Personal Blogs

Whilst discussing our current e-tivity activity [Week 16 see previous post] Elizabeth and I discussed how socialisation and collaboration were current challenges in our roles.

With Elizabeth's help I pinpointed my challenge of getting input & buy-in on forums from part-time, face-to-face learners to be in Stage 2 of Salmon's 5 stages. Interestingly, it goes beyond the elearning element and originates in the lack of socialisation in the class environment, and thus is more pronounced in the online environment.

Elizabeth discussed her workplace where restructuring has led to once competitive teams being expected to work and therefore collaborate together. She noted that because there is Communicative technology in place that this is expected to be intuitive. But there are a lot more barriers to working and communicating effectively then just infrastructure, I would guess there will be baggage, emotive and psychological barriers appearing. Trust in our people is great, and it's something people recognise and even expect of their managers. But trust is not a one-time purchase of cookies on discount in your supermarket - it's the bread and milk you go back for every couple of days.

Further insights here: http://blogs.hbr.org/hbr/hbreditors/2011/05/embedding_collaboration_from_t.html

In section 2 of TMA02 I will be reflecting on the following points:

Planning & preparation of TMA02

Linking themes from block 1

Choice of Interviewee

Selection of Interview method

Questions used

Answers received

Writing of TMA02 including feedback from TMA01

In Case Study 3 I looked at Simulation Gaming in Business from the University of Glamorgan. As I'm from a management background this took my interest, also I'm aware of the gaming approach used in many business programmes but was interested to view an innovative approach.

Firstly, the innovators looked for an alternative to the spreadsheet dominated financial gaming processes and looked to something that could be advanced in other subject areas [it has since been used in Nursing & General Induction].

The approach of this innovation is similar to that of the University of Swansea's Podcasting in Archaeology, in that they identified a learning need or gap and created an intervention to address this. In this case it was a common difficulty in conceptualising the difference between large and small businesses and how they operate. Like many elearning developers / innovators they were worried about motivation of both staff and learner.

The motivational worries seem unfounded and they received largely positive reposnse when learners were asked to compare this "gaming" approach to traditional case studies. Staff also presented a positive response to this intervention.

It is clear from this case study that this project was literally from "scratch" and required input from a large and varied team including student volunteers, over an extended period of time. The innovative nature of this project required this and it is anticipated in the future that role out would require less technical input and time commitment.

K

I have often used my blog as a method of unleashing some frustration that I have been unable to release in our on-line environment. But today, Father's day, it's all positive. Hannah-Rose joined the Duff clan 2 weeks ago at 5.30am on Friday the 5th of June - she is just perfect!

So yes I am using the few hours of me-time allotted to me annually on Father's day to catch up on my OU, please note Dave!

In week 18 we were asked to read Weller's paper on the on-line learning environment and how learning organisations incorporate change. Firstly, I enjoyed reading the paper and I think it's one I'll be re-reading and drawing on in the future.

Secondly, a few notes: I like Weller's approach and it sync's well with a belief I have formulated of the course of my study where I have come to conclude that elearning is not learning online! It may be part of learning as a whole but it is not the same process just in the OLE, it represents different ways of learning and therefore different challenges. A key example of this is that practitioners cannot simply go on-line and replicate the success they had in the classroom.

Weller claims when new tech is available we often replace existing activities with the same activity just incorporating the new tech, and it takes awhile before we really see the potential of the new tech (radio on TV). For me this is what Technology Enhanced Learning is all about. Are we just going to tweet instead of txt? or write on somebody's wall instead of emailing? In the classroom we have to understand the potential, engage it in the learning design rather then just getting learners to blog as a straight replacement for writing.

The concept of the Long Tail appealed to me as I was familiar with it from its business mgt origins, I think it's a great analogy to describe how we will learn and develop in the future. Personally I can't see myself locking into a taught degree in business where I have to learn marketing, finance, HR as well as the mgt module I enrolled for. The long tail could be thought of as consumer/learner driven but practitioners can drive this change and org's engage with it. My Business Mgt course has been streamlined from 26 weeks to 10, where we cover just mgt.

Weller's argument of higher education trying to enculturate learners hit a nerve too, accessibility is an objective of all educational org's yet most are guilty of enculturation.

This is not to say that the answer is barnstorming into facebook to enage with the "yoof" culture, as I pointed to before in TMA2. If this is learner led then we need to listen to the learner voice is block 2 ended on.

Cheeryo Karl

Hi All

I am going to make a few comments about my experience of podcasting during Unit 8.

I was initially very eager to get stuck into this activity, it's no secret that the practical elements of this course have stood me well, where the theoretical elements I have had a harder time of handling. Obviously things like e-portfolios, wiki's and podcasts have an immediate impact on my skill and knowledge base, presenting immediate opportunities of intergration to my classroom. The theory will stand me in good stead for the future I know, but not working in an elearning role I am finding it hard to link it in.

I was also a bit apprehensive that the Christmas holidays would eat into this unit. However, shortly after Christmas I followed the podcasting instructions, downloading Audacity. I have never used recording software before but I'm very capable in the windows environment so a few clicks and I had test project complete. I noticed a buzzing sound in the background and deducted that it was because I was using the built in microphone - I made a mental note to seek out the mic I bought on ebay! I also registered with switchpod, all this stuff is quite time consuming, so any learner with previous podcasting experience was at a distinct advantage.

Next, I attempted to download the mp3 conversion software required, I constantly got a 403 message. I checked the tech forum which was full of issues and decided to post to our own Unit 8 forum. I got no reply, well not for ages, I went back to the tech forum to see if there was anything else I missed, there was a lot going on. I took a break from the laptop and starting thinking about what I could podcast on. I wanted the topic to be interesting even if I wasn't!! I also wanted to personalise it and give further insight to where I coming from which is all important in this online community. I decided upon the area of introducing elearning activites into a traditional training context. A lot of our study thus far is based around courses specifically set up in an elearning context, what about the challenges involved in introducing elearning into a course that has always been instructor led?

Catherine posted the zip folder for me and within a few minutes I was up and running. Many thanks. From recording a radio station as a kid I knew I would hate my voice, so I decided to write a loose script seperated into chapters. I targeted 6-8 minutes as an easy listening duration. I made myself comfortable as I believe your posture, position, alertness etc. can all affect the tone and pitch. I spoke slowly and distinctly as if I was talking to my brother in Oz. I stopped and listened after each chapter.  I thought what a pity it was that other users were not able to use the Audio option in the pre-Christmas chat we had. Towards the end of the recording I felt I spoke more naturally, emphasizing important phrases etc. rather then the rather robotic start.

I set up the file with no issues in switchpod and posted the link in the Course Wiki. I remebered there were certain rules or guidelines as to how we post on a wiki but I couldn't recall them so I hope I didn't make any faux pas.

Although, I am an avid podcast listener as I love the radio, creating a podcast itself was completely new to me. This meant I had an opportunity to think about how it can be involved in elearning and blended learning. I agree it's no "silver bullet", but one area where I will find it useful is in the area of listening to experts, that would otherwise be unavailable to the learners. Before this activity I dirercted my class to the Business podcast on RTE Radio 1 http://www.rte.ie/radio1/thebusiness/index.html , as 2 widely recognised business people were to be interviewed. I recently ran a Guest Speaker day where 3 senior managers spoke with my class, it was an excellent event but a lot of work. Imagine if i had recorded this event for future classes!?

I am eager now to move onto to 8.2 before I fall to far behind on Unit 9.

Karl

Hi

Well my study plan seems to be going to eh.... plan!? Despite being busy with my current course of 20 learners, I have factored in some time to check forums, post contributions etc. I get a half day on Fridays, so this afternoon has been dedicated to OU. It means that I do my reading of printed material and typing the 500 word essays at home with none of the tech problems I have mentioned. It has the added bonus of organising time with my young family.

I am a bit worried about the TMA01 [don't you just love all the codes!] in terms of I haven't had a chance to look ahead as was suggested. Hopefully Unit 4 will be linked to the assignment. I sound like a worrier! not my style at all! Claudia commented on my last post that she has never been able to keep up on her previous OU courses - thanks for the re-assurances! I wonder then has a learning culture developed in OU where it is not really expected to keep up but rather a goal to keep up?

I'm still concerned that; with all the activity related to the course, is there much of the deep learning going on that has been mentioned?? My own educational background has often involved understanding theories, looking at case studies and relating it all to current events or circumstances. I don't seem to get that same deep understanding.

On other other hand the activity based training methods mean the course is very practical, and as a trainer I am already noting avenues of interest in terms of course design etc. which is why I came onto this course.

Enjoy your w-end

K