What’s to Say … Lots …

Why Traditional Teaching Methods Need to Change …

…because of the connectivity in society in general and, therefore, on the skills, attitudes and understandings needed by tomorrow’s students’ ….

However, the changes need are not so much revolutionary but evolutionary. The reasoning for this, I believe, is in the knowledge and understanding that knowledge is socially constructed rather than discovered.

Brufee (1993) states that:

we construct and maintain knowledge, not by examining the world but by negotiating with one another in communities of  knowledgeable peers. Knowledge is, therefore, not universal and absolute. It is local and historically changing. We construct and reconstruct it, time after time, and build it up in layers

This is true in terms of RSAMD teaching where the style and guidance practices have changed in relation of the introduction to online journals, e-learning and the advancement of technology is necessary. However, it can be argued that in learning of assessment RSAMD is lacking in the need for e-assessment which has been offered widely in universities such as University fo Queensland, Australia, York University, York and MIT.

E-learning has been reviewed over the years and a review of over 100 research papers highlighted within higher education that there are four major principles and features that enhance good practice. Coomey & Stephenson (2001) state that:

• Dialogue – email, bulletin boards, real time chat, asynchronous chat, group discussions and debate, tutor or moderator structure interactive opportunities into the content of the course are beneficial
• Involvement – includes responses in structured tasks, active engagement with material, collaboration and small group activities
• Support – includes periodic face-to-face contact, online tutorial supervision, peer support, advice from experts, feedback on performance, support services and software tools. Support being the most important feature and successful online resource
• Control – refers to the extent to which learners have control of key learning activities and are encouraged to exercise that control

I believe that in the above four principles it is then necessary to encompass them and embed them into the reasoning for e-learning which involves Dirks (1997) principle of the five major points for assessment:

1. Communicate the achievement status for students
2. Provide self-evaluation information to the learner
3. Student placement for education path or programmes (accreditation)
4. Motivate the learner
5. Evaluate the effectiveness of instructed programmes

Which, in turn, leads to the concept of assessing participation which referred to the Curtin University list of heuristic and the following guidelines which have been observed from student postings as to what they deem important features with reference to the points noted above:

• effectively encourage others to learn? To participate?
• contribute regularly at each important stage of the unit? All if necessary
• create supportive and friendly environment in which to learn?
• take the initiative in responding to other students?
• seek to include other students in their discussions?
• successfully overcome any private barriers to participation?
• demonstrate a reflective approach to using CMC? (Computer Communicated Communications)
• use CMC in novel ways to increase their own and other students’ learning?

However, all sections are intrinsically linked and provide breakdowns of their own. How does this relate to RSAMD policy nad Curriculum Reform …. well this process still has a long way to go with regards to the above, but measures and aspects are being implement little by little for the students at this time. It is in the long-term strategic aims and objectives in which this success or failure can be measured in relation to the latterly employability skills of the CM1 students as a whole.

Although there is a need to be mindful of the assessment activities which need to be a balanced set of learning activities that work both individually and collectively which should include the following:

• Engagement
• Discourse
• Higher order learning

The three points above have been embedded and can be seen within the Module Descriptor and Unit Descriptor for CM1 and I have no doubt that Mary will continue to monitor, assess and evaluate all aspects of this course with relation to tweaking the aspects that the students feel are not working for them overall within the CM1 design and implementation of their own practice.

The above information is interesting to me and I have found an apt quote of E.M. Forster, The Machine Stops:

She could see the image of her son, who lived on the other side of the earth, and he could see her….’What is it, dearestboy?’…I want you to come and see me.’ ‘But I can see you! she exclaimed. ‘What more do you want?’…’I see something like you…but I do not see you. I hear something like you through this phone, but I do not hear you.’ ‘The imponderable bloom, declared by discredited philosophy to be the actual essence of intercourse, was ignored by the machine.

Therefore, what additional tools would be beneficial for CM1 and the Preparation for Practice: Design and Implementation ….

My thoughts, thus so far ….

• Weblogs – WordPress
• Glogs on Wikispaces
• Wikis which are already in use, but could be utilised and developed more with an interactive content
• Real Simple Syndication (RSS) which comes built in with most apps and sites using e-learning technologies
• Aggregators
• Social Bookmarks such as Delicious… to share and enhance all students practice within CM1, 2, 3, & 4 – THink of the host of knowledge that would be there within that library of favourite files and tags
• Online Photo Galleries for the sharing of materials, subject to Data Protection of course – MSN messenger, WIKI content, the list is endless
• Audio / Video
• Pods
• Screencasting
• Twitter
• Picasa

and this is only a few of the selected tools available online for our students to actively use and participate in within and online community of practice …. The thoughts, list or wish lists and possibilities are endless … however, our thirst for knowledge, practice and adaptability, in my belief, is a lust for life, knowledge and unquenchable thirst … but is it really … for me, my learning and teaching practice is a desire and a zest for life which I believe Mary has inspired in me with the CM team completely in my heart …