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Designing for flexible learning practice

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Enjoy the water - Learning to breast stroke, a photo by Tom@HK
Enjoy the water - Learning to breast stroke, a photo by Tom@HK
Course blog

Flexible Learning Practice blog

Flexible Learning is a type of curriculum design applied in formal education and training so as to offer people more choice, personalisation and control of their learning to suit particular needs.

This course has been developed by staff in the Educational Development Centre of Otago Polytechnic and is designed to help both formal and informal learners access and interpret models, research and professional dialogue in flexible learning.

On completing this course you will be designing and developing flexible learning options in your own practice. To participate in this course you will need to keep a blog (see Assignment One for more information). In formal learning terms this is a level 7 course registered on the New Zealand Qualifications Authority and is included in the Otago Polytechnic's Graduate Certificate in Tertiary Learning and Teaching. Formal learning participants engage in this course for a period of 15 weeks with an indicative time commitment of at least 6 hours per week. However, some people might prefer to engage in this course informally and to set their own pace through the work using the schedule as a guide. This type of informal engagement is welcome, and arrangements can be made for formal assessment at any time with the course facilitators should you require a formal learning record.

To join this course click the discussion tab at the top of this page and introduce yourself to the course (you will need to register an account with Wikieducator).

Contents


Learning objectives

Isolation and the Falling Stars by 802
Isolation and the Falling Stars by 802

At the successful completion of this course, participants will be able to:

  1. Discuss principles and processes of flexible teaching and learning to facilitate culture sensitive adult learning;
  2. Critique the design and application of existing flexible teaching and learning options in relation to the literature;
  3. Analyse and evaluate challenges that arise in the design of flexible learning environments;
  4. Explore and justify the strategies for the development of flexible learning environments;
  5. Create and evaluate a plan for the implementation of a flexible learning experience.

Schedule

The next formal course will run from 5 March - 29 June 2008. Formal learners should try to keep pace with the schedule below. Informal learners should feel free to set their own pace using the schedule as a guide.

Wk 1: March 3-9: Orientation and introductions

Orientation to the course. Are you in the right place? Can you manage the time commitment? What's involved? Who can I get help from?

To do

1. Attend the face to face meeting at 9am on Wednesday 5 March in H605 of Otago Polytechnic Forth St Campus (Recordings are now available for those who could not be there).

2. Please take the Precourse participant survey It is now working as it should. If you have already successfully taken the survey, please ignore this message.

3. Introduce yourself to the discussion page on the course wiki. Include a link to your blog as soon as you have set it up.

4. Set up and post to your blog:

  • who you are and your area of expertise;
  • your reasons for doing this course and what you aim to achieve be taking the course;
  • any questions or comments from the orientation week or course schedule.

extra resources

Wk 2: March 10-16: What is flexible learning?

Flexible Learning in Wikipedia by Leonard Low
Flexible Learning in Wikipedia by Leonard Low

Flexible learning can be viewed as an incentive to reflect on teaching and learning environments, and develop new ways to engage with students. Flexible learning is not a goal in itself, the goal is to improve the learning experience and the learning outcomes. Flexible learning is a method by which many educational goals can be achieved. This means that the decision to implement particular flexible learning strategies should be informed by educational values and goals and related to specific educational contexts.

To do

  1. Read more about flexible learning from the perspective of the Australian Flexible Learning Framework's Flexways site.
  2. Make sure you have taken the Precourse participant survey. It is now working as it should. If you have already successfully taken the survey, please ignore this message.
  3. Read and comment on your blog on the reading you were given in hard copy - Collis, Betty & Moonen, Jef. (2001). Flexible learning : it's not just about distance. In Flexible learning in a digital world. Open & Distance learning Series. London: Kogan Page Ltd.
  4. Post to your blog a response to the following QUESTIONS:
  • Is flexible learning a new concept or just a fancy new word for an old way of doing? (Remember to back your response up with references or evidence.)
  • What are you already doing in your practice that you believe enables flexible learning?


extra resources

Wk 3: March 17-March 30: Why we need flexible learning

Most vocational education and training organisations have an early history providing after hours workshops and training sessions for people outside normal working hours, or so as to not interrupt industry production schedules. Today this continues, with many individuals wishing to further their personal development or skills and qualifications outside normal working hours, or through part time and/or distance learning options, or through recognition of prior learning processes.

To do

  1. Read at least one of Leigh Blackall's articles on flexible learning and reference it in your blog post response below.
  2. See if you can find counter arguments (don't worry, there are plenty :)
  3. Post to your blog a response to the following QUESTIONS:
  • Do we need more flexible learning, or is all this choice a bad idea?
  • What situations can you cite that support your position?

NB.Remember to start checking what other participants are writing to their blogs.

extra resources

Wk 4: March 31-April 6: Examples of Flexible Learning - distance, correspondence, online

It's how Lawrence Welk learned to play the accordion. Photo of poster by Uh...Bob
It's how Lawrence Welk learned to play the accordion. Photo of poster by Uh...Bob

Correspondence learners normally rely on materials sent through the postal service, for example people in prison. Online refers to learning methods that use the Internet either exclusively or along with other methods, such as this course. Distance learning is used by people who prefer or are unable to attend on-campus education. It can include correspondence and online methods.

To do

  1. Read or listen to the article: Annand, D. (2007). Re-organizing Universities for the Information Age. The International Review of Research in Open and Distance Learning, Vol 8, (3), 1-9. Audio version
  2. Listen to Terry Marler from Otago Polytechnic talking about 20 years developing a Vet Nursing course through distance learning, correspondence and more recently, online
  3. Refer to the paper from the Commonwealth of Learning Vocational Education and Training - (Formally enrolled students will have received the printed article in the post by this week)
  4. Answer the following QUESTION in a post to your blog:
  • How can distance, correspondence and/or online learning create flexible learning opportunities in your context?

In your response try to turn problems into challenges and come up with ideas that get you past apparent barriers. We are looking for ideas with references to examples, and evidence that you have investigated the potential problems and advantages to your ideas.

extra resources

  • Commonwealth of Learning, Knowledge series on Distance learning - topical, start-up guides to distance education practice and delivery.
  • Wikipedia article on Distance Learning - is a work in progress but has some interesting and useful information.
  • Wikipedia article on prison education.
  • Wikipedia article about online learning.
  • Gunawardena, Charlotte Nirmalani and McIssac, Marina Stock (2004). Distance education. In Jonassen, David (Ed) (second Edition) Handbook of Research on Educational Communications and Technology. Mahwah, N.J: Lawrence Erlbaum Associates.

Wk 5: April 7-13: Examples of Flexible Learning - part time, block, blended

Many institutions have their roots in offering part time courses to the community and industry. Many have developed predominant services around full time training however - a trend that is driving the push for flexible learning development. For example, industry training conducted in the evenings and a few nights a week, or a few days a week, courses over the weekends, or intensive training over a focused period of time at a specific location. Sometimes a combination is used with various levels of online access and support.

To do

  1. Investigate the history of Otago Polytechnic or another educational institution and determine what relationship it has had with part time training services in the past.
  2. Read the article by Ellis, R. A., Steed, A. F. and Applebee, A. C. (2006). Teacher conceptions of blended learning, blended teaching and associations with approaches to design. Australasian Journal of Educational Technology, 22(3), 312-335.
  3. Post to your blog the following:
  • your own impressions of an historical context for flexible learning generally;
  • comment on how you think flexible learning exists today and where you see it is heading in the future.

extra resources

Wk 6: April 14-20: Examples of Flexible Learning - open, networked, RPL

Collaboration pays the way: When the student has successfully completed all competencies she is ready for qualification. Before obtaining her qualification she must pay her fees, including the cost of the laptop and connection. The final amount owed is determined by: course costs + laptop and connection - student's assignments used as learning resources back into the course - student's willingness to serve as a mentor to the next student learning online. Photo and text by Leigh Blackall in the presentation Open course ware and Recognition of Prior Learning
Collaboration pays the way: When the student has successfully completed all competencies she is ready for qualification. Before obtaining her qualification she must pay her fees, including the cost of the laptop and connection. The final amount owed is determined by: course costs + laptop and connection - student's assignments used as learning resources back into the course - student's willingness to serve as a mentor to the next student learning online. Photo and text by Leigh Blackall in the presentation Open course ware and Recognition of Prior Learning
Many educational organisations are making their course materials freely accessible to anyone on the Internet. Some are using publicly accessible and editable web services to publish and maintain those course materials. Others are accepting free and open access to teaching and learning services in the courses themselves and then offering fee paid services for assessment and certification.

To do

  1. Read the articles: Can OER Really Impact Higher Education and Human Development? by Christine Geith for PennState World Campus 2008.
  2. Listen to this recording of Willie Campbell and others talking about the practice of assessing prior learning and how it is being used for more flexibility in the education process at Otago Polytechnic. Note that the recording is of an Elluminate web conference. Audio only will be available soon
  3. Spend an hour or so browsing through some of the extra resources around the concept of networked learning.
  4. Write to your blog a response to the following: Do you think open and networked education threatens or enhances formal education generally? Try to use evidence or references to back your statements.
  5. Also, now might be a good time to start preparing for the production of your presentation. Post to your blog any ideas you have for your presentation. Explain how you would like to produce your presentation and identify skills you currently have and skills will need to develop to produce this presentation.

Extra resources

Wk 7: April 21-27: Planning for flexible teaching and learning - start work on plan and presentations

As with any design, good planning is key to its success. In planning for flexible learning, obviously we start with an idea. To check that the idea is sound, we take it through a number of checks and balances. Is the idea based on a need? What resources will the idea need? How sustainable can the idea be?

To do

1. Identify a course or unit in your organisation where you think you could introduce flexible learning opportunities to do either or both of the following:

  • reach potential students/clients;
  • enhance learning experiences for existing students/clients.

2. On your blog note down some ideas and seek feedback from your colleagues, classmates and course facilitators; this is an initial investigation for preparing a presentation (assignment 2) and plan (assignment 3) for developing flexible learning in your own context.

  • Include in your blog post some references to examples which you can use as a basis or model for your ideas.
  • Don't forget to ask other participants and the course facilitators for some ideas and assistance.

3. Familiarise yourself with the guidelines for Assignment Two: Presentation of initial flexible learning plan, in particular the suggestions for methods you can use to present your plan.

  • Jot down ideas on your blog about the method you may use for your presentation.


extra resources

Wk 8: April 28-May 4: Issues with flexible learning - The modern Internet

Image by Cambodia4kidsorg of people playing the Social Media Game
Image by Cambodia4kidsorg of people playing the Social Media Game

Use of the Internet in education for online learning has evolved over the years from a situation where only programmers and specialists were able to publish materials online, through a phase where learning Management Systems provided easy-to-use online templates which could be filled in by anyone, to social networking, 'Web 2.0' and an Internet enriched by broadband access and vast quantities of 'user generated' media. How can we use this Internet in flexible learning? What is important about connectivity, communication, online interaction, open source software, open content, and Digital information literacy (access, interpret, use and create). What does it all mean and how does it all relate? The modern Internet offers considerable opportunities to flexible learning, but significant challenges to fair and equitable access persist

To do

  1. Watch this video presentation by Stephen Downes called Web 2.0 and Your own Learning and Development
  2. Read Dalsgaard, Christian. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and e-Learning.
  3. Web 2.0 and socially constructed learning has been a dominant theme for online learning since 2004. Watch this short video that explains Web 2.0 and then read through this debate between David Weinberger and Andrew Keen for and against Web 2.0.
  4. Post to your blog a response to the following QUESTION:
  • What are some of the issues that the video, the debate, and other participants in this course highlight that you think are significant in terms of what the modern internet has to offer to flexible learning?

extra resources

Wk 9: May 5-11: Issues with flexible learning - Sustainability

The huge issue of sustainability is typically broken down into a "triple bottom line": Social, ecological and economic sustainability. In terms of flexible learning and its social sustainability we might consider issues relating to access and equity, cultural diversity, and research and education. In terms of ecological sustainability we are considering our impact on our environment, including resources used and waste produced. In terms of economic sustainability we might consider our finance and accounting structures, our work loads, and cost benefits. It is an extensive and complex consideration with increasing levels of importance today

To do

  1. Read and investigate links and references in the post Transparent calculator, or socially aware computing? and note down any thoughts or questions to bring to the web conference by Dr Samuel Mann.
  2. Listen to Otago Polytechnic's Campus Sustainability Coordinator, Dr Samuel Mann (and author of the Computing for Sustainability blog) talk about Sustainability initiatives at Otago Polytechnic.
  3. Post to your blog your thoughts about Samuel's talk and relate it to your planning ideas. Try to address a triple bottom line view to sustainability (economical, ecological, sociological sustainability)

extra resources

Wk 10: May 12-18: Issues with flexible learning - access and equity

Someday Robots will Rule the World by Oskay
Someday Robots will Rule the World by Oskay

If educational opportunities are to reach as many people as possible - anytime, anywhere, anyhow - then flexible learning design must be inclusive. Providers are accountable and must include learning opportunities which demonstrate sensitivity to factors such as: cultural difference, disability, connection, generation, attitudes, local and global environments, technology.

To do

  1. Join Pam McBride on Wednesday at 2.30pm 14 May NZST from the Otago Polytechnic's Disabilities Unit in a web conference to discuss issues with access and equity in flexible learning
  2. Locate and read at least one article on access and equity issues and related to flexible learning.
  3. Write to your blog the following:
  • a summary of an article you have read.
  • your observations on how issues to do with access and equity can enhance and compliment your working context;
  • issues which may affect access and equity for your students/clients and some possible solutions.
  • You may wish to include some of these issues and solutions in your flexible learning plan.

extra resources

Wk 11: May 19-25: Issues with flexible learning - Cultural diversity

As our local economies become exposed to more and more global influences, our services need to develop sensitivity to the increased cultural diversity. Social changes like increased cultural diversity can happen rapidly but many of our service sectors respond slowly, such as education. As a result many people suffer stresses to do with unintended insensitivity and sometimes even prejudice. Individuals within dominant or subcultural classes, people with indigenous cultural identity, migrants, gender and sexuality, religious preferences... everyone has a need for sensitivity. What can we do to help alleviate the stress and pressures that many individuals can experience when interacting with larger bodies or organisations that tend to generalise their services for people?

To do

  1. Join Kate Timms from Otago Polytechnic's Educational Development Center in a web conference on Tuesday 20 May at 3pm (UTC 3am) to hear stories relating to cultural diversity in educational institutions. Learn about the Polytechnic's policy for cultural inclusion and discuss thoughts and ideas on how to be more culturally sensitive in our work designing for flexible learning practices.
  2. Write to your blog the following:
  • any observations you have made of systemic cultural insensitivity in an educational organisation or institution and ideas on how you as an individual might address those problems through the development of flexible learning.
  • You may wish to include some ideas for inclusiveness and cultural diversity in your flexible learning plan.

extra resources

  • Video series: Youtube copies of scenes from the Australian Broadcasting Corporation's TV series Summer Heights High.
  • Mau tena kiwai o te kete, maku tenei - You at that handle and I at this handle of the basket: A web site with resources that support development of elearning, with particular emphasis on services for Maori and Pasifika students

Wk 12: May 26-June 1: Flexible learning in educational organisations

Let's get flexible...? Photo by Finsec
Let's get flexible...? Photo by Finsec

In this topic you will explore and justify the strategies for the development of flexible learning environments.

To do

  1. Locate your educational organisations strategic plan (or equivalent). It is usually a public document with mission statements, aims and objectives, and performance indicators.
  2. Highlight statements that refer to or relate to flexible learning.
  3. Join Otago Polytechnic's Chief Executive for a web conference on how Otago Polytechnic is approaching flexible learning development.
  4. On your blog, reference and discuss the statements from the organisational document you are using and use them to begin relating your planning ideas (assignment 3) to the strategic direction of your organisation.

extra resources

  • If your organisation does not have a strategic direction document that you can use in this course, use the [Otago Polytechnic's strategic plan].

Wk 13: June 2-8: National and International support for flexible learning development

Many flexible learning developments may require funding above and beyond what is available through normal organisational finances. When proposing for the development of flexible learning it is often a beneficial to have a good idea of where the funding may come from and what criteria the funding body is looking for.

To do

  • Identify funding opportunities that could be appropriate for your plan (assignment 3) and write to your blog a brief outline of how you would apply for their funding and incorporate it into your over all development
  • Include notes of funding opportunities in your presentation (assignment 2) and in your plan (assignment 3).

Funding opportunities

New Zealand

International

Please add any funding opportunities you find that may assist you and others to build capability and resources for offering flexible learning opportunities.

Wk 14: June 9-15: Finish draft flexible learning development plan and presentation

This is the week when you will be finalising your presentation (Assignment two) to inform others about your flexible learning plan. The plan itself will still be in draft form but should have most of the components included. You will not be able to finish your plan until you have gathered feedback about it from others so the presentation is an important part of the plan.

To do

  1. Ensure the presentation has the following attributes:
  • digital format;
  • provides a clear overview of your plan;
  • accessible to others online;
  • posted either directly into or as a link from your blog.

Wk 15: June 16-22: Present flexible learning development plan

There will be an opportunity this week for participants in the class to meet face-to-face to present and discuss their plans.

To do

  1. Invite colleagues who may be interested in your plan;
  2. Notify others about the link to your presentation on your blog;
  3. Gather feedback on your plan you are presenting, for example, you may wish to do this via:
  • a poll on your blog;
  • an online survey;
  • feedback in a face-to-face meeting;
  • discussion with colleagues.

Wk 16: June 23-29: Complete Assignments

This is the week when you will finalize your three assignments. The final due date for submitting your assignments is Monday 7 July 2008, one week after the course ends.

To do

  1. Post on your blog how you feel you have met the criteria in each of the three assignments and include:
  • a link to your finished presentation;
  • a link to your final flexible learning development plan.

Assignments

The following assignments are used to formally assess learning outcomes in this course.

  1. Weblog (blog) and weekly reading;
  2. Presentation of initial flexible learning plan;
  3. Final flexible learning plan.

Assignment One: Weblog (blog) and weekly reading - Due date: Monday 7 July 2008

Original image by Leigh Blackall
Original image by Leigh Blackall
This assignment begins on day one and is due at the end of the course. It involves documenting as much as you can about your efforts in the course as possible and responding to weekly tasks.

To do

  1. set up a blog. If you do not already have one you can get a free one from Blogger or Wordpress.
  2. follow the course schedule and post to your blog:
  • responses to the weekly schedule;
  • notes and critique from your participation in events, readings and discussions;
  • progress reports for your other assignments.

Your blogging should demonstrate your understanding of the assigned reading material and events, and should include original thoughts, analysis and synthesis, ideas for your own practice, and references. You may wish to make use of this guide for reflecting on learningin this course. It is important you do more than just summarize readings or events. Making connections between the weekly topics, or previous blogging (of your own or of other participants) is also strongly encouraged.

Extra resources

Here are some self help resources to get you started:

To track the blogs of other participants, you may wish to set up an (RSS) news reader and subscribe to their blogs:

Assignment Two: Presentation of initial flexible learning development plan - Due date: Wk 15: June 16-22:

Original photo by Hummanna resampled by Leigh Blackall
Original photo by Hummanna resampled by Leigh Blackall

In the latter half of this course you are required to develop a digital presentation about your plan for flexible learning in your own context.

To do

  1. present an initial plan for developing and introducing flexible learning opportunities in your context;
  2. ensure your presentation is 'fit for purpose' in terms of production quality and scope;
  3. make your presentation accessible online;
  4. post either the presentation or a link to it on your blog;
  5. gather feedback on the plan you are presenting.

Suggestions for the presentation

Suggestions for gathering feedback

  • Add a survey poll to your blog and invite people to respond.
  • Ask people to fill out a survey distributed by email.
  • Invite people to comment on your blog
  • Organise a face to face presentation

Assignment Three: Final flexible learning development plan - Due date: Due date: Monday 7 July 2008

Finish preparing a plan on how you intend to develop and introduce flexible learning within your own context.

To do

  1. Your plan will need to include all sections referred to in the flexible learning development plan template.
  2. Post your plan to your blog
  3. Remember to incorporate feedback obtained from your presentation (assignment 2).

HELP

Remember, those who are formally enrolled in this course with Otago Polytechnic have access to learning support services. Please contact the facilitators for help with the course content and assessments. Please contact Otago Polytechnic's Forth St, Mosgiel or Alexandra Community Learning Centres for help with computer and internet access as well as technical assistance with blogs, RSS and Internet research skills. The Bill Robertson Library is available for support with information research. And the Student Learning Centre in F Block of the Forth Street Campus is available for one to one tutorial support in all of the above. For those who are formally enrolled but have limited access to these services, when in New Zealand please call 0800 762 786 and asked to speak to any of these services.

  • Helpdesk for technical computing assistance is available by phone and email.
    • Phone: 0800 762 786 ext. 8039.
    • Email: helpdesk@tekotago.ac.nz

Ensure you tell them your name, username, name of the course and a brief description of the problem.

Library of resources

In our library we try to keep a list of information and resources relating to this course up to date.

This course is also used in

Acknowledgements

This course has been developed by the Educational Development Centre of Otago Polytechnic drawing inspiration from the Introduction to Open Education course by David Wiley and Composing free and open educational resources by Wikiversity users has influenced to the design of this course.

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