply. Please see my below for details:

I currently work within a small team who were collectively labelled as a Technology Based Training group, over the last year we have been aiming to modernise the military training methods by promoting a variety of electronic media and mediums to delivery training across defence. The main resistance to chance has been one of culture ie why change the way we have been delivering training for centuries? To seek acceptance and be able to operate within financial constraints we now offer a range of technologies that are both old and new methods providing a more accepted blended approach. Since making these improvements and still managing to conduct training within our defence system approach to training we have been renamed as the 'Learning Technology' group so does that make me a learning technologist? Well I do research and introduce the use of new technologies that compliment older practice with the view to improving performance and engagement from the learner but also seek to make best use of the appropriate technological processes and resources to make the management of training more efficient for the organisation. IMHO combining the understanding of learning theory, training/instructional design and selecting an appropriate technological method of delivery is what a learning technologist would do.

Now having read through the CMALT and LSN competence lists I am able to add extra value to my initial thoughts but surprisingly to me they were not far off the mark. Completing the comparison grid enabled me to identify the gaps in my own personal development plan so I updated this include the ability to monitor, assess and evaluate the appropriate use of elearning. It is only upon reflecting I was able to see we need to be able identify if a particular technology is working or not and know when to move on or push harder for success. Am I right in thinking that my own PDP should be a living document and can be amended when I choose?

CA 5.4 The Profession of Learning Technologist

Lisewski & Joyce is an interesting read but I found they only touched on some of the skills required of learning technologists. Citing (Beetham et al. 2001: 24) they identify that ‘to achieve the right balance between the pedagogical approach and the appropriate use of a given technology within the prevailing resource and environment, learning technologists require effective tools, processes and discourses to establish their professional identity’. If this is the case then how and what should they train for?

The suggestion made by Lisewski and Joyce that Learning Technologist’s must bring their skills to bare and inform the process of teaching and learning online is further enhance by the requirement to cater for a wide spectrum of capability. Is this not touching on the teacher’s skills to be able to adapt their teaching styles to fit the learners individual learning needs? I agree a learning technologist must be able to deploy the whole multitude of online educational provision to meet the requirements of a variety of learners but is this not just an extension of toolset a teacher should be able to call upon or are learning technologists just restricted to technology based learning means? Conversely should learning technologists therefore not engage with the conventional learning techniques used by teachers in the classroom?

I am finding it difficult to place the learning technologist in a specific professional group. They deliver training by their assistance of moderators and selection of appropriate technology, yet they do not manage and do not deliver teaching to ‘pupils’ in the conventional sense. Research read so far appears to limit there employment within HE. More technically involved than a teaching assistant and their exploitation of an acquired knowledge and skill-set pushes them towards the definition of ‘professional’. Learning Technologist’s appear to be a new perhaps emergent profession born out of necessity to engage in modern learning techniques through the use of technology. The question for me is, are they a subset of the elearning professional previously discussed in CA5.2 or a subset of the teacher role?

CA5.2 part 2 - Professions and professional values

Although Warrior (2002) did not offer any professional frameworks or pathways to professional status the report did cover some of the elements that I believe are immediately transferable from the educational profession to that of an elearning profession (IMHO these are very closely linked).

Being a professional is about taking the responsibility to not just gain the pre-requisite academic qualifications but also combines knowledge with practice. The very notion that a professional must ‘practice what they preach’ echoes directly into my own work environment and professional attitude. Carr (1982) comments that ‘quality is synonymous with meeting professional standards through a system of supervision, inspection and control’. So what standards should be set for the elearning profession?

Having a set of standards that need to be met and maintained engenders the attributes and values required of a professional. Professional development is the process that practitioners need to complete in order to improve their professional competencies. This can be achieved through individual motivation to engage with a CPD programme by attending regular training courses or conferences to renew skills and competencies.

My initial attempt to provide definitions as required for this activity is listed below:

Definition of profession:

An occupation which operates under the guidance of an association or institute to clearly define codes of conduct and practice. Often a profession is held by a graduate or higher qualification with the necessary skills and knowledge of a specialist area.

Definition of professional:

A professional is more than just a person who is paid for what they do. Normally referred to as an expert in a specialized knowledge field which belongs to a professional organisation or governing body and delivers a service to clients. It is assumed a professional is fully up-to-speed and current with own knowledge and skills.

Definition of elearning:

Learning facilitated and supported through the use of information and communications technology. It can cover a spectrum of activities from the use of technology to support learning as part of a ‘blended’ approach, to learning that is delivered entirely online.

Definition of elearning professional:

A skilled occupation with the knowledge and experience to deliver learning through the medium of various electronic technologies. It is assumed that an elearning professional has graduate or higher qualifications and the competency to employ a variety of modern learning techniques.

References

Carr, W. (1989) Quality in Teaching. Lewes: The Falmer Press.

Warrior, B. (2002) ‘Reflections of an educational professional’ (online),Journal of Hospitality, Leisure, Sport and Tourism Education, vol. 1, no. 2. Available from:http://www.heacademy.ac.uk/assets/hlst/documents/johlste/0030_warrior_vol1no2.pdf(accessed 6 August 2010).

CA5.2 part 1 - Professions and professional values

I found Neal and Morgan (2000) a very interesting read. I was disappointed to see there were no comparisons being made to the teacher or academic training professions between the UK and Germany professionals listed. Despite the lack of academic professional status I was still able to identify with some elements which could contribute to the professionalization of elearning practitioners.

I believe the routes to professionalization identified for the UK are very relevant as an initial framework to the staged requirements to meet the professional status. Using these 7 areas below I add my own thoughts and questions in respect to being an elearning professional:

1. The occupation became full time – Should an e-learning professional be able to offer a service and does it have to be full time?

2. An articles systems was established – Do E-Learning training programmes need to be formalised and should opportunities be sought to practice and trial best practise among peers (through CoP).

3. A professional association was formed – If elearning is deemed as an extension of learning then can the professional association that support teacher training and other academic institutes (ie Institute for Learning) be used instead of creating a dedicated association?

4. Qualifying exams were introduced - Professions are governed by ethical values and national standards should these be introduced into post graduate training schemes which could lead to the necessary professional and academic grounding followed by a programme such as the MAODE?

5. Political agitation for legal protection of specifics work areas – Are additional professional bodies required in addition to those that cover the learning fraternity to set codes of practice or would self regulation work?

6. Academic routes to qualification were established in co-operation with higher education authorities – Should elearning professionals be existing graduates that pursue post graduate qualifications or can you become professional via an alternative Vocational means?

7. Rules were introduced to ensure continuous professional development (CPD) – Could CPD be achieved through the attendance of conferences and through additional research studies. Must it be a structured and recorded in an e-portfolio system similar to that offered by the Institute for Learning?

Questioning these statements has made me think more about whether elearning is just an extension of learning and therefore should the professional grouping be placed under existing teacher training associations.

Respect your views if you would care to comment..

Reference:

Neal, M. and Morgan, J. (2000) ‘The professionalization of everyone? A comparative study of the development of the professions in the United Kingdom and Germany’, European Sociological Review, vol. 16, no. 1, pp. 9-26. Available from: http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1093/esr/16.1.9 (acessed 5 Nov 2010).

CA 5.1 eLearning and Professional Development

To start this activity off I have identified the following statement to reflect my own thoughts on a definition to elearning:

‘e-Learning can be defined as 'learning facilitated and supported through the use of information and communications technology'. It can cover a spectrum of activities from the use of technology to support learning as part of a ‘blended’ approach (a combination of traditional and e-learning approaches), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element’ (JISC, 2010)

If we are to consider this definition to be a good guide then being an elearning professional is about facilitating the learning for others. This leads me to think that elearning professionals could probably already be professionals in their own right as teachers, lecturers, tutors or learning providers. E-Learning is just an extension on the methods to deliver learning via electronic means.

The argument that an elearning professional is purely someone who is paid to develop or facilitate elearning courseware might not hold true. By virtue of their job description some members of a TBT team could misguide this thought process. I have witnessed people being paid to deliver elearning and actually deliver very poor quality outputs.The immediate retort being the quality of their work was not professional enough to be used for learning. Being a Professional is far greater than just being paid to do a job, it includes having standards which are aligned to national or international standards, surely this can only be delivered via a structured programme.

I am sure this document has been introduced elsewhere but I find the professional development framework for e-learning (based on the learning and skills sector) to be very closely aligned to the training requirements within Defence.http://www.learningtechnologies.ac.uk/files/0627161Framework.pdf. This document clearly outlines the requirements for post-16 teacher education and training and for staff development within the Further Education.

The following document complements the above framework and lists the functional elearning roles into the following groups Practitioner, Developer, Internal/external Adviser & Strategist/Leader. Professional Development Framework for elearning. http://www.learningtechnologies.ac.uk/files/072821_Topics.pdf

In the document which calls for ‘Policy makers and practitioners should now plan to drop the ‘e’ from e-learning. Today, everyone needs to be confident and competent with electronic technology, not just technophiles’. The implicit definition for an elearning professional could be seen as one who ‘provides a high quality learning experience for all, making effective use of new technology’ (London Strategic Unit, 2006).

References:

JISC (2010), JISC Website Definition of E-Learning, http://www.jisc.ac.uk/whatwedo/themes/elearning (Accessed 5 Nov 10)

London Strategic Unit (2006), London Strategic Unit for the Learning and Skills Workforce, ‘e-briefing: ensuring the development of e-learning in teacher training and professional development in London’,http://www.talent.ac.uk/uploads/documents/doc_239.pdf (Accessed 5 Nov 10)

Post TMA01 Studying Frustrations

Having completed 2 previous MAODE courses with fairly good results I found myself struggling to engage with the first TMA for H808. I have asked myself the following questions:

a. Is it lack of interest in the subject matter?

b. Limited amount of meaningful collaborative work?

c. Lack of feedback from blog posts?

d. Simply feeling the effects of study fatigue?

Well the subject matter is interesting but the format through which it is presented could be more engaging and directed rather than read lots of this and that and write a bit on this. Perhaps a few video clips, podcasts, synchronous online sessions would provide a better medium to deliver the content? Attempting to follow links that no longer work is very frustrating, something that I would hope the OU as a world leader in distance learning would get right!

The self motivated collaborative work using Skype and syn.in was very engaging and perhaps I would like to see and be a part of more work in this area. Previous courses structured in programmed and organised Elluminate session as part of a synchronous learning experience. From my experience I believe this helped the tutor group to gel better than just relying on the central focus of the discussion forum.

Despite trying to make more of an effort with blogging in this course, the lack of feedback in my blog has been a bit of downer....I am sure others probably feel the same but may not choose to admit it! Bearing your personal thoughts and feelings or results for a task in such a public place takes effort and if no recognition for this effort is made one can’t help questioning why bother? Perhaps I should look more inward and consider that it is my learning journey, if this is the case then why should I share it with others? I started the course being very enthusiastic reading everyone’s blog and making several comments along the way. If I am to encourage feedback from others I need to dedicate more time to regain the enthusiasm to engage with others in my cohort otherwise I may feel left behind.

I have been struggling to fit my studying around other life events, demanding work commitments and another masters programme with Portsmouth University; perhaps I have bitten off more than I can chew? As this is hopefully my final MAODE course (subject to credit transfer application) I really need to regain some focus and set aside the minimum 15 hours a week to keep on track. My problem with studying online is there are so many other distractions when I am connected to the web such as facebook, twitter, googlemail and ebay. Perhaps I should revert back to printing the resources, reading them in a dark, quiet place scribble all over them before typing my thoughts down. Does anyone else struggle with such distractions?

The very nature of working individually on a TMA means most lines of communications are abandoned so one can concentrate on their own assignment efforts. This period of time can feel quite isolated where doubt about what you need to achieve creeps in. Having had this apparent gap in engagement I always feel that it takes much more effort to get back into studying the next stage. Ideally a week off from studying would be great to recover or maybe more realistically a consolidation week to allow detail to sink in more before moving on.

Please feel free to comment...