Blended learning is a mixture of traditional face to face learning with online learning. The challenge that lies here is that Outdoor education or recreation is not a traditional type of face to face learning. Salmon (2002) identified the main disadvantage of online learning is the lack of social interation, therefore requiring a challenge in motivating the less independent student. However I believe the main disadvantage of online learning while trying to teach someone outdoor related skills is the lack on hands on experience. If they want to become good instructors this is not something that can be done by reading a text or sitting in front of a computer. They need to get out there and practise, practise, practise!!
I believe that often e-learning is employed hoping to reduce costs, but in an outdoor sense this could have dramatic effects on the instructional delivery and integrity of our program. The slide show "Developing A Blended Learning Stratey: Instructional Media and Pedagogical Considerations" asks two key questions:
1) What is the most appropriate mix of instructional media?
In response to this I do believe that blended learning can enhance our program. As was identified on the slides "Change is inevitable and tomorrow will bring newer and better technologies... but the goal is the same. Optimise technology without sacrifying instructional quality"
So how do we do this? We need to ensure that e-learning or online learning is used purely to back up practical experience, the learning by doing. This could be used to provide additional resources, log experiences, reflection tools, challenge practises, assessment tools and/or visual aids and for feedback.
An example of this was last week, where I videoed the students kayaking and then analysed and gave them feedback on what they were doing. This type of use of technology is invaluable.
A good E-learning resource I can refer to in the future while expanding my e-learning portfolio is http://designing.flexiblelearning.net.au/gallery/all.htm. On looking at this there were several mediums that I could relate to and would consider using in my teaching in the future, which includes: blogs, journals, debates, web based content e.g. power points online, mind maps e.g. kayak rolling, online quizes e.g. my footprint, email/text contacts.
2) What are the variables to consider when selecting media?
- Student centred NOT economic driven (i.e. to cut down on course costs)
- Caters to different learning styles
- Is this an effect way of delivering content"Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition... only the content of the vehicle can infleunce achievement."(Clark, 1993).
I believe that often e-learning is employed hoping to reduce costs, but in an outdoor sense this could have dramatic effects on the instructional delivery and integrity of our program. The slide show "Developing A Blended Learning Stratey: Instructional Media and Pedagogical Considerations" asks two key questions:
1) What is the most appropriate mix of instructional media?
In response to this I do believe that blended learning can enhance our program. As was identified on the slides "Change is inevitable and tomorrow will bring newer and better technologies... but the goal is the same. Optimise technology without sacrifying instructional quality"
So how do we do this? We need to ensure that e-learning or online learning is used purely to back up practical experience, the learning by doing. This could be used to provide additional resources, log experiences, reflection tools, challenge practises, assessment tools and/or visual aids and for feedback.
An example of this was last week, where I videoed the students kayaking and then analysed and gave them feedback on what they were doing. This type of use of technology is invaluable.
A good E-learning resource I can refer to in the future while expanding my e-learning portfolio is http://designing.flexiblelearning.net.au/gallery/all.htm. On looking at this there were several mediums that I could relate to and would consider using in my teaching in the future, which includes: blogs, journals, debates, web based content e.g. power points online, mind maps e.g. kayak rolling, online quizes e.g. my footprint, email/text contacts.
2) What are the variables to consider when selecting media?
- Student centred NOT economic driven (i.e. to cut down on course costs)
- Caters to different learning styles
- Is this an effect way of delivering content"Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition... only the content of the vehicle can infleunce achievement."(Clark, 1993).
MY FLEXIBLE LEARNING STRATEGIES
- Continue to develop my tool box. Keep trying out new things and adapting them to meet student needs. An example of this was last week I learnt how to make a movie using pictures and video clips... so one idea would be to make a movie to present my flexible learning plan.
- Keep being creative in developing resources for the students. Several ideas of late include:
1) creating a interactive geology powerpoint - which the students responded really well to and can use in the future for assessments
2) creating a plant herbarium with the students to aid in their learning of NZ flora
3) I'm hoping to use movies e.g. McLibel to effectively highlight environmental issues
- Being a reflective practitioner. I have created a page in my folder on ideas or changes I hope to make to the program next year
4) Allow students to hand in work electronically or manually (handwritten) as long as it is legible.
5) Take on student feedback and action this. One aspect that stands out this year is timetabling changes... So coming up with systems that work and are student friendly.
6) Teaching students on an adult-adult level. I have found that most of the students are straight out of school and are used to be lecturer or talk to in a large group sense. However they tend to struggle interacting and keep focused in a less structured sense. I want to continue to discover ways to help them develop in this sense and debrief or reflect on practises more effectively. One thing we did that worked really well was to get them to do role plays on the stages of group development and then consider what they were doing well as a group and what they needed to work on.
One thing I find challenging is that Flexible learning is multi-dimensional... It should included many aspects including time, delivery and logistics, entry requirements, content, instructional approaches and resources. However there tends to be lots of literature that connects flexible learning to online learning... to the point that it almost over looks all the other dimensions.
References
-Clark, R. (1993) Review of Educational Research Journal
-http://designing.flexiblelearning.net.au/gallery/all.htm.
-Salmon, G. (2002) E-Tivities: The key to active online learning. Kogan Page Limited: London
Julie you are absolutely right - flexible learning has almost become synonymous with online learning, and blended learning is expected to include online learning. In this course, I do try to keep emphasizing the needs of the students, and you are spot on with the statements "Student centred NOT economic driven (i.e. to cut down on course costs)- Caters to different learning styles".
ReplyDeleteYes the flexibility component is meant to enhance the experience for learning, but often economics tends to drive it. I have never felt comfortable with the move to screeds of text in pdf which students have to print out, and I cringe when people re-morph perfectly good textbooks into multiple massive powerpoint presentations. The best presentations don't try to cram in all the information, they tend to be visual and fun and informative so the learner's curiosity is captured.
Your list of strategies is very pragmatic and doable. The herbarium sounds like fun, and your plans for group work will help with inclusive teaching. Your discipline is very much about people being able to communicate effectively so the more group work and practise communicating the better. This will also help with social constructivist learning where the students can build their knowledge together.
How would it work getting them to video each other doing some of the outdoor skills and peer critiquing against criteria? Is mobile learning with cellphones an option in your course? For example, sending images to a blog or to Flickr.com or facebook to compile a portfolio of experiences - they could be encouraged to add descriptions and give feedback to each other.
Regarding the timetable - how do students manage having to travel away for days at a time - if they have jobs or families? Is there any way to accommodate people with commitments so they can also study your course?
Also do you recognise prior experience and give credit for this? Are there any "pie in the sky" strategies you would like to put in place?
Julie another area of learning you might like to consider is student-generated content or negotiated assessment, for example with learning contracts.This article has some information about cooperative education in an undergraduate degree, once you get past the Google ads.
ReplyDeleteTitle: : Cooperative education in outdoor education.