Identifying and managing risks
Not only this learning experience, but also the course in general have a number of inherant risks. Within Australia, this is the first speech pathology course to be offered online, and only the third in the world. Secondly, it is the first Masters of Speech Pathology to be available to study part time. These two factors create significant potential for the course with regard to its ability to impact on Speech Pathology practice within regional, rural and remote Australia, and also to impact on communication and swallowing practice in a range of different workplaces as students continue to work while studying. However, this potential also carries some inherant risks. Here I will focus on four risks which are relevant at the level on an individual learning experience as well as on a course level.
With any new course or subject, there is potential for a mismatch of proposed and actual learning outcomes (Laurillard, 2012). As discussed in the page on trialing and evaluation, this has been at the forefront of the planning process. This risk will continue to be evaluated and managed through the processes of trialing and evaluation, including formative assessment, and regular informal feedback processes. This process will occur not only on an individual subject level, but also in relation to the course as a whole on a regular basis.
Another risk is time and resources. The change in teaching and learning, reflects a change in pedagogical frameworks. Consequently time and other resources are required to bring about this change. As with any innovation, time and resources for preparation and implementation is limited, with limited structural support (see Garrison & Kanuka, 2004). The information overload that can impact on student learning, can also impact on the development process. The creation of this small component of a module, has given me insight into the amount of time that is needed to prepare something for trialing, and this time is not something that is adequately supported at a university level. Time, like technology, is an affordance. But good use of what is available is more difficult to navigate in a world of unfamiliar technology and design potential.
As discussed by Rheingold and Weeks (2012) and others, the concept of a new generation of digital natives is a myth. Just because we use technology for a variety of purposes, this does not make us digitally 'literate'. This is true for staff and students, and consequently has an impact on the support required for both of these groups. Establishing support networks to enable students to access the learning environments will be crucial to student learning outcomes. Further, establishing support networks for staff to problem solve issues that arise will be instrumental to the flow of the teaching and learning experiences. For example in the learning experience presented, staff need to be able to problem solve issues with blogs, wikis and library access. The experience of EEL502, and the time I spent trying to access the wiki, has given me some insight into the support needs required.
Finally, an inherent risk in the busyness of teaching, is that plans for evaluation and risk management are not implemented. This process needs to be discussed with academic staff beyond those teaching, to put in place regular and appropriate accountability and 'reminders' to ensure that this process takes place. How we identify ourselves as 'lectures' and 'teachers' impacts on which tasks we prioritise and how we complete them, and at a fundamental level, what and how we 'teach' (Bass, 2012). As this will be my first experience teaching in a purely online environment, this process of identify shift will be crucial in being able to create an online learning environment that is sustainable and enables the learning and creativity that both myself and my students will need to thrive.
Not only this learning experience, but also the course in general have a number of inherant risks. Within Australia, this is the first speech pathology course to be offered online, and only the third in the world. Secondly, it is the first Masters of Speech Pathology to be available to study part time. These two factors create significant potential for the course with regard to its ability to impact on Speech Pathology practice within regional, rural and remote Australia, and also to impact on communication and swallowing practice in a range of different workplaces as students continue to work while studying. However, this potential also carries some inherant risks. Here I will focus on four risks which are relevant at the level on an individual learning experience as well as on a course level.
With any new course or subject, there is potential for a mismatch of proposed and actual learning outcomes (Laurillard, 2012). As discussed in the page on trialing and evaluation, this has been at the forefront of the planning process. This risk will continue to be evaluated and managed through the processes of trialing and evaluation, including formative assessment, and regular informal feedback processes. This process will occur not only on an individual subject level, but also in relation to the course as a whole on a regular basis.
Another risk is time and resources. The change in teaching and learning, reflects a change in pedagogical frameworks. Consequently time and other resources are required to bring about this change. As with any innovation, time and resources for preparation and implementation is limited, with limited structural support (see Garrison & Kanuka, 2004). The information overload that can impact on student learning, can also impact on the development process. The creation of this small component of a module, has given me insight into the amount of time that is needed to prepare something for trialing, and this time is not something that is adequately supported at a university level. Time, like technology, is an affordance. But good use of what is available is more difficult to navigate in a world of unfamiliar technology and design potential.
As discussed by Rheingold and Weeks (2012) and others, the concept of a new generation of digital natives is a myth. Just because we use technology for a variety of purposes, this does not make us digitally 'literate'. This is true for staff and students, and consequently has an impact on the support required for both of these groups. Establishing support networks to enable students to access the learning environments will be crucial to student learning outcomes. Further, establishing support networks for staff to problem solve issues that arise will be instrumental to the flow of the teaching and learning experiences. For example in the learning experience presented, staff need to be able to problem solve issues with blogs, wikis and library access. The experience of EEL502, and the time I spent trying to access the wiki, has given me some insight into the support needs required.
Finally, an inherent risk in the busyness of teaching, is that plans for evaluation and risk management are not implemented. This process needs to be discussed with academic staff beyond those teaching, to put in place regular and appropriate accountability and 'reminders' to ensure that this process takes place. How we identify ourselves as 'lectures' and 'teachers' impacts on which tasks we prioritise and how we complete them, and at a fundamental level, what and how we 'teach' (Bass, 2012). As this will be my first experience teaching in a purely online environment, this process of identify shift will be crucial in being able to create an online learning environment that is sustainable and enables the learning and creativity that both myself and my students will need to thrive.