Well, after a windy day down at Jan Juc near Torquay and watching surf lifesaving events with growing exhaustion, I was quite motivated to sit on my comfy sofa and read some more on the notion of flexibility and have found some interesting resources.
What intrigued me was the change in context in which flexibility has been discussed. Prior to about 1997/1998 the notion of flexibility was talked about in relation to open and distance learning. From 1998 onwards the context switches to significantly include online technologies, e-learning and flexible delivery. this may not be a new observation, but have always wondered about the way in which we use such terms and what determines or drives their usage. I asked the question do semantics really matter? I think discourse has it's place in critical analysis and certainly in this context it can be explored further.
Resources from the Distance Education clearinghouse might prove useful. As would the journal of Distance Education (ODLAA).
I think as society and culture changes and shifts focus, so too must the dialogues and discourses shift or as Richard Edwards (1997) comments, to be rewritten and reread. With this shifting and changing, so too do the power structures. Thus, I think we are seeing a great push for effective change management strategies as communtiies, institutions, businesses and governments attempt to articulate and cope with this change.
Much is address through economic rationalist glasses and this is problematic - we need to acknowledge more readily the cultural shifts which also impact the status quo.
Food for thought! Ciao.
Monday, February 16, 2004
Monday, January 12, 2004
Melbourne's 'cool' summer...
So far my summer hasn't felt much like a summer [and before any Melburnians jump down my throat, yes, the Xmas weather was spectacular! :o) ] - I am still acclimatising to the lower latitudinal, more temperate climes of the east coast, having spent a good deal of my young adult life in Perth and then more recently Geraldton! It's so distinctly different - even the air is different! There must be a more apt meteorological explanation than my poor efforts here, but it does make a difference to one's demeanor I feel. So, what does it mean to feel displaced? Misplaced? Dislocated perhaps? When will I get around to relating this back to educational design and flexible learning you might ask?... About now!
Households, Work and Flexibility is an EU project which looks at how changing forms of flexibility affect work and family life. What intrigues me about this project is the notion of flexibility, something I want to research further in relation to educational technologies. The 2000 - 2003 project report series is available from the website in PDF. The project's use of the term flexibility is simplified in my view, but they offer further terms of reference with which to later discuss the notion of flexibility.
Interestingly, if you type the phrase "flexibility of space" into your search engine [I prefer Google], the EU project site is the second one on the list!
What are your thoughts on the notion of flexibility? Are we sometimes careless in the use of such terms? Do semantics really matter? How does flexibility apply to the discussions surrounding educational technologies and good pedagogical practice? Before I get carried away with mind-boggling theory, I'll say...
...Ciao until the next!
Households, Work and Flexibility is an EU project which looks at how changing forms of flexibility affect work and family life. What intrigues me about this project is the notion of flexibility, something I want to research further in relation to educational technologies. The 2000 - 2003 project report series is available from the website in PDF. The project's use of the term flexibility is simplified in my view, but they offer further terms of reference with which to later discuss the notion of flexibility.
Interestingly, if you type the phrase "flexibility of space" into your search engine [I prefer Google], the EU project site is the second one on the list!
What are your thoughts on the notion of flexibility? Are we sometimes careless in the use of such terms? Do semantics really matter? How does flexibility apply to the discussions surrounding educational technologies and good pedagogical practice? Before I get carried away with mind-boggling theory, I'll say...
...Ciao until the next!
Tuesday, January 06, 2004
...and so on to 2004!
Again, the circles turn into another year...so fast! More change, more push to streamline and realign. For what? With what? By whom? Organisational change in my rather cynical view, is about costing out time and resources to sit and think about better, more "innovative" ideas than the person or persons before us. A lot of change is simply for the sake of change! Hmmm, any challenges there? The race to lead change with innovations is on!
change
Syn: To alter; vary; deviate; substitute; innovate; diversify; shift; veer; turn.
Source: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.
innovative
\In"no*va*tive\, a. Characterized by, or introducing, innovations. --Fitzed. Hall.
Source: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.
innovative
adj 1: ahead of the times; "the advanced teaching methods"; "had advanced views on the subject"; "a forward-looking corporation"; "is British industry innovative enough?" [syn: advanced, forward-looking, modern] 2: being or producing something like nothing done or experienced or created before; "stylistically innovative works"; "innovative members of the artistic community"; "a mind so innovational, so original" [syn: innovational]
Source: WordNet ® 1.6, © 1997 Princeton University
Question: Innovative at what?
The question was brought to my attention at the 2003 presentations of Flexible Learning Leaders in Victoria.
The push to be innovative in an atmosphere of constant change echoes a need to keep people 'on the ball', to keep motivation levels high, in order to sustain efforts of change. To be innovative is to keep rolling out new and exciting ideas, brainstorm suggestions of better practices and more successful outcomes - and creating those outcomes along the way! Just as we tender for project funds, we also tender for a slice of the innovations cake, hoping our ideas and sughgestions will be selected from the many put forward to "those in a position of power and influence". If we jump through those flaming bureaucratic hoops with enthusiasm and effort we might just get what we deserve!
Where should I go with all this? My role as an educational designer in my institution is one which puts me and my colleagues in a position of supporting academics essentially through a process of change which incorporates their experiences of a changing workplace and a changing educational environment. Educational Designers are not new to education settings, but their role has increasingly become one involving necessary well-developed skills of change management.
Change management as a skill? Certainly! Think back to those managers you had the priveledge of working with who were able to and comfortable with leading co-workers through change on a daily basis! Many learnt to manage from their experiences over a time and the qualities they exhibit as individuals. Time helps hone such skills. The trick I think is to remember how and when to use these skills in the most appropriate ways. That means being highly sefl aware, that is aware not only of oneself, but of others around you - emotional intelligence or EQ.
I had the priviledge to attend a personal development workshop through the Philosophy of Living Centre and relished every restful and reflective minute of it! I chose such a workshop over the myriad workshops to do with organisational development, management and leadership and countless others offered by various well respected institutions.
"...we point people in the direction of their own common sense and they learn through insight how to solve thier own problems, how to enjoy and appreciate life more. In essence, they learn to listen to their own wisdom" (Spittle, 2001).
Three points the Centre focuses on in its workshops are Mind, Thought and Consciousness. These three principles are used to explain and describe the experience of life, our "reality". Throughout the workshop, many participants told their stories and the workshop facilitator told some wonderful, simple, insightful stories too - they got us thinking and reflecting, much like the buddhist methodology of bringing one back into contact with and trusting one's own life experiences. One of my favourite books is The Tao of Pooh. Check out some of the thoughts here. For a reflective individual such as myself, I relish these texts! It mirrors the texts that are our life experiences.
Until the next ...
change
Syn: To alter; vary; deviate; substitute; innovate; diversify; shift; veer; turn.
Source: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.
innovative
\In"no*va*tive\, a. Characterized by, or introducing, innovations. --Fitzed. Hall.
Source: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.
innovative
adj 1: ahead of the times; "the advanced teaching methods"; "had advanced views on the subject"; "a forward-looking corporation"; "is British industry innovative enough?" [syn: advanced, forward-looking, modern] 2: being or producing something like nothing done or experienced or created before; "stylistically innovative works"; "innovative members of the artistic community"; "a mind so innovational, so original" [syn: innovational]
Source: WordNet ® 1.6, © 1997 Princeton University
Question: Innovative at what?
The question was brought to my attention at the 2003 presentations of Flexible Learning Leaders in Victoria.
The push to be innovative in an atmosphere of constant change echoes a need to keep people 'on the ball', to keep motivation levels high, in order to sustain efforts of change. To be innovative is to keep rolling out new and exciting ideas, brainstorm suggestions of better practices and more successful outcomes - and creating those outcomes along the way! Just as we tender for project funds, we also tender for a slice of the innovations cake, hoping our ideas and sughgestions will be selected from the many put forward to "those in a position of power and influence". If we jump through those flaming bureaucratic hoops with enthusiasm and effort we might just get what we deserve!
Where should I go with all this? My role as an educational designer in my institution is one which puts me and my colleagues in a position of supporting academics essentially through a process of change which incorporates their experiences of a changing workplace and a changing educational environment. Educational Designers are not new to education settings, but their role has increasingly become one involving necessary well-developed skills of change management.
Change management as a skill? Certainly! Think back to those managers you had the priveledge of working with who were able to and comfortable with leading co-workers through change on a daily basis! Many learnt to manage from their experiences over a time and the qualities they exhibit as individuals. Time helps hone such skills. The trick I think is to remember how and when to use these skills in the most appropriate ways. That means being highly sefl aware, that is aware not only of oneself, but of others around you - emotional intelligence or EQ.
I had the priviledge to attend a personal development workshop through the Philosophy of Living Centre and relished every restful and reflective minute of it! I chose such a workshop over the myriad workshops to do with organisational development, management and leadership and countless others offered by various well respected institutions.
"...we point people in the direction of their own common sense and they learn through insight how to solve thier own problems, how to enjoy and appreciate life more. In essence, they learn to listen to their own wisdom" (Spittle, 2001).
Three points the Centre focuses on in its workshops are Mind, Thought and Consciousness. These three principles are used to explain and describe the experience of life, our "reality". Throughout the workshop, many participants told their stories and the workshop facilitator told some wonderful, simple, insightful stories too - they got us thinking and reflecting, much like the buddhist methodology of bringing one back into contact with and trusting one's own life experiences. One of my favourite books is The Tao of Pooh. Check out some of the thoughts here. For a reflective individual such as myself, I relish these texts! It mirrors the texts that are our life experiences.
Until the next ...
Saturday, November 01, 2003
The State of Play - On the Soapbox!
Where will Australian training and education be in 5 years time? What will flexible learning be in 5 years from now?
What will happen with flexible learning communities and the role they play in fostering flexible learning developments?
I was fortunate enough to present to a small group of Thai delegates from the Open University recently and the issues of moving to an online teaching and learning environment were obvious. It was an interesting look backwards, at where we had moved from to be where we are now in terms of providing open, accessible and flexible learning opportunities. What seems always to be the largest bone of contention is the role of the teacher/academic in the uptake of educational technology for flexible learning. Teachers are our education system's bread and butter and without them we are drifting boats at sea!
I feel we need to take some time and space to seriously consider the role of our teachers and academics in the grand globalised educational sphere that revolves around us and our institutions. There is still a substantial lack of commitment by government and institutional management to providing meaningful and relevant staff development and support for the move to flexible learning modes. There is still a gap between the commitment to the provision of such modes and the means by which to resource them!
Okay, so I'm allowed a little bit of time up on my soapbox - try it at EDNA, it's therapeutic! (register if you haven't already).
Discussion as a Learning Preference ...
I think we do learn a lot through discussion, look at how parents talk and interact with their children. It's a negotiation, a clarification not only of what is meant by what is said, but of roles people take in a discussion. Power plays are most often recognised, especially with authority figures and in one's workplace. I'm just thinking of this following the thread on institutional management...! Here's a wonderful article told for teachers by teachers on power plays ...
... May the force be with you!
What will happen with flexible learning communities and the role they play in fostering flexible learning developments?
I was fortunate enough to present to a small group of Thai delegates from the Open University recently and the issues of moving to an online teaching and learning environment were obvious. It was an interesting look backwards, at where we had moved from to be where we are now in terms of providing open, accessible and flexible learning opportunities. What seems always to be the largest bone of contention is the role of the teacher/academic in the uptake of educational technology for flexible learning. Teachers are our education system's bread and butter and without them we are drifting boats at sea!
I feel we need to take some time and space to seriously consider the role of our teachers and academics in the grand globalised educational sphere that revolves around us and our institutions. There is still a substantial lack of commitment by government and institutional management to providing meaningful and relevant staff development and support for the move to flexible learning modes. There is still a gap between the commitment to the provision of such modes and the means by which to resource them!
Okay, so I'm allowed a little bit of time up on my soapbox - try it at EDNA, it's therapeutic! (register if you haven't already).
Discussion as a Learning Preference ...
I think we do learn a lot through discussion, look at how parents talk and interact with their children. It's a negotiation, a clarification not only of what is meant by what is said, but of roles people take in a discussion. Power plays are most often recognised, especially with authority figures and in one's workplace. I'm just thinking of this following the thread on institutional management...! Here's a wonderful article told for teachers by teachers on power plays ...
... May the force be with you!
Wednesday, October 08, 2003
Education Sectors are people too!
It's an interesting thing you know, that all my talk about sectors and going from here to there, isn't so much after all, in the grand scheme of things!
It's not that I'm "about-facing", but I've thought lately that it's about people; people utilising place and experience together.
Take Flexible Learning Leaders for example - the program I was involved in last year with 30-odd other talented and motivated Australian educators! Of this group a number have not only moved between institutions, but also between education sectors. This however, doesn't change their motivations and innovative work - in fact it most certainly spreads it around for the greater good. What a priviledge to share knowledge!
Having just completed my reflective report, I've realised that the concepts and motivations I have still remain. Appropriating those concepts for further use (in my case within another sector) is challenging in an intellectual sense. It has enahcned my own theoretical approach to my work - whatever and wherever I may be.
I started my FLL program with staff development in mind. Slowly that changed to how to manage different personalities (emotional intelligence). What became apparent following that was an increase in my own self-awareness and how I was perceiving the work-personal development relationship.
So I talked to others in my workplace about their personal experiences at work. What resulted was a collection of short stories highlighting the workplace experience and how people interact in that 'space'. In this way, the FLL project 'belonged' to others that I worked with, to do with what they thought necessary to keep the organisation developing in a positive and effective way (which, for a country-based community education centre is inherent to its work with community!). As David Bellingham (2001) says:
Stories reveal. Stories motivate. Stories bind individuals into teams. Stories create solutions.
Towards the end of 2002, we ended my official project with a staff day based around the theme of a Web. This denoted online flexible learning, but also the connections we make (and those we need to make) with each other to be an effective team in providing community support and education. The diagram here was presented in Adelaide as part of the Flexible Learning Leaders Sharing Workshop, emphasising the connections that were seen as important to generating an effective team for the purposes of implementing flexible learning strategies.
It's not that I'm "about-facing", but I've thought lately that it's about people; people utilising place and experience together.
Take Flexible Learning Leaders for example - the program I was involved in last year with 30-odd other talented and motivated Australian educators! Of this group a number have not only moved between institutions, but also between education sectors. This however, doesn't change their motivations and innovative work - in fact it most certainly spreads it around for the greater good. What a priviledge to share knowledge!
Having just completed my reflective report, I've realised that the concepts and motivations I have still remain. Appropriating those concepts for further use (in my case within another sector) is challenging in an intellectual sense. It has enahcned my own theoretical approach to my work - whatever and wherever I may be.
I started my FLL program with staff development in mind. Slowly that changed to how to manage different personalities (emotional intelligence). What became apparent following that was an increase in my own self-awareness and how I was perceiving the work-personal development relationship.
So I talked to others in my workplace about their personal experiences at work. What resulted was a collection of short stories highlighting the workplace experience and how people interact in that 'space'. In this way, the FLL project 'belonged' to others that I worked with, to do with what they thought necessary to keep the organisation developing in a positive and effective way (which, for a country-based community education centre is inherent to its work with community!). As David Bellingham (2001) says:
Stories reveal. Stories motivate. Stories bind individuals into teams. Stories create solutions.
Towards the end of 2002, we ended my official project with a staff day based around the theme of a Web. This denoted online flexible learning, but also the connections we make (and those we need to make) with each other to be an effective team in providing community support and education. The diagram here was presented in Adelaide as part of the Flexible Learning Leaders Sharing Workshop, emphasising the connections that were seen as important to generating an effective team for the purposes of implementing flexible learning strategies.
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