Otago Polytechnic/Educational Development Centre/Frameworks for working with staff

= Frameworks for working with staff =

Applications for funding

Analysis

 * context - students and educator
 * broad goals
 * learning outcomes
 * technology/tools
 * what is the big picture?
 * learners' preferences, learning styles
 * how are they supported?
 * how do they communicate with each other and with educators?
 * how to meet 'best practice'?
 * what is best practice?
 * best practice guidelines

7 principles of learning
by Arthur W. Chickering and Stephen C. Ehrmann. 


 * 1) Good Practice Encourages Contacts Between Students and Faculty
 * 2) Good Practice Develops Reciprocity and Cooperation Among Students
 * 3) Good Practice Uses Active Learning Techniques
 * 4) Good Practice Gives Prompt Feedback
 * 5) Good Practice Emphasizes Time on Task
 * 6) Good Practice Communicates High Expectations
 * 7) Good Practice Respects Diverse Talents and Ways of Learning

e-Learning Guidelines
NZELG: John Milne and Emily Dimock, Massey University


 * Website
 * Pdf copy

ADDIE

 * Analyze - analyze learner characteristics, task to be learned, etc.
 * Design - develop learning objectives, choose an instructional approach
 * Develop - create instructional or training materials
 * Implement - deliver or distribute the instructional materials
 * Evaluate - make sure the materials achieved the desired goals

More information here in Wikipedia. Also refer to the use of ADDIE in the workplace.

OTARA

 * Objectives
 * Topic/theme
 * Activities
 * Resources
 * Assessment

More information about designing eLearning. 

Questions to ask
What are you doing now? - Background and rationale

What do you want/need to change? Aim


 * What is working?
 * What is not working?

Why do you want/need to change? - Background and Rationale Who are your learners? - Background and Rationale


 * What is their learner profile?

What skills/knowledge do you want them to graduate with?- Objective


 * What is the graduate profile?

How will you get them work ready? - Strategy How do you get student to engage - currently:


 * with each other?
 * with content?

What can be done to get students to engage

How do you support learners:


 * pastoral?
 * preparation, pre-entry, orientation?

Outcomes of the analysis/actions - becomes Goals for Design

How do we evaluate our performance?


 * improvements
 * effectiveness of the process - EDC, strategies. Could show increase in student pass rates, completions, student statisfaction, enrolments.

PADDIE phases
What is the process we need to use for each phase?

What are the questions we need to ask?

The preparation phase is the detective work we do to inform ourselves about the programme or course.

Creating a Professional Portfolio course
Learning outcome: Critically explore the purpose of a professional portfolio, possible content, and the methods available for creating a record of reflective practice.

Main activity: Investigate examples of portfolios.
 * Synchronous and asynchronous activities will be used.
 * Synchronous - classroom - face-to-face and online - web-conferencing.

Subsidary activities:
 * Examples shown by the lecturer, and guest speakers;
 * Participants work in groups to discuss attributes of the portfolios.
 * Use key questions for them to focus on in the discussion.
 * Talk to individual lecturers about their portfolio (individually or in pairs) - record the interview - audio, video, prepare a reflection on the interview (blog post, journal);
 * Explore open web-based examples - prepare a critique (blog post, journal);
 * Find a research article describing uses of professional portfolios - prepare a brief overview/description and share this with the class (social bookmarking, discussion forum, blog post, email).

Content:

The content is the actual examples of portfolios, the critiques prepared by the participants and the articles and the descriptions of them.

Communication/Interaction:


 * Activities are facilitated by the lecturer, both face-to-face, online and through feedback. Some aspects are self-paced, and done in pairs and in groups.

Assessment:

All the activities contribute to the final draft portfolio - perhaps in the form of a blog post or as links to files.
 * Interview with a lecturer and reflection about it;
 * Critique of some examples of portfolios; and
 * Description and sharing of the research article.

The formats of the content, and the assessments are preferably digital for ease of sharing.

Social Services
Learning outcome: Use micro skills and distinguish appropriate interpersonal skills when working with people.

Main activity: Critique role play scenario that may crop up in practice.
 * Synchronous and asynchronous activities will be used.
 * Synchronous - classroom - face-to-face and online - web-conferencing.
 * Participants work in groups to plan and role play scenario.
 * Carry out role play and watch other role plays
 * Use key questions for students to focus on in the discussion that follows and their personal reflections.
 * Write, audio or video record a reflection about the process of the role play, and the learning from the role play and watching the other role plays, and use it to identify the interpersonal skills.

Subsidiary activities:
 * Find research articles or text book chapters about communication skills
 * Talk to practitioners about their experiences and tips/tricks for working with people
 * Talk to clients about how they professionals to work with them

Content: The content is the research articles and text books, as well as conversations with professionals and clients.

Communication/Interaction: Activities are facilitated by the lecturer, both face-to-face, online and through feedback.

Assessment: The reflection is the assessment. An assessment rubric will be required for marking.