Will be telling my story: “ Facilitating Online” – open, online course – Otago Polytechnic Bachelor of Midwifery, Griffth University Virtual International Day of the Midwife My own experiences as student using learning as informal learner which was integrated in GCTLT
Flexible about time I deliver content as well as length of course.
FO2011 – students have a designated time for the course, but they can have long extensions. They can also do the course as self-directed students because it is in an open environment and then enrol for assessment when they choose Whilst some students like open ended courses, others like a schedule to work to
Griffith – time frame for completing so more constraints around that *I have to re-consider my attitudes to how my work – freed me to be flexible in my approach to work, so I suit my needs *Have to support students to think about their attitudes to time *time zones, when working with people overseas *Difficult to please all the people all the time – work out what best suits people *Facilitate other methods of content delivery to suit all time zones etc *Implications about workload for me for people finishing all over the place
Mix of delivery modes.
Need to think about learning styles – try to keep things exciting and “sexy” . I don’t think so much about learning styles, but more about using a variety of delivery modes.
Need to think about digital literacy, and people who do not have access to good computers or Internet. Challenge for me, to develop my technology skills
FO2011. Needing to align delivery of course with institution policies eg enrolment of informal students
Mix of live and asynchronous – need to think about giving access to students who cannot get to the live session ie recordings Use open content – course materials openly available Re-use of open materials developed my other people eg Nancy White’s work…iFacilitate Griffith – flexible about location, but having issues working through processes about things like moderation and equitable access to resources and learning opportunities.
FO2011 Explain model of enrolment
Open entry can be problematic for some courses – you will have to think about how you prepare & support students who have academic challenges
My experience with CCK2008, transferring in GCTlT & GETTING CREDIT FOR f02007
Open content-prepares students for when they do prepare eg NZ midwives course Supporting students to move from sponges of content to life-long learners Put content in open environment – sustainable, supporting bigger world of learners
"Any time, any where, any how" - flexible teaching and learning practice
Any time, any where, any how: flexible learning in practice Sarah Stewart Otago Polytechnic, Dunedin 2011 http://farm6.static.flickr.com/5207/5366530695_60d25182f5.jpg
Five elements of flexible learning <ul><li>Time </li></ul><ul><li>Delivery and logistics </li></ul><ul><li>Entry requirements (formal, informal) </li></ul><ul><li>Instructional approaches and resources (interaction, assessment, strategies </li></ul><ul><li>Content </li></ul>
Flexible use of time http://farm1.static.flickr.com/27/51307333_49319d363f.jpg
Attitudes of you and your students to time and place may have to change http://farm1.static.flickr.com/49/110993877_7e91376579.jpg
Can the times you teach better suit students? How can course time frames suit students’ needs? http://farm1.static.flickr.com/8/9500812_11935bf7a4.jpg
What are the constraints that impact on time? http://farm3.static.flickr.com/2686/4086292276_d36fa4d6a8.jpg