Justification for the design
In designing the learning experience, after considering the context of the learners and the subject with in the course as a whole (see description of teaching and learning, in SPH510), there are three main aspects which remained for consideration, the process of transition for the students to online learning environments, pedagogical frameworks to inform the design, and theories of blended and flexible learning.
My first engagement with transition as a theoretical concept, began while taking a previous subject in the Graduate Certificate, where I was introduced to the transition frameworks of Kift (2009) and Tinto (2009). While this work primarily focusses on the transition to university and the 'first year experience' of undergraduates, the frameworks are also relevant for the student cohort that will be studying SPH510 (see discussion). In particular, I was interested in the how considering Kift(2009)'s six principles for effective transition might support student engagement and learning in the early stages of the Master of Speech Pathology. Consequently, this learning experience, explicitly engages with:
As well as being informed by transition principles, the design of this learning experience has been shaped by consideration of pedagogy and distance education. The work of Anderson and Dron (2011, 2012), has been instrumental in helping me consolidate my thinking around pedagogy and online learning. Further, Rheingold and Weeks (2012) and Conole (2013), have helped me think not only about what technology makes possible, but more realistically, at the 'affordances' of technology, that is the opportunities for the creation of teaching and learning spaces within the technologies available.
The learning experience combines aspect of cognitive-behavourist....theories of teaching and learning. At this early stage in the subject, and the course, a cognitive-behavourist framework of completing a set of tasks to 'gain knowledge' is used as the foundation for this learning experience. It is likely that for many students, this is a method that they are familiar with and feel comfortable with. Further, in order to learn foundational skills in speech pathology practice, students need to engage with new information and frameworks and process these in a way that makes them available for future learning tasks and eventually professional practice. However, this focus on the individual learner is not the only aspect of the learning experience. Students are also asked to engage in a small group activity. For many, while this will be the first time they engage with online meetings etc without the support of a lecturer/facilitator, it is a skill they will come to use often throughout their learning. This small group activity allows for an introduction to social-constructivist models of learning where multiple perspectives are given voice and discussed students are guided to develop the metacognitive and evaluation skills need to assess their own learning (Anderson & Dron, 2012).
The connectivist pedagogy described by Siemens (2008) and Anderson and Dron (2011,2012), focus on the creation and use of personal learning networks rather than on the acquisition of content knowledge. This pedagogical framework is appealing in a world where the amount of information can be overwhelming and the constant push from universities and professional organisations appear to push for 'more content'. The learning experience described, could not be described as connectivist in regard the learning outcomes, and the control of content. However, as the designer, my hope is that it introduces students to engage with new learning technologies, types of information and a frameworks for 'evaluating' that information. Each of these aspects will be taken up further in following learning experiences as students consider what to do with all the information of language and communication and swallowing that exists. This still requires further consideration in regard to this subject and the course as a whole.
The technologies chosen for this learning experience are influenced by both the transition principles and pedagogies discussed above. The aim was to provide a mixture of individual and group-based learning experiences where students can engage in their learning in ways that are comfortable as well as stretching them to engage in new ways. By supporting students to 'construct' their own knowledges about language development, I hope that they will find a new sense of self efficacy as active participants in their learning (see Laurillard, 2012). By supporting students to engage in collaborative learning, I hope that they will begin to experience the potential of an online learning community and the creation of their own personal learning network (Siemens, 2008).
While some may look at this new subject and new course, the first of its kind in Australia, waiting to see if it will 'work', part of my role is to acknowledge the affordances of an online learning environment in allowing access and participation by students from a range of locations and backgrounds, in a way they fits with their competing life goals. And these affordances, and not only in being able to 'offer' a Master of Speech Pathology online, but also in the learning environments and experiences it makes possible with the students.
In the creation of personal learning networks and the development of self efficacy in a collaborative constructivist and connectivist learning environment, these students will be well placed to innovate the delivery of speech pathology services in regional, rural and remote Australia.
In designing the learning experience, after considering the context of the learners and the subject with in the course as a whole (see description of teaching and learning, in SPH510), there are three main aspects which remained for consideration, the process of transition for the students to online learning environments, pedagogical frameworks to inform the design, and theories of blended and flexible learning.
My first engagement with transition as a theoretical concept, began while taking a previous subject in the Graduate Certificate, where I was introduced to the transition frameworks of Kift (2009) and Tinto (2009). While this work primarily focusses on the transition to university and the 'first year experience' of undergraduates, the frameworks are also relevant for the student cohort that will be studying SPH510 (see discussion). In particular, I was interested in the how considering Kift(2009)'s six principles for effective transition might support student engagement and learning in the early stages of the Master of Speech Pathology. Consequently, this learning experience, explicitly engages with:
- Transition: the transition to an online learning environment requires the development of digital literacy by the students (and staff!). Hinrichsen and Coombs describe 5 aspects of critical digital literacy which impact on our capacity to participate in digital environments: decoding, meaning making, using, analysing, and persona. Students will come with varying competencies and attitudes towards online learning, and while this will be the focus of another subject undertaken similtaneously, this subject also endeavours to introduce students to a range of online learning tools, and support them in their initial attempts to use these tools to communicate their own learning. Further, this learning experience will be foundational for further learning experiences which more explicitly focus on the overload of information available, and how the students can evaluate and manage this information (Rheingold & Weeks, 2012).
- Diversity: the students in this subject will come from a variety of background, in terms of previous study, current working environments and also their family/cultural backgrounds. In this learning experience, students are asked to engage with their own beliefs about language development through reflection on a set of questions (task 1), engagement with a broad range of readings (task 2), and completing a personal reflective statement (task 4). Students have opportunity to share this with each other (task 2), but will not be required to do so at this early stage in the subject.
- Design: acknowledging prior student learning and experience, while also providing specific learning opportunities that support engagement with the online learning environment. Thus, students will be given the opportunity to engage with a library tutorial which focuses on access 'different types' of material. These skills are then used, to access the resources for the proposed learning experience.
- Engagement: the learning experience is designed to support active learning by beginning from students' current understanding, and returning to this point, through a series of tasks. During this, students engage individually with some material before being asked to work in a small group to create an FAQ page. This task is a realistic task, that could be used in future practice, as well as in discussing their studies with people in their current work places. The collaborative nature of the task requires students to share their learning and understanding to complete a shared product. This provides an opportunity to continue creating an online online community among those enrolled in the course, providing social.
- Assessment: the collaborative task in this learning experience acts as formative assessment for the future assessment tasks in the subject, in which students will be asked to work in groups to summarise and communicate information with a non-professional audience. An opportunity to engage in discussion with the lecturer via an online meeting the following week, will also allow students to receive some formative feedback about their engagement and learning from the lecturer. At this time, students will be supported to apply the relevant marking criteria from their upcoming assignment to the group task. However, as this is beyond the scope of this learning experience, it is not discussed in detail here.
- Evaluation and Monitoring: the completion of the collaborative task also allows the lecturer to evaluate the learning experience with regard to how/if learning outcomes have been met in the work produced. Further, the completion of personal learning reflections also allows the lecturer to monitor individual student engagement and learning. Evaluation and Monitoring as discussed further here.
As well as being informed by transition principles, the design of this learning experience has been shaped by consideration of pedagogy and distance education. The work of Anderson and Dron (2011, 2012), has been instrumental in helping me consolidate my thinking around pedagogy and online learning. Further, Rheingold and Weeks (2012) and Conole (2013), have helped me think not only about what technology makes possible, but more realistically, at the 'affordances' of technology, that is the opportunities for the creation of teaching and learning spaces within the technologies available.
The learning experience combines aspect of cognitive-behavourist....theories of teaching and learning. At this early stage in the subject, and the course, a cognitive-behavourist framework of completing a set of tasks to 'gain knowledge' is used as the foundation for this learning experience. It is likely that for many students, this is a method that they are familiar with and feel comfortable with. Further, in order to learn foundational skills in speech pathology practice, students need to engage with new information and frameworks and process these in a way that makes them available for future learning tasks and eventually professional practice. However, this focus on the individual learner is not the only aspect of the learning experience. Students are also asked to engage in a small group activity. For many, while this will be the first time they engage with online meetings etc without the support of a lecturer/facilitator, it is a skill they will come to use often throughout their learning. This small group activity allows for an introduction to social-constructivist models of learning where multiple perspectives are given voice and discussed students are guided to develop the metacognitive and evaluation skills need to assess their own learning (Anderson & Dron, 2012).
The connectivist pedagogy described by Siemens (2008) and Anderson and Dron (2011,2012), focus on the creation and use of personal learning networks rather than on the acquisition of content knowledge. This pedagogical framework is appealing in a world where the amount of information can be overwhelming and the constant push from universities and professional organisations appear to push for 'more content'. The learning experience described, could not be described as connectivist in regard the learning outcomes, and the control of content. However, as the designer, my hope is that it introduces students to engage with new learning technologies, types of information and a frameworks for 'evaluating' that information. Each of these aspects will be taken up further in following learning experiences as students consider what to do with all the information of language and communication and swallowing that exists. This still requires further consideration in regard to this subject and the course as a whole.
The technologies chosen for this learning experience are influenced by both the transition principles and pedagogies discussed above. The aim was to provide a mixture of individual and group-based learning experiences where students can engage in their learning in ways that are comfortable as well as stretching them to engage in new ways. By supporting students to 'construct' their own knowledges about language development, I hope that they will find a new sense of self efficacy as active participants in their learning (see Laurillard, 2012). By supporting students to engage in collaborative learning, I hope that they will begin to experience the potential of an online learning community and the creation of their own personal learning network (Siemens, 2008).
While some may look at this new subject and new course, the first of its kind in Australia, waiting to see if it will 'work', part of my role is to acknowledge the affordances of an online learning environment in allowing access and participation by students from a range of locations and backgrounds, in a way they fits with their competing life goals. And these affordances, and not only in being able to 'offer' a Master of Speech Pathology online, but also in the learning environments and experiences it makes possible with the students.
In the creation of personal learning networks and the development of self efficacy in a collaborative constructivist and connectivist learning environment, these students will be well placed to innovate the delivery of speech pathology services in regional, rural and remote Australia.