Graduate Attribute 09
Monitor developments and trends in tertiary education, technology and practice, anticipate changes and adapt teaching and learning accordingly.
Contemporary trends in tertiary education reflect, I believe, two key transformations:
1. changes in philosophies of teaching and learning
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shift from teacher-centred to learner-centred approaches
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increasing popularity of independent and self-directed learning
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applications of constructivist and postmodernist philosophies
2. advances in technology and the Information Revolution
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the internet and related communication
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mobile computing and communication
Professional Development
As a professional, I believe it is important to keep informed of trends and developments and to modify, adapt and refresh my practice where possible. To this end, I ensure that I engage in professional development and further study related to both ends of my dual-professional career (teaching and career practice).
For example, refer to my summary record of professional development for CDANZ (Career Development Association of NZ) membership renewal.
Redesigning learning spaces
The development of learning environments to facilitate more active, project-based, collaborative learning and to accommodate large numbers of mobile devices and new communication technologies. This is a trend I first observed in my previous role at AUT University, where a new building was built in 2013 (the WG "Learning Precinct") including open spaces for students to work collaboratively, rooms that students can book for project work, huge video screens, and highly movable/flexible rooms and furniture. These spaces certainly enabled more diverse learning methods and they were very well utilised by students.
At Otago Polytechnic there is still some way to go in terms of creating such purpose-designed spaces, however the new Hub/Mason Centre development is a strong move in this direction and is already a very popular and productive environment. The challenge for myself is to make use of these more flexible learning environments and to create new environments that do not rely on the building of expensive buildings.
Increasing use of blended learning
Over ten years ago, Garrison and Kanuka (2004) identified the transformative potential of blended learning in tertiary learning institutions. They give a simple defininition of blended learning as "the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" (Garrison and Kanuka, 2004, p.96). The authors identify a particular strength of blended learning as the ability to facilitate communities of inquiry, however they do point out that for and effective sense of community the correct mix of three elements must be achieved - i.e. cognitive, social and teaching presence. This is a crucial point in my opinion.
The Horizon Report also notes that blended learning brings advantages such as increased flexibility, ease of access and the use of sophisticated multimedia and technologies. My own experience of using blended learning has had variable results - it works well for some subjects/disciplines but not for all, and it works well for some learners but not for all. For example, in my current teaching practice on the Bachelor of Social Services I have found that a consistent theme of student feedback is that they want more face-to-face time and less online delievery. This may be partly a reflection of the highly social nature of the training and also that we have not yet got the mix right (vis a vis the community of inquiry) and/or have not yet introduced online technologies that match or surpass in-class methods.
AUT Learning Precinct spaces
Key Trends
The NMC Horizon Report (2015), identifies six trends that are set to increasingly transform educational landscapes in the short, medium and long term. Three of these relate closely to the trends I have given above and to my own teaching and learning experience:
Proliferation of Open Educational Resources
The popularity of MOOCs suggests that learners do want to engage in this way. The report suggests that many MOOCs have experienced a rapid rise and subsequent burn out (withdrawal) of these courses. However, a visit to the Coursera site https://www.coursera.org at the time of writing this section (Feb 2016) indicates that MOOCs are alive and well at this point. Time willl tell no doubt, as to the future of such offerings.
These two transformations, either separately or in combination, have produced trends such as:
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increased easier methods for learning at a distance
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increased demand for independent/self-directed learning
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growth of Open Educational Resources (OER) for example the MOOCs (Massive Open Online Courses) offered through universities and organisations such as Coursera, Udacity, edX, etc.
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a need to cater for more diverse learners
Otago Polytechnic and the D4LS (Designing for Learner Success) process
The programme I currently teach on, the Bachelor of Social Services, is part way through the D4LS process. This process is an institution-wide initiative which aims to "improve learner outcomes by establishing new, collaborative and centrally-led processes at Otago Polytechnic for programme and course design, development and delivery” (Richard Nyhof, D4LS Team).
A core part of the design for our programme will involve increased use of blended and online delivery and will enable our learners and the Polytechnic to keep abreast of the trends outlined above and to introduce innovative and effective learning programmes that suit the environment and the learners of the early 21st century.
For me this means a substantial opportunity to investigate new and effective ways to facilitate learning using blended and online tools and utilising more collaborative, project-based learning approaches. I have accepted the role of 'writer' for this process, which means that I will be closely involved in the writing of the new programme document. As we are looking at revising our existing courses and creating several new ones, I will also have the opportunity to develop new courses that employ blended and online learning methods and technologies.
OP - The Hub - learning/social spaces