1.
How, if at all, have your initial
thoughts about what flexible learning means been challenged by your reading?
To
me, flexible learning has been about being flexible with the delivery of our
training package. Perhaps not in all the aspects to which Collis and Moonen
(2002) allude: giving the learner choices over where, when, what and how to
learn. We have a ‘flexible delivery’ class where students are invited to come
in once a week, at a set time, if they want help with particular subjects.
There is a set combination of subjects which need to be completed in order to
attain the qualification. We have suggested dates for when assessments should
be handed in. These are guidelines to help people keep on track, rather than
leaving everything until the last minute. The technology allows us to be
flexible; we are flexible in the teaching styles and implementation; the institution
encourages flexibility, but there are deadlines which need to be met for
administrative purposes.
2.
Reflect on a number of learning
experiences that you have been involved in and the degree of flexibility which
each involved. How did this influence the effectiveness of the learning
context?
When
I first studied a course by distance education, the flexibility was in when I
did my learning. There was no choice of subjects or assignment due dates. There
was no extension of due date for people in remote areas, so not everyone had
the same time frames. Having set due dates did help to ensure that I was
organised and kept doing the learning. I can’t remember anything about access
to instructors, although technology allowed phone calls, email and a class forum
(which was only new and little used). Another course I did through OTEN was
very flexible in timing. I could even nominate when I would do the tests. Many
people can’t cope with this much flexibility, because the get caught out when
their enrolment expires. Both of these courses relied heavily on texts. OTEN
did have videos at times. Pedagogically there was little flexibility. Learners
who needed alternate ways of learning were not catered for. The learning
context was only effective for a specific type of learner.
3.
In what ways could you use virtual
worlds in your instructional context?
Three dimensional learning experiences (3DLEs) “create
compelling, visceral, and memorable experiences” (O'Driscoll
& Kapp, 2010, p61). A virtual library would be a wonderful solution for
teaching the practical aspects of the course to students who cannot attend
physically. I imagine it would be possible to create a scenario for students to
push a book trolley and shelve items in the correct place, whilst paying
attention to WHS issues. TAFE NSW WI (2010) has already demonstrated that role
plays can be done for customer service. This is a big area in our course. Using
the virtual world could even be done in the classroom with the on-campus
students to ensure they are all getting experience in certain situations, and
for practice in a safe environment before they have to face real situations. O'Driscoll
& Kapp, (2010) also point to the natural emergence of collaboration and
peer-to-peer learning which happens in 3DLEs. Teamwork is also vital in
libraries, so a virtual world can encompass students from all cohorts to work
together, regardless of timetables or distance.
References
Collis, B & Moonen, J (2001) Flexible learning: it's not just about
distance, in Flexible learning in a digital world: experiences and expectations,
Kogan Page, London
O'Driscoll,
T & Kapp, K. (2010) Escaping Flatland. Learning
in 3D. Wiley, San Francisco.
TAFE NSW Western Institute (2010)The virtual tourism project. (online accessed 26 July 2013).
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