Below is the link of the slides show to my final develope plan.
http://online.print2flash.com/content/1ba04683f953fdcf7d316ed8975ad4e0
Monday 7 July 2008
Sunday 6 July 2008
WK 16 Complete Assignments
Self Assessment of Learning Outcomes
a. Analysis and synthesis
b. Original thoughts
c. References, hyperlinks, attributions
WK 1 Orientation and introductions
a. -n/a-
b. -n/a-
c. -n/a-
WK 2 What is flexible learning?
a. 4
b. 4
c. 2
Leigh was really helpful and I actually took his advice to start using RSS news feed (i.e. Google reader), it’s a wonderful tool to have for this course!!!
WK 3 Why we need flexible learning
a. 4
b. 4
c. 1
Leigh’s comments really opened my mind up about FL, I was been simple minded to think FL was only done through the internet. I then read all the comments and discussions about some of the issues, so maybe I should get more credit for “respond to comments”?
WK 4 Examples of Flexible Learning - distance, correspondence, online
a. 3
b. 4
c. 3
It wasn’t successful in my area of teaching, but some improvement could be done.
WK 5 Examples of Flexible Learning - part time, block, blended
a. 5
b. 5
c. 5
I think these are great way of learning, definitely beneficial for lots of students. I was surprised no comments have been made.
WK 6 Examples of Flexible Learning - open, networked, RPL
a. 5
b. 5
c. 5
Again I think those are the great way of learning. No comments left either.
WK 7 Planning for flexible teaching and learning This post wasn’t posted until later.WK 8 Issues with flexible learning - The modern Internet
a. 3
b. 3
c. 1
There are some advantages and disadvantages of using modern internet.
WK 9 Issues with flexible learning - Sustainability
Huh...I didn’t seem to make a posting which I thought I did…
WK 10 Issues with flexible learning - access and equity
a. 4
b. 4
c. 3
FL provides more opportunities for learners
WK 11 Issues with flexible learning - Cultural diversity
a. 4
b. 5
c. 2
I came from a different culture, so I have got lots to share.
WK 12 Flexible learning in educational organizations
a. 3
b. 3
c. 1
Otago Polytechnic is really committed to FL and my developing plan should be facilitating the FL for students.
WK 13 National and International support for flexible learning development
I have not yet had a chance to seek for financial support.
a. Analysis and synthesis
b. Original thoughts
c. References, hyperlinks, attributions
WK 1 Orientation and introductions
a. -n/a-
b. -n/a-
c. -n/a-
WK 2 What is flexible learning?
a. 4
b. 4
c. 2
Leigh was really helpful and I actually took his advice to start using RSS news feed (i.e. Google reader), it’s a wonderful tool to have for this course!!!
WK 3 Why we need flexible learning
a. 4
b. 4
c. 1
Leigh’s comments really opened my mind up about FL, I was been simple minded to think FL was only done through the internet. I then read all the comments and discussions about some of the issues, so maybe I should get more credit for “respond to comments”?
WK 4 Examples of Flexible Learning - distance, correspondence, online
a. 3
b. 4
c. 3
It wasn’t successful in my area of teaching, but some improvement could be done.
WK 5 Examples of Flexible Learning - part time, block, blended
a. 5
b. 5
c. 5
I think these are great way of learning, definitely beneficial for lots of students. I was surprised no comments have been made.
WK 6 Examples of Flexible Learning - open, networked, RPL
a. 5
b. 5
c. 5
Again I think those are the great way of learning. No comments left either.
WK 7 Planning for flexible teaching and learning This post wasn’t posted until later.WK 8 Issues with flexible learning - The modern Internet
a. 3
b. 3
c. 1
There are some advantages and disadvantages of using modern internet.
WK 9 Issues with flexible learning - Sustainability
Huh...I didn’t seem to make a posting which I thought I did…
WK 10 Issues with flexible learning - access and equity
a. 4
b. 4
c. 3
FL provides more opportunities for learners
WK 11 Issues with flexible learning - Cultural diversity
a. 4
b. 5
c. 2
I came from a different culture, so I have got lots to share.
WK 12 Flexible learning in educational organizations
a. 3
b. 3
c. 1
Otago Polytechnic is really committed to FL and my developing plan should be facilitating the FL for students.
WK 13 National and International support for flexible learning development
I have not yet had a chance to seek for financial support.
Saturday 5 July 2008
Wk 12: Flexible learning in educational organizations
I was the only “brave soul” student that present at the elluminate session. By listening to Phil’s presentation and reading the strategic plan, I am convinced that the Polytech, along with its staff are committed to provide the flexibility for students. Open entry policy, variation of studying options, CAPL and EDC courses etc. we (as educator) have done everything we can to create the flexibility, but how to apply this flexibility and ensure all students will be benefiting from this flexibility scheme. When we consider the accessibility and equity of say “open entry policy”, does this policy provide the accessibility to all learners? YES… what about equity? We are asked to identify the diversity of students and yet treat them as “individual”, but how is one set of study schedules and the same course coverage make the “highly personalized program delivery” possible??
In statistics, there is a term called “maximum likelihood estimation”, that’s when you try to find a mathematical model that fits the best to random data, the composition of the model is entirely determined by how the data is distributed. This theory can be extended to education situations, we are trying to find the best “flexible” course model to fit in best with our various “students” and again, the design of “flexibility” is not up to how “flexible” we can be, students’ needs are really what we are dedicated to, they are the ones to determine when they need the “flexibility” and how “flexible” it is going to be and therefore to maximize their likelihood to be successful!
In the project that I am planning. I am not trying to modify any particular existing course, still a new kid to the block, I am quite happy to observe than criticize. Maths is not an essential paper but basic numerical skills is crucial for many courses and again with “open entry policy”, people come with all sorts of maths background and sometimes don’t necessarily met the “assumed” entrance requirement. My plan simply provides the “life jacket” for those students who are struggling with competent maths skills for their course. No particular target student group, no particular course material prepared, anyone (polytech students of course) who have any questions regarding maths or statistics or even someone has no course related questions but would like to improve their maths skills, we are happy to help out. There will be a tutorial website which has been divided into different sections; students can choose the section that they really need to practice on along with some on-line communication for urgent and specific questions. That way, students are getting the help that what they want and when they need. I think the plan I developed can really be outlined the “accessibility and equity”, “individual needs” and “highly personalized programme delivery”.
In statistics, there is a term called “maximum likelihood estimation”, that’s when you try to find a mathematical model that fits the best to random data, the composition of the model is entirely determined by how the data is distributed. This theory can be extended to education situations, we are trying to find the best “flexible” course model to fit in best with our various “students” and again, the design of “flexibility” is not up to how “flexible” we can be, students’ needs are really what we are dedicated to, they are the ones to determine when they need the “flexibility” and how “flexible” it is going to be and therefore to maximize their likelihood to be successful!
In the project that I am planning. I am not trying to modify any particular existing course, still a new kid to the block, I am quite happy to observe than criticize. Maths is not an essential paper but basic numerical skills is crucial for many courses and again with “open entry policy”, people come with all sorts of maths background and sometimes don’t necessarily met the “assumed” entrance requirement. My plan simply provides the “life jacket” for those students who are struggling with competent maths skills for their course. No particular target student group, no particular course material prepared, anyone (polytech students of course) who have any questions regarding maths or statistics or even someone has no course related questions but would like to improve their maths skills, we are happy to help out. There will be a tutorial website which has been divided into different sections; students can choose the section that they really need to practice on along with some on-line communication for urgent and specific questions. That way, students are getting the help that what they want and when they need. I think the plan I developed can really be outlined the “accessibility and equity”, “individual needs” and “highly personalized programme delivery”.
Wk 8: Issues with flexible learning - The modern Internet
Speed, skills and cost are the three things that first come to my mind.
Speed: depending on location, students may have access to high speed internet, allowing for more efficient use of video interaction or downloading larger files. But on the opposite end, people who are not in an area with access to broadband are limited to dial-up internet, hence they miss out on take full advantage of on-line learning.
Skills: students who have had adequate experience in computers and internet prior to starting a course that involves on-line learning will have beneficial advantage over those students who are computer literate. Hopefully, with the modern education system, this will become less of a problem.
Cost: the cost of high speed internet is still relatively high. So students who are on low incomes may not be able to afford it and have to rely on cheaper but slower connection. This brings us back to “speed” that I pointed out above.
Speed: depending on location, students may have access to high speed internet, allowing for more efficient use of video interaction or downloading larger files. But on the opposite end, people who are not in an area with access to broadband are limited to dial-up internet, hence they miss out on take full advantage of on-line learning.
Skills: students who have had adequate experience in computers and internet prior to starting a course that involves on-line learning will have beneficial advantage over those students who are computer literate. Hopefully, with the modern education system, this will become less of a problem.
Cost: the cost of high speed internet is still relatively high. So students who are on low incomes may not be able to afford it and have to rely on cheaper but slower connection. This brings us back to “speed” that I pointed out above.
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