ASSESSMENT 1 - Reflective

This reflective synopsis is an analysis about my teaching context which consists of being a lecturer within a Tertiary Institution by delivering the undergraduate Bachelor of Nursing Program for the School of Nursing and Midwifery.  The following video demonstrates my reflection upon how teaching and learning has changed over the years and how as an institution we deliver distance education by using digital technology.  The challenge for lecturer's today is to engage students within their courses by meeting the students in their learning spaces.

So what is E-learning?  E-learning is about using electronic technology to deliver course content for teaching and learning purposes.  During this course we have learnt about pedagogy and how this can be applied within my teaching context.  In addition, I have analysed excellent teaching practices that I have adopted as part of my personal teaching pedagogy.  Teaching today using 21st Century Technology requires students to adopt addition skills.  These thoughts have been capture within my blog postings called personal pedagogies.

Even though I am a lecturer, I still an active practitioner within the Nursing Industry.  On Saturday, I was working within a Health Facility and I had the opportunity to work alongside a student.  The student couldn't answer my questions of linking theory to practice, so I encouraged the student to Google the information.  After lunch, I asked the student what she found out and we then had an excellent facilitation session.  It was interesting to watch Punja Mishra's famous quote about "for facts go to Google, for wisdom come to me".  As a lecturer or a facilitator it is my job to assist students to join the dots between theory and practice.

So what are the affordances for the following online spaces.  These online spaces are Wikis and Blogs.  I am confident that I can incorporate Blogs within my teaching practice. During this course I have learnt about Wikis and have demonstrated and practice using them. However, I am still considering how I can incorporate this technology within my courses besides just using a Wiki as a tool to display blog addresses.

As for the affordances for still images and video's - personally, I use these digital media all the time within my teaching practice.  However, one thing that I have learnt within this course and discovered about the interaction between course content, pedagogy and technology which is known as the TPack.  This information has changed my teaching practices as I was basing my courses around technology instead of compiling essential course content, then adding pedagogy followed by technology.  All three areas need to interact for effective learning to occur for my students.

So how can I implement what I have learnt during this course.  I believe as a lecturer you should scaffold your students learning.  This can be achieved by setting your students engagement activities every week.  This is often known as constructivism learning.  Some of the guiding principles of constructivism pedagogy can aid students learning by using Web 2.0 technology. Basically, students learn by experimenting and constructing their own knowledge about course content.  This had been demonstrated via this assignment - which is a very clever way of engaging students and building positive learning experiences.

Affordances of Digital Media

I have used the following digital media being video and still images frequently over the past several years within my teaching practice.  As a lecturer - I am very much a visual presented of information and I like putting up images and discussing course content around that information.  I find that this engages my students to participate in learning and this becomes a Blended Learning Opportunity. The following is some thoughts of Affordances on using still images and videos within my teaching context.

Personnally, I have not used pure audio technologies.  Actually, I have used it once in a Residential School environment where I took the class through a relaxation exercise using an audio recording. The class responded really well to this form of digital technology.  I think this form of technology is very limited within the Tertiary Teaching Context.

Educational Wiki

https://turtlestravel.wikispaces.com/EDEL20002

I have only used a Wiki during this Graduate Certificate to access information on other students Blog Pages.  So what is the difference between a Wiki and a Blog?

A blog consist of "postings" from the author and other members of the community or public post comments to that particular post.  No one person can change a comment or post made by another.

Whereas, a Wiki allows others to change what one person has written.  Therefore, it is an interactive web site that allow for interaction for others.  There is always a danger that some people can change your information or post false information on the Web.

Can a Wiki be used in my University Courses that I teach?  The simple answer is "YES".  You can use a Wiki to write your lecture notes onto a Wiki.  One of the advantages of using a Wiki over a Blog is that students can save there finished or unfinished projects in their own folders on a Wiki. This allows all students to view and edit those folders.  As a lecturer you can do teacher editing and grading by usingWikispaces and this done by the user settings and profiles.

I like the following YouTube video which teaches you how to Build an Educational Wiki:





Wow, I been able to embed my first video into a Blog.




After viewing the  above YouTube clip on Wikis in plain English, I now understand Wikis a little bit more. As a lecturer, am I gain enough to use a Wiki to help plan the trip in June as I am taking 10 nursing students to Singapore for a cultural experience.  At this stage, I am not sure.

I was originally wanting to set up a out-of-term Moodle Course for the Outbound Trip - this will enable me to do Blackboard Collaborate sessions with my students.  Then it was easier for CISAustralia to set up a web page to keep the students up-to-date with information.

http://www.cisaustralia.com.au/winter-study-abroad/custom/cqu-nursing-singapore

The other option that I thought of was doing a group Skype session.  I am not sure if I can use a Wikis for this activity?

This morning I had a brainwave (don't die) about using a Wiki instead of Blackboard Collaborate Session.  There is some advantages and disadvantages of using these means for assist students to have a forum to discuss Assessment Task.  Please refer to the below summary:

The only thing I would question is whether a Wiki is similar to the CQU Moodle site for courses?  Is this a form of a Wiki?  However, it was fun playing on my Wiki site.  This mode is something that I need to consider for my future teaching sessions with students.

Affordance of Blogging

Blogging has been a new concept for me and I first heard about in the 2004 however, I have only managed to get enough courage to actually have a go at Blogging since 2014.  I originally undertook this Graduate Certificate in E-Learning as I was personally aware that I was not keeping up with Technology.  Most adults learn new technological advances from their children, however, I do not have any children and it is very easy to get left behind in these areas.

A blog is simply an updated online personal journal or diary and it can be anything that you want it to be.  

Affordances of blogging by Marina Cousins

Some other affordances of Blogging are:

• Sharing
• Engaging students in collaboration and discussion
• Students are able to form opinions and express them.
• Use critical thinking skills and creativity of expression and reflection.
• Provide students with a voice and a audience

TPACK - What is it?

The Technological Pedagogical Content Knowledge is a framework that helps teachers in Australian School teachers to consider how their knowledge domains intersect in order to effectively teach and engage students with technology.  I believe this TPACK model will be useful in my preparation for my courses at the CQUniversity School of Nursing &Midwifery.  This is my first exposure to this framework.

Let me explain this model:

Content Knowledge (CK) is about what the teachers know about the subject area you teach. So this section is about the facts, concepts and theories about your course.

Pedagogical Knowledge (PK) is about how a lecturer teaches using various strategies.  This includes methods of teaching i.e. assessments, instructional strategies and teaching methods.  Like think, pair and then share.  Other examples might be direct instruction, inquiry base learning, debate, group discussion, modeling, graphic organiser.

The Pedagogical Content Knowledge (PCK) is the areas the knowledge you have a how to effectively engage students in learning concepts and skills.  This is the intersection between content knowledge and pedagogical knowledge.  This knowledge includes approaches for addressing different learning styles and scaffolding content for deeper understanding.  This section is sometimes referred to as teaching at its best.

Technological Knowledge (TK) is often known as the partner and is about how technology is used to deliver and assist your teaching sessions.    The quality  and selection of content that is integrated into your course by using apps, website, games, laptop (project, smart board), ipad, camera, blackboard collaborate.

Technology Content Knowledge (TCK) is about pairing the technology to your content of your course.

Technological Content Knowledge (TCK) refers to how technology is used in a subject area for deep and lasting learning.

Technological Pedagogical Knowledge (TPK) is about as a lecturer you choose and manage technology for your students.  What technology will ease your students workload throughout your course; the use of collaboration tools like Blogs for students to share their learning together.

The intersection between Content, Pedagogy and Technology is the core of TPACK.  This intersection is about your understanding of how tools can enhance your teaching and support student learning into deeper  and more effective knowledge.

As a lecturer, I need to start with content, then pedagogy and then layer into my course how will technology be used to enhance my students learning.

TPACK is an effective model for teaching and it does take a bit to get your head around.  However, I am confident that I can you this framework to improve my university courses that I am preparing for Term 2, 2015.

See below for some of my strengths and weakness within the TPACK model.

                                                 Strengths                                                    Weaknesses

Content Knowledge:  
                                   
                                      Industry experience approx 20 years                   Only working within
                                      Still currently working Industry                          Renal Nursing & no
                                      Attained high level of clinical skills                    longer working in
                                      Influenced by accreditation                                Conorary Care Unit.
                                      My nursing practice remains up-to-date
                                      in relation to teaching clinical skills.

Pedagogy Knowledge:

                                     Professional education has altered my                   There is so many
                                     personal pedagogy i.e E-learning course.              strategies to learn
                                     Learner centred.                                                     about effective
                                     Constructivist approach.                                        ways to teach.
                                     Use flipped classroom methods
                                     Blended learning
                                     I incorporate technological knowledge
                                     into my pedagogy and sharing of content.
                                   
Technology Knowledge:

                                     Open to change in technology &                        Get frustrated when
                                     updating technology.                                           trying new                                                                    Incorporating more technological                       technological apps
                                     tools within my courses to enhance                   & they don't work -
                                     my students learning.                                         particularly if you are
                                                                                                               working to a deadline of a                                                                                                                         due date.

References:

Mishra, P. & Koehler, M. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the wicked problems of teaching with technology. Retrieved from www.aace.org/conf/site/mishra_invited.doc

Self-assessment & Blog Reflection

Oral & Written Communication:

• I encourage students to write and express their own opinions via class forums and blackboard collaborate sessions.
• I like to encourage my students to think outside the box and challenge students to develop critical thinking and problem-solving skills.
• Personally, I love interacting with students and to me this is what provides students with a positive learning experience this can be achieved by face-to-face meetings (if students live in Rockhampton) or via Skype or other means.

Other qualities:

• As a lecturer, I do believe we should be building hope and optimism through our courses as this encourages our students to strive for better grades but also you are encouraging the student to have a vision for their future.  After all, this is why students put themselves through university.
• It is hard to build grit and resilience in students today - particularly with the younger generation of students.  They seem to give up very easily.  I like learners to know that I am providing them with the opportunity to turn their failures as opportunities to grow.
• Self-regulation:  again this goes with the above point.  Some students say that there work load too much and it is always a challenge to turn that students thinking around so that they reflect on how to complete their obligations of their coursework.  I always find it interesting when students say I don't know what it is like and then I explain my workload and the subjects that I am studying.  I find it is about getting people to work smarter and more efficient.

My Pedagogical Beliefs

Sorry - I didn't get on with Cacoo and I do not have the time to waste on this exercise.

pt the principles of adult learning & Inclusive learning principles.

I have done a diagram via Word document and also saved as a PDF - but I cannot upload the diagram to this blog.  If anyone got any ideas - please let me know.

http://www.slideshare.net/marinacousins/21-century-diagram

Basically, my diagram has 21st Century  Pedagogy in the Middle and I put 4 circles around the outside.

• Engage students via using technological learning & social innovation
• authentic leaning & assessment processes using problem solving techniques
• collaboration via engagement of students to ensure a great student experience
• adopt the principles of adult learning & inclusive learning principles.

I do agree with the Other 21st Century Skills required for Learning today.  I find the younger generation does not have resilience and will have a tendency to give up rather than building a bridge and getting over the current problems.  I have to encourage and help students to overcome the huddles of failing an assignment or being given the opportunity to undertake a supplementary assessment.  First, I always contact each student personally as I know that I have to pick them up from the dumps and explain where the student went wrong and how we are going to overcome the issues.  This provides students with hope and optimism - however, some students just give up and want to repeat the course (this is an expensive option).

It has been my observation that students today lack effective oral and written communication skills and I find that they get offended if you suggest that they should seek help to improve these skills via the Academic Learning Centre.  As a lecturer, I always try and help my students improve to the next level.

Pedagogies for 21st Century Learning

It is interesting to note the Differences between the QUT and CQU Institutions.  QUT uses a Transition Pedagogy which highlight the following principles:

• Transition
• Design
• Diversity
• Engagement
• Assessment
• Evaluation and Monitoring

Whereas, the Central Queensland University uses the following principles for there Learning, Teaching and Assessment Framework:

• Authentic Assessment
• Effective Moderation
• Effective Student Support
• Engaging Delivery
• Engaged Design
• Enhancement-led Review
• Evidence-based Evaluation
• Timely and Useful Feedback.

How does Malcolm Knowles theory and model of adult learning benefit us today?  Basically, Knowles identified the following six principles of adult learning and I believe they are still applicable and relevant today to Adult Learners:

• Adults are internally motivated and self-directed
• Adults bring life experiences and knowledge to learning experiences
• Adults are goal orientated
• Adults are relevancy oriented
• Adults are practical
• Adult learners like to be respected.

On reflection, I have built my teaching capabilities and expertise on the above principles. Therefore, I ask myself how can I apply the above principles to my Clinical Teaching to be an effective educator?

1) Adults are internally motivated and self-directed - as an educator you could introduce the following:

• Set up a graded learning program that moves from more to less structure.
• Develop rapport with students to encourage students to approach you about questions.
• Show interest in the students thoughts and opinions - encourages engages.
• Lead the student towards inquiry before just answering questions.
• Provide regular and constructive feedback by respecting the students thoughts and opinions.
• Acknowledge goal completion.
• Encourage students to experiment with other resources i.e. journals, internet etc.
• Set assessment task that reflect their interests and which must be "ticked off" over the course.
• Acknowledge the preferred learning style of the student.

2)  Adults bring life experiences and knowledge to learning experiences:

• Encourage the students to use their existing foundation of knowledge and experience gained though their life experiences and apply these lessons to new learning experiences.
• Facilitate reflective learning opportunities and examine existing biases or habits based on life experience.
• I always like to find out about my students background and experiences to build that learning bond.  This way the students feel valued.

3)  Adults are goal orientated:  

• Provide meaningful learning experiences that are clearly linked to personal, client and clinical placement  goals as well as assessment and future life goals.
• Provide authentic real life case studies as a basis to learn and analyse course content.
• Ask questions to motivate reflection or encourage students to complete an reflective blog or e-journal.

4)  Adults are relevancy oriented:

• This whole area is interesting as this is what my PhD will be about in relation to outward bound journeys.

• Ask the student to do some reflection on for example, what they expect to learn prior to the experience (i.e. going to Singapore for a cultural experience); what they learnt after the experience and how they might apply what they learnt in the future or how it will help them to meet their learning goals.

5)  Adults are practical:

• As an educator, I believe that you need to be explicit about what the student is learning is useful and applicable to the job and the client group that you are working with.
• Promote active participation rather than just doing on-the-job observation.
• Explain your clinical re
• Provide plenty of opportunity for students nurses to practice their new learnt skills.

6)  Adult learners like to be respected:

• Taking interest
• Acknowledging the wealth of experiences that the student brings to your classroom E-room.
• Regarding the student as a colleague who is equal in life experience.
• Encouraging expression of ideas, reasoning and feedback at every opportunity.

References:


Choy, Sarojni C. (2009) Aligning workplace pedagogies with learners : what do they need to know? In: 12th Annual Conference of Australian Vocational Education and Training Research Association, 15-17 April 2009, Crowne Plaza, Coogee Beach, New South Wales.

Kearsley, G. (2010). Andragogy (M.Knowles).  The theory into practice database.  Retrieved from http://tip.psychology.org

Mirobali, B. (2010). Adult Learning Theory (Andragogy).  Retrieved from https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory-andragogy-by-barbara-miroballi

QOTFC (2005). Basic Principles of Adult Learning.  Retrieved from http://www.qotfc.edu.au/resource/index.html?page=65375