Reflection 4

The feedback from the third task revealed that the prototype shows potential, however was lacking in theory. Similar to that, the feedback from the final presentation also showed the same issues of underdeveloped theory. Although several reading were done, and feedback received, revealing that that self directed learning could be a strong backbone for the prototype, it seems that self directed learning itself is rooted in theory. It is that theory that now needs to be uncovered.

As uncovered by the feedback, further thinking needs to be given around the task relating to the building of the wiki. Tasks should be given to encourage students to contribute productively towards the building of the wiki.

After having searched for various theories relating to my prototype, I came across a “Constructivism,” a theory that advocates for the building of knowledge by the student using previous experience. With this theory, the learning is driven by the student. Constructivism is a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity (University of Saskatchewan, nd). From that we see that the theory is student focused as opposed reliant on only the lecturer. The students are the ones building the knowledge base to be shared in the class and the lecturer become the facilitator.

This complements the way in which adult learners learn, which, according to Merriam (2001), Self directed learning and andragogy (the science and theories behind educating adult learners) go hand in hand. Learning through using wikis needs to be closely monitored as the open contribution method may be derailed as Elgort (2007) mentions that wiki users tend to reference from internet sources as opposed peer reviewed journals. As discovered from the presentations, the internet can provide various sorts of information.

The design part of the prototype was not difficult at all. It was the rationalising between the task and the theory that was challenging. Even the way I decided to do my presentation, it was motivated by the fact that I was very comfortable with the technology. I chose not to do a PowerPoint but more of a demonstration of how a student would use the wiki to uncover the information I need them to know. I demonstrated what the average student would have to do while using the wiki to retrieve information that would then assist with the initial problem mentioned in reflection 1, of lacking confidence in the course due to incomplete information on the subject to be assessed (summative).

There is much learning to be discovered around the use of these wikis and the self directed learning. However, at this stage it is about taking it a step at a time, reading and discovering while on the job. I am a practical person, I want to do it and learn as I go. This time, it will be supported by knowledge and theory, as opposed to only practical know-how.

References

University of Saskatchewan. Nd. Definition of Constructivism. http://www.usask.ca/education/coursework/802papers/Skaalid/definition.html [06/06/2012]

Merriam, B.S. 2001. A new update on adult learning theory. http://www.umsl.edu/~henschkej/henschke/the_new_update_on_adult_learning_theory_mirriam.pdf [06/06/2012]

Elgort, I. 2007. Using wikis as a learning tool in higher education. Information Systems, 233-238.

Nicol, D. J. & Macfarlane-dick, D. 2006. Formative assessment and self-regulated learning : A model and seven principles of good feedback practice . Formative assessment and self-regulated learning : A model and seven principles of good feedback practice . Studies in Higher Education, 1-19.

Reflection: Task 3

It has been an interesting time for me, trying to identify something in my class that could be resolved by the use of one of the educational technology tools. However, it has shown me that upon taking the time to identify the causes of even the smallest problem, one will find the solution to having been right there for them to discover.

The use of something new can be easy to accomplish. However, what determines the impact of a new tool is the theory upon which it is grounded. During my presentation, one of the strongest points that came out from the colleagues comments is that grounding my prototype/tool on ‘Self-discovery’ can prove to be helpful. To an extent, I thought of this. However, I have greatly underestimated the need for researching more when it comes to self discovery as the theoretical framework.

When this suggestion was made in the online meeting, it tied the loose ends for me as I was still unsure about whether this alone would be enough as a theoretical framework, or whether I had to look elsewhere for that. I felt that colleagues affirmed that I would certainly yield positive results if this were done.

I sent this (exercise 2 prototype) to a colleague to evaluate for me. The feedback received via email was positive as they thought that the teaching of referencing through additional online platforms, coupled with the practical exercises that would teach students how to actually compile and manage sources was a great concept as most students are familiar with social media platforms, which would enable them to pick up very easily what is required of them in the classroom exercises.

I have already looked at how my assessment will be formed as the caution from the colleague was that the assessments would need to be directly aligned with the teaching outcomes. Also noting that the outcomes should not be misunderstood in anyway, as the students may feel that it is ‘social networking’ time in my class sessions.

The main task currently is to review literature on self discovery, the use of wikis in higher education and the use of social bookmarking. The technical ability that I posses alone is not enough to turn this from just a practical exercise for the students, to a real meaningful learning experience. The exercises need to be entrenched in pedagogy that informs the practice of Higher education.

Task 2 Reflection

A large majority of the students believe that they will not make it in the subject as they have been away from attending classes for many years. This on its own is enough to de-motivate the students from performing well. There have been various other factors that the students were exposed to that may have led to this. Changing lecturers and being exposed to different teaching styles has put them in a situation where they may feel it could affect them somehow in their examination.

I have recently been lecturing the subject Self Management 1 for the past month now. The use of formative assessment has also not been extensively utilised for this course from what I gathered. This on its own is enough to instil a certain amount of anxiety in the students regarding the exams. According to Nicol and Debra Macfarlane-Dick (2006:199), formative assessment and feedback should be used to empower students as self regulated learners. It then becomes clear that the use of this form of assessment does empower the student in developing a certain level of confidence in dealing with the subject content.

Prior to being able to enter the assessment room (formative or summative), it is imperative to ensure that the students has all the necessary knowledge. This then would prompt the use of Wiki’s for ensuring that the students have the additional information that they need. It does not only end there. Wiki’s may deliver the information’ however, a discussion needs to be established regarding the information presented of the various platforms (wiki’s, Facebook & blogs etc).

I have chosen to use online platform to deliver information to my students. I have previously used Facebook, however, after starting with the Emerging Technologies to improve Teaching and Learning in Higher Education course, I have decided to include wiki’s as a form of providing additional information regarding my course. The reason for choosing wiki’s is that it enables the Lecturer to upload information for students to view. In my course, i plan on providing links for students to follow. I prefer this method as opposed to downloading the information myself as it promotes self-discovery and self directed learning.

As the Wiki provides various possibilities as a learning space, it is crucial to identify at least one of the core issues that will be taught through the use of wikis in Self Management (1). Referencing if a major concern for many first years, they are given sessions on referencing by communication lecturers and are later expected to display their understanding in an assignment (summative). This has in many cases proved tricky for many students. I see this as I work in the Centre for Higher Education Development (CHED), although I Lecture in the Business faculty on a part-time basis. The first year students at large require referencing classes in order for them to understand the practice of referencing as a whole; the principles behind it as well as the purpose behind it. This would then culminate in them putting a greater effort in mastering referencing.

I plan on introducing my students to referencing in a class session. After that, refer them to online platform where they can find out more about how this is done (e.g. http://www.cput.ac.za/files/images_folder/research/documents/Harvard%20for%20beginners.pdf), as well as how it can be simplified by using of software such as Endnote and Mendelay (e.g.  http://www.youtube.com/watch?v=U6yXHZATKrM).

The use of wiki allows me to direct the students learning path by providing them with direction in terms of where they need to be looking for information. I can share more information on what was taught in the classroom. This tool, coupled with the use of Mendeley as a referencing tool will equip the students with a thorough understanding of the referencing practice as well as a means to ensure that they never struggle with how to reference in an assignment and managing their sources.

Mendeley allows students to manage their sources and stores the data on an online database, unlike other software which stores only on the hard-drive. The student will be able to access their source list from any internet enabled computer. This is especially useful for students who do not own their own computers as yet. The software also provides a preset format for the different referencing formats available (Harvard, Vancouver, MLA etc). This means students do not have to worry about getting the formatting incorrect, especially at the beginning where they are unsure about it.

After the students discover all this, formative assessments on the use of referencing will be undertaken prior to the summative assessment. This will ensure that the students have full understanding of what is the purpose of referencing and how to execute a proper reference list as well as in-text referencing.

The Wiki's affordance match well with the learning needs of these students as after participating in tasks by viewing information on the wiki, the students will slowly develop a sense of understanding about the content of the course. This will intern impact on their performance in class. This however relies on the individual student. They would need to take the time to visit the wiki. This has been made easier with the provision of wifi-hotspots in many classrooms, where the students will be shown how useful and important the use of this tool is.

Reflection: Task 1

My learners are part time students studying the Self Management 1 module in the Public Management department. These learners are first year students who the majority of the work on a full time basis. A small number of them are recently passed grade twelve in the last two years. However, the majority have been in the working environment for many years.

The issue of studying part time poses many challenges to the students. Many have transportation issues that prevent them from attending classes as often as required. Some of the students attend on both campuses depending on what campus is more convenient on that day and based on where they worked on that day. Although this practice is frowned upon by the department, the cross attendance does not remain constant in one campus; it frequently changes from campus to campus. This on its own means that the interaction with the lecturer is limited. This interaction is crucial as it affords students the opportunity to interact in a classroom environment regarding the concepts taught in class.

Many of the students do not always have the materials issued in the classroom due to this frequent absenteeism and attending on different campuses. More than lacking the materials, the students need additional materials that lecturers have to develop in addition to the prescribed textbook. The students need to be guided in terms of where they go to look for information.

This was evident with the assignments and test written in the first term that the students are not engaging well with the textbook. In the second term, I made use of additional materials and this I believe helped the students tremendously as they feel more confident going into the exams.

This additional help came in the form of using various tools to enhance learning. These tools are tools such as Facebook for keeping in contact, email where the students can email me anytime they please, as well as the use of the I-drive for making sure that all the students have access to the notes.

I believe that keeping the students in constant interaction with the subject will encourage them while combating the notion that many of them have, which convinces them that because they have been out of school for so long, they are not going to pass the subject.

Platforms like Facebook and keep the students in touch with the lecturer. The lecturer may use various other platform to ensure that students have the relevant information regarding the subject. Hence the use of online platforms seems to promise some form of remedy for the Self Management course.