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Author: claire.hazenberg (page 8 of 16)

Flexible, external and blended is there a difference?

On-campus, face-to-face, off-campus, open education, distance education, external study, online education, e-Learning, flexible learning, blended learning and hybrid (Todhunter, 2013) are all different terms  used to describe the process of learning with digital tools.

Unless you are deep into the field and dedicated to sorting through the jargon, an everyday teacher with the intention of enhancing their practice would be feeling completely out of their depth as they try to make sense of these widely used terms.

Todhunter (2013) tackles this issue head on, as he explorers a proposal to use the term “online learning” to market off-campus learning at his university. The proposal also encouraged the rebranding of the university as an “online university.” Concerns were raised in regards to the university promising a style of learning that was not aligned with student expectations.  It may sound ironic but although I am studying via online learning about the practices of online learning, I actually couldn’t give you a solid definition of what it actually is. I think this is because I know that they way in which I experience online learning is very different to others students from different courses and institutions.

I will not be attempting to provide a definition of online learning in this post, rather I want to contribute to the discussion about the typology of online learning terminology.  Very selfishly, to help understand the terms discussed in Todhunter (2013), I have created the visual representation below. This butterfly model, which I first created in an assessment in INF530 has been adapted to include the terms discussed. in the article.

I have found, the best way to represent these different ways of learning is to categorise them into either having one or two learning environments. The real difficulty for me was placing flexible and online learning into my schema. These has led me to either two conclusions, first that my butterfly model is not working and needs to be expanded or the concepts of flexible and online learning don’t belong in the model.

Flexible learning what is it?

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Applying my understanding of KN into the classroom

This semester I have really enjoyed exploring the concept of Knowledge Networking (KN) and now have a new appreciation for its role in learning and knowledge construction. I want to share these same experiences with my students by helping them to develop their own KN. Ideally this would increase student independence and autonomy as well as promoting collaboration and team work.

So what will this look like?

This year, I am required to run an extra-curricular activity (ECA) after school with junior school students. This elective type program offers students with the opportunity to enroll in a range of activities including rugby, painting, cooking, gymnastics and music. My ECA will be focused on exploring web 2.0 tools that students can use to enrich their learning.

So what tools will I teach and why?

I have broken down the tools I want to teach into three categories, Sharing, Creating & Finding. I am still finding and deciding on which to teach, as there are so many, but taking into consideration the needs of the learners I have narrowed it down to the following.

Creating

  • PowToon – Create videos to present knowledge and understanding of concepts.
  • Canva
  • The Plot – Sequencing scenes could be used for structuring writing tasks such as historical recounts, scientific procedures or steps in solving maths problem.

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Travel + Study 2 Personal Learning

Let’s start with OneNote. Recommended by a friend also studying externally, OneNote is a free note taking software that has cloud-based features. I particularly like this tool because of its ability to access notes offline and through the app. I can take notes, record ideas and write essays on my laptop and then access on my phone through the app. One downside is it seems to chew up the battery, so if you are going to use it for an extended period of time make sure you find yourself a power point. Handy Travel Tip: Check bathrooms, McDonald’s, behind couches in cafes and if you are super desperate the back of supermarkets, near the fridges…

Accessing, Interact2 was completely dependent on the strength of the Wi-Fi. I loved playing with http://speedtest.xfinity.com/ to see the connection strength.  If I was just accessing the text of the course content I could use a weaker, slower signal (5mbps) however if I wanted to watch the linked videos, access the CSU library or research further articles I needed a stronger signal (10mbps). Hotel lobbies and foyers usually had the best signal, however the best Wi-Fi experience was at Sey Beach Bar in Oludeniz, we stayed an extra three nights here, and I managed to get through over 9 readings, 4 blog posts and started writing my proposal.

Storing this work and my developing ideas was made easy through the use of Google Drive. Being able to save files from my computer that could be access on my phone, streamlined my work flow. I was able to work faster, with more efficiency because of the interconnectivity of the platform.

Finally I used my ThinkSpace Blog to reflect and tie my personal learning together into an accessible and user-friendly space.  I designed the layout of my blog with two purposes in mind firstly I enjoy re-reading my work and reflecting on my thoughts and secondly I intend on using the blog throughout my Masters degree. This meant that I need to organize information carefully into categories and spend time on presenting my work in inviting and engaging ways the promotes reflection.

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