Reshaping large-class teaching: Enactive coherence and enquiry-based blended learning (#Herdsa2010)
1. Reshaping large-class teaching: Enactive coherence and enquiry-based blended learning HERDSA 2010 conference Stanley Frielick Deborah Allen Jane Morgan Charles Mpofu Ross Milne AUT University, NZ
2. Papers âownedâ by schools Health students take all âcoreâ papers Sport students take one core paper Large classes 750 â 1,000 students Generates $ x million for each School / contribution to Faculty bottom-line âcommonâ = fragmented, under-resourced Incoherent â different pedagogy, assessment, learning design, little interaction between teaching staff Traditional âlecture + tutâ model Student perceptions â not relevant to programme, âjust get through itâ, surface approaches
7. Achieve a more integrated and âcommonâ semester in the Faculty, and provide a more interactive and engaging learning experience for novice undergraduate students.
8. address the educational and economic issues raised by the obsolescence of the transmission model of teaching,
9. explore the affordances of new technologies to support a dialogical mode of learning
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12. Learning design principles for new papers andinterdisciplinary structure Enactive coherence â beyond constructive alignment Enquiry-based blended learning (EBBL) Lecture 2.0 - http://en.wikiversity.org/wiki/Lecture_2.0 AUTonline (Bb) â audio & slides from all lectures recorded, blogs and wikis Create a small group / personalisedlearning experience within a large class Inverted âTâ model â drawing on aspects of Melbourne model (Davies & Devlin 2007) Alignment with AUT strategic plan and graduate attributes Relationship of common papers to discipline pathways Maintain and enhance quality while reducing costs
13. Enactive coherence is informed by ecological understandings of mind and the emerging sciences of complexity, where approaches to learning are emergent properties of a system of information pathways that shares many characteristics with biological systems. It is related to Biggsâ concept of âconstructive alignmentâ but goes beyond this approach in that coherence is more than linear alignment between learning outcomes, assessment, and content. It is a non-linear kind of alignment that is manifest when a group of people or team function as a whole, or when a lecturer or department develops an ecological understanding of the whole set of relationships that constitute the teaching/learning environment. (http://www.enactivist.net )
14. The term âblended learningâ is ill-defined and inconsistently usedâŠâŠRebuilding the concept of blended learning from a grounding in learning theory highlights the potential of designing around varied experiences that may lead to learning. This subversive (but logical) reinterpretation shifts the emphasis dramatically, from teacher to learner, from content to experience and from naively conceptualised technologies to pedagogyâŠ. (Oliver & Trigwell 2005 p24)
15. In her analysis of internet culture and identity Turkle (1995) shows how the earlier theories of Jacques Lacan were given concrete and immediate form in the worlds of online multiplayer chat games, where users adopted different identities in the medium of onscreen text. The internet made Lacanian theory visible in a compelling and unexpected way. In the same sense one can argue that the understandings of student learning emerging in the 70s / 80s from phenomenography, the relational perspective, and the systems view of constructive alignment are forerunners of a new understanding of learning â now manifesting via the internet in the increasingly networked world of a university that is rapidly changing in response to new technologies, global issues, and increasing demands for relevance and innovation in the curriculum. Enactive coherence thus includes the new affordances of technology for enhancing student learning.
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17. MCQ tests and exam replaced by Individual Development Narrative (IDN)
18. Linked to key communication skills for health professionals â students do verbal presentations
19. Logistics â 800+ students â presentations recorded on video, submitted to YouTube, and embedded in student blog
20. American textbook replaced by Pearson custom text with selected chapters relevant to Aotearoa NZ context
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22. Enquiry portfolio â ongoing development and reflection on key question for enquiry â individual blog
23. Taken by all students in Faculty â interdisciplinary â what is knowledge / how is it created â process of enquiry
35. To survive as a means of consumption, the university must learn from the highly successful cathedrals of consumption and find ways of becoming more spectacular. However, while the cathedrals of consumption focus on grand, colossal and superficial spectacles, the university cannot take this direction. It must instead focus on making more spectacular the quotidian activities that go to the heart of its educational functioning ⊠by deMcdonaldizing its quotidian activities. Inefficient, unpredictable, incalculable education employing human technologies will seem quite spectacular to students, especially in contrast to the numbing Mcdonaldization that is increasingly found almost everywhere else. (Ritzer, G. 2002. âEnchanting McUniversity: towards a spectacularly irrational university quotidian.â p.31 )
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38. I loved the fact that Nicky, Deborah as well as Sue shown great interest in teaching and guiding us along the way!! The discussion board are great and their immediate reply is appreciated!! Also loved the fact that you got to meet all the writters of the textbook! Learning new information regarding health and environment. Being able to work with others so that we learn great communication skills and ways to respect other peoples thoughts and opinions I immigrated to New Zealand in 2005 and worked as a health professional for 4 years in a District Health Board before attending this course. I really, REALLY wish I had been able to take this course before that experience because it clarified many confusing issues for me. It also helps me gain perspective so that I might be a better citizen in this country from now on. On the other hand, if I had come before, I wouldn't have appreciated the importance of the issues you are addressing. I personally thought it was an interesting, thought-provoking, challenging paper. The lectures where really good and the topics interesting. I like best in this paper is the wiki group, we have the most model group in our team as far as i know because we were all working together we have a rapport and most of all we understand the importance of this project. it was an interesting paper The wiki group and the general knowledge. Especially when you can't choose the people you work with in the real world! It made me consider the environment more as having a direct effect on health. I really enjoyed the group work. The overall connection between health and our environment! At the begining of semester I was wondering what this paper had to do with Nursing, now its clear and really relevant.
39. Perhaps some lecturers were too monotonous, which made the lecture a bit boring and thus the content learned decreased. But overall it was a very satisfying learning process. I feel that the wiki project has been of very little value. It has created a lot of stress with the absence of 4 group members pulling out - very unfair. This is worth a lot of marks for our overall grade. It needs to be looked at and altered. It is very hard to watch a lecture on a webcam as I feel we miss out on questions and the general interaction bewteen the lecture. Would be better to have smaller classes with a lecturer physically in front of us. The tests questions after each lecture need to be editored. They are not written to an academic level and often do not make sense, creating confusion. The lectures were too long and not really interesting. I would have preferred, due to my own self motivation, to have less marks riding on the efforts (or otherwise) of others, but I guess this depends on the people you end up working with! I do however, understand the concept of the group work for future benefit. I would have preferred more individual work, however the content of the paper was extremely interesting and beneficial. Some of the lectures seemed to take a lot of time to get through topics that I thought could have been covered in less time. i found the lectures dragged on a lot. the information was needed however it was often given in a slow way and i often found myself switching off and getting distracted. i think this is because a lot of the content is not assessed apart from online tests...
40. LESS SICKNESS BENEFICIARIES DUE TO CURE OF DISEASE LEADS TO INCREASED GOVT REVENUE AND HIGHER PERSONAL INCOME INCREASE POLLUTION FROM MANUFACTURING PROCESS 0 TOTAL GOVT HEALTH EXPENDITURE DECREASES POPULATION INCREASE PUTS STRAIN ON NATURAL RESOURCES DUE TO CURE BEING READILY ACCESSIBLE LESS RESPONSIBILTY TAKEN BY INDIVIDUALS LOSS OF CULTURAL HEALING PRACTICES FETAL ABNORMALITIES ARE REPAIRED IN THE WOMB RESULTING IN LESS BIRTH DEFECTS ALL CELL RELATED DISEASES CAN BE CURED LEADING TO HIGHER QUALITY OF LIFE FOR GENERAL POPULATION MAORI KAUMATUA AND PACIFIC MINISTERS ENCOURAGE PATICIPATION AT MARAE AND CHURCH GATHERINGS INCREASED TOBACCO CONSUMPTION INCREASED ALCOHOL CONSUMPTION AND SUBSTANCE ABUSE OBESITY
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43. ENQUIRY-BASED BLENDED LEARNING (EBBL) IN LARGE CLASSES: DISTRIBUTED SYNCHRONOUS MODE "[the lecture] needs to be managed better to be successful. No student who has access to the internet - which they all do - and who is increasingly using all sorts of e-learning tools is going to turn up to a huge lecture theatre to listen to somebody present a paper they could have read online. So obviously what the big lecture needs to do is to add more value to the content ⊠(Perkins 2009) âDe-McDonaldized scenarioâ
Likewise for eg. With Freud and film as a medium for making the uncnscious âvisibleâ - Da Vince and painting perspective â new scientific consciousnessInformavores âŠ
