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Collaboration, innovation and other 'tions

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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

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TMA02 Reflective points

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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

 

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TMA02 Interview with Innovator

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I have structured the interview questions around some key themes and discussions from block 1, namely;

  1. Concept of Innovation, what understanding is there in the unit, is it formal and acknowledge or informal and culture based.
  2. Innovating and /or following, how the LIU works is it made up of innovators and innovating or more along the early adopters lines.
  3. Tangible benefits, analysing one particular example of innovative practice, how it cam about, the results and the lasting impact on process.

I'm particularly interested from a management viewpoint if Innovation is prominent and supported - is it therefore encouraged, measure, rewarded. Or is it less formal and occurs due to necessity and/or individual innovators.

MIND MAP

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H807 TMA01

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The reflective process involved in part 2 of the TMA has involved assessing our approach to writing this report. It is challenging as having completed an assignment often the last thing we want to do is to think about it!

I have enjoyed and benefited from the theme of reflection that exists on all the OU courses I have completed, I believe my submissions have increased in quality as a result. It has also helped in sharing thoughts with colleagues, and finding tools to aid the reflective process. I think the course may benefit from a post-TMA thread where reflections can be shared.

Having used a mind-mapping approach on this TMA to document some thoughts and help with structuring a short word count, I decided I would pop them up here:

mind mapMIND MAP

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H807 Week 2 Act 2 GAMING IN BUSINESS

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Edited by Karl Duff, Thursday, 17 Feb 2011, 23:20

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

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H807 Week 2 Act 2 PODCASTING IN ARCHAEOLOGY

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Edited by Karl Duff, Thursday, 17 Feb 2011, 23:18

I'm delighted with this week's focus on case studies on elearning, following on from our discussions on innovation.

The first case study I looked at was on the use of Podcasting in Archaeology in Swansea University. I selected this case as I'm a big fan of podcasting in general, whether for entertainment, general interest or work. I have used podcasts in my Instructor role to add a "different voice" to the input.

Elizabeth Mullet has already analyzed this case study so I'll avoid repeating her detailed observations but rather focus on the potential and limitations of podcasting in this environment.

Podcasting with images was introduced to give a more engaging and personal input from the lecturers rather then the generic content that can be sourced from text books. The lecturers took advantage of their archaeological visits to sights of interest by recording images and adding commentary. In effect they were customising and personalising the learning experience for the learners, many of whom would not have had the opportunity to visit such sites.

What's interesting about this innovation is that it addressed and succeeded in improving on a lack of site recognition amongst learners. It is "learner-centred" and encourages collaboration amongst learners even on different courses. This has expanded into the faculty whereby they share with colleagues outside of their university.

It is clear that the podcasts create an element of "authenticity" to the learner environment and encourage reflection amongst learners. It is an opportunist innovation though, as the podcasts are created in tandem with site visits but what if there were no site visits or how can the same benefits be gained outside of this subject area. The case study also mentions learners have an interest beyond "PowerPoint", have published on-line themselves and have used web 2.0 technologies in their own assessed work. What if the audience were not so accepting of technology? possibly a more traditional learner would this innovation achieve the same level of success?

K

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H807 Week1

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Well I'm back to the OU and simultaneously back to blogging. see post 7 May 2009 for similar comeback! I really enjoyed my blogging experience previously particularly when others read and referred to my blog. An ego thing I believe!

The reflective nature of blogging and how it captures a snapshot of your thoughts are the most tangible rewards for me. Many of my learners look for avenues for reflection whilst on and after the management course I run. I have yet though to convert them into active bloggers.

There is no doubting the workload one associates with regular blogging, one has to create a new habit of blogging. I particularly find the pressure of reading regular blogs quite challenging as I'm trying to emulate these professional bloggers, [on my management blog]. I'm also trying to impart some management insight - maybe it's too much - you decide here.

Although my colleagues and Tutor will be reading this blog (hopefully) it feels ironically less pressured. Maybe you guys can tell me why.

Week 1 was all about our thoughts and ideas about Innovation, this was right up my street and only time held me back from dominating the forums with concepts & ideas. I did manage to post some questions about invention vs innovation, there was some discussion over the value-added nature of innovation which links with my thoughts from H800. I think the value added approach is an excellent criteria for using technology int he classroom and prevents from being techie just for the sake of it. I also commented on the collaborative nature of many technical advances that can aid learner interaction. I would still love to prove though that I can engage some learners more effectively on-line then I can in classroom [maybe due to their learning style] Alas I have yet to achieve this goal.

I'm a bit behind on week 2 although being a case study method advocate I'm looking forward to getting stuck in!

K

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