This document introduces the concept of flexible learning and how it could be applied to a Social Anthropology course for Occupational Therapy students. Flexible learning emphasizes giving students choice and control over how they engage with course material. The presentation discusses an interview with the presenter's daughter about how she prefers to learn through reading, such as sharing ideas with friends. It aims to enhance student engagement and prepare for merging the course with another class. One example of applying flexible learning principles will also be analyzed.

1. NOTE: there is Sound with this presentation

2. Flexible
Learning
Part One: Introduction
Gina Huakau, June 2012

3. Introduction
Flexible learning in
my context is about attitude
- can we think about learning differently?
as well as

4. Introduction
…continually developing/ reflecting
about my understandings and methodologies in
regard to learning
i.e. how do we learn?
How do we communicate learning?

5. “Basically to me, it means that sometimes it’s
about having the ‘guts’ to let go of my learning
plan/s and let my learners drive the learning”
Reference: Huakau, G (2012) unpublished assessment. Learner Centred Learning.

6. Objective
This presentation will look at how a flexible
learning strategy will enhance the course I teach
– Social Anthropology for Occupational Therapy
by offering students multiple pathways to
engage with the course material.
I will analyse one example of how I will apply
this strategy

7. Aims
The primary aim is to enhance students
engagement with course material
The second aim is to see how a flexible learning
strategy can help when we merge this course
with another paper (Concepts in Health) next
year

8. Let’s talk about learning…
In thinking about why flexibility is necessary in
learning, I decided to have a conversation with a
learner I know really well….
my daughter Sophie

9. Here’s some
ideas from
Sophie about
reading

10. This is Sophie reflecting on reading as a group
activity….
The learning goal is to encourage the class to read…
But there is no choice about how to read – have to
read in silence

11. Wants to choose how she reads… “just pick up a
book and start reading out…”
She wants to share ideas about what she is
reading with her friends

12. Wants to read in her ‘own’ time

13. Likes reading as a family

14. This reflection with Sophie made me think-
Am I asking my students to
‘do’
rather than
‘learn’ ?
Are there times when what “looks” like learning
(sitting in silence to read) is missing an opportunity
to engage with learners-
(sharing and reflecting about what is being read?)

15. Time to look at how this thinking
relates to my course….
Social Anthropology for Occupational Therapists
Tiki Cookie image from: http://bronmarshall.com

16. Background
When I was first asked to
teach this course in 2010 it was a true
It was taught entirely online, had poor
student engagement, and the assessments
did not align with the key learning goals
Lemon image from: http://causerelatedmarketing.blogspot.co.nz/2010/03/use-lemon-windex-at-your-next-gala.html

17. After a major re-write…
The learning environment is…. nearly on track
many of the logistics have been sorted,
a learner centred approach has been
implemented,
the blended delivery to the 2 campusus
(Otago and Wintec) is slowly getting better
Student feedback has drastically improved

18. Now I want to look at
how flexible learning (FL) will be applied
across my course to enhance learning and student
engagement…
I then want to analyse one ‘approach’ and discuss
how flexible learning can be applied in a specific
learning context

19. END