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Is professional educationinherently anti-social?<br />Whose education is it anyway? <br />Ian Gardner – Jan 2010<br />

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About this presentation<br />Open<br />courseware<br />More details at the below URL – comments welcome:<br />tinyurl.com/<br />Y9827q5<br />Probably should have been a discussion not a presentation!<br />Role of PE/HE<br />Programme design<br />VLE/PLE<br />Today<br />

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Why Professional Education?<br />Blackboard customer group:<br />“the e-Learning needs of corporations, the U.S. government, associations and for-profit education providers... fully engage employees and develop talent across your organizations”<br />Source:<br />http://www.blackboard.com/newsletters/proedjune07b.htm<br />

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Presentation overview<br />Whose education is it anyway? Conflicting views from different stakeholders including:<br />on group work vs. independent learning<br />on collaboration tools (inc. Blackboard’s) and their use in education<br />

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Popularity of content<br />

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Take up of tools<br />

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Take up of tools<br />

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Group work vs. Independence<br />Image source: http://farm4.static.flickr.com/3275/3079465935_9ca3dfb507.jpg<br />

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Is it just Professional Education?<br />Different motivations than compulsory education<br />Different timescales, implications for:<br />Pedagogy<br />Instructional design<br />Relationships<br />Access to Blackboard<br />However...<br />

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Ongoing relationships<br />

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Is it just Professional Education? (2)<br />Overall, a lot of similarities<br />Realism over idealism<br />What is ‘employability’ and other questions outstanding<br />Student preference<br />FE has history of employer influence, HE different discipline requirements, PE influence of employers/accreditation<br />Location and reputation still key<br />

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‘Our’ solution<br />

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Student choice<br />“Students learn differently and want choice. Such as paper or book, computer or internet, handout or VLE.”<br />Student, University of Edinburgh<br />Source:<br />JISC Responding to Learners<br />http://tinyurl.com/ye9zb5x<br />

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Student choice (2)<br />“The main way that students would like to be involved in shaping the content of the course is through providing feedback on the course design.”<br />Source:<br />NUS/ HSBC Students Research Experience Report: Teaching and Learning (November 2009)<br />http://tinyurl.com/y8vnuk9<br />

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Online/offline flexibility<br />Topic focused:<br />Guidance<br />Support materials (inc. reading)<br />‘Lecture’ materials<br />Test<br />‘Tutorial’ materials<br />Further practice<br />

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Conclusion<br />Anti-social okay?<br />‘Who you know not what you know’<br />Constructivism<br />Educational values<br />Fee payer expectations<br />Expect large amounts of directly relevant content, ‘for the money we pay‘<br />Ultra competitive<br />Continue at: tinyurl.com/Y9827q5<br />& in “Turning the anti-social...”<br />

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Q&A<br />Is professional education a ‘breed apart’? <br />Are ‘courses’ anti-social whereas professional events (such as user conferences), workshops, webinars social?<br />What students really want [spoon feeding?], and what they should be encouraged to experience [new styles of learning /assessment, ePortfolios, etc.]. Is the approach described the ‘balance’ here?<br />