DELIVERY METHODOLOGIES

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DELIVERYMETHODOLOGIES

• Education is whats left over after youve
  forgotten everything you learnt at school.
• (Einstein)

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SO MANY CHOICES.

• Whod be happy for me to stand up here for the
  next 90 minutes and just deliver a lecture?
• Think of a couple of things you have learned In
  your life..what? where? who?
• Think of the best teacher you ever had. Write
  down three words that describe them.

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INSTRUCTIONAL DESIGN

• ADDIE
• Analysis
• Design
• Development
• Implementation
• Evaluation

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ONE SIZE DOES NOT FIT ALL

• It does little good to pit one theory against
  another or try to sway
• people toward an exclusive practice in one
  method.  This has failed,
• thankfully, decade after decade as real
  practitioners realize teaching and
• learning is individualized and the needs of
  individuals may rely on the use
• of many theories.  This also leads to my belief
  that the search for a
• "unified theory" of learning that meets all
  contingencies is a fruitless
• search.
• In my opinion, the reality of good practice in
  teaching and learning is one
• that lives on a continuum from complete teacher
  control to student anarchy.
• Depending on the subject, the age and maturity of
  the student, the
• student's ease or difficulty in learning based on
  both physiology and
• environment, the scaffolding of knowledge
  required, and the expected
• outcomes, that continuum shifts toward one end or
  the other.  For example,
• in working with a learning disabled child or
  adult, it is possible that
• certain behaviorist strategies are the most
  effective.  When facilitating
• learning in a subject that requires memorization,
  drill and practice may be
• the most effective. Additionally, where one is on
  the continuum may shift
• during a single term of teaching.

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• Sage on the Stage (drone on the throne)
• Instructor centred

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THE TRANSMISSION MODEL

• .is founded on the premise that communicating
  content to students will result in learning.
  (Jonassen)
• Is this true? Does it work?
• Many traditional approaches "contend that we can
  predict with accuracy the behavior and learning
  outcomes of organisms as complex as human
  learners.
• Can learning outcomes be prescribed and achieved?
  Is learning ultimately an individual thing where
  no two learners will benefit equally from an
  educational activity?

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THE DICHOTOMY

• The real world v educational theory
• The opposing side of the coin from the
  Transmission model is best represented by the
  theory of Constructivism

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CONSTRUCTIVISM

• Ruth Geer (University of SA)
• Students learn best by interacting with others
  rather than working in isolation. Wittrocks
  generative learning theory, now popularly termed
  constructivism (holds that) people learn best
  when working together. Through this
  collaboration students are motivated and
  encouraged to remain focused on the task. The
  resultant interactivity leads to knowledge -
  building which requires articulation,
  expression, or representation of what is
  learned. (Jonassen, 1999)

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What does a constructivist course look like?
Adapted from http//www.stemnet.nf.ca/elmurphy/em
urphy/cle.html, Constructivismfrom Philosophy to
Practice
Adapted from http//www.stemnet.nf.ca/elmurphy/em
urphy/cle.html, Constructivismfrom Philosophy to
Practice
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What does a constructivist course look like?
Adapted from http//www.stemnet.nf.ca/elmurphy/em
urphy/cle.html, Constructivismfrom Philosophy to
Practice
Adapted from http//www.stemnet.nf.ca/elmurphy/em
urphy/cle.html, Constructivismfrom Philosophy to
Practice
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Why does Interactivity Matter?

• Learning is a social experience
• Increases level of exploration students more
  likely to engage with content and not just
  consume it
• Aids critical thinking, higher order thinking,
  problem solving (ie deep learning as opposed to
  surface learning)

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Good in theory but.

• Very hard in practice
• Influence of transmission model
• Curriculum, training package, syllabus/time
  restraints an interactive approach can take
  longer
• Students may need to be taught to interact,
  collaborate, and trust each other

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The Role of Content
OR, Learners as co-designers?
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REALITY

• I work almost exclusively with nationally
  endorsed units of competence I am acutely aware
  of the need for any accredited course to lead
  participants to the elements that are required to
  be assessed. Also for any unit of competence to
  be allowed to be taught, the workgroup needs to
  show the auditor (me) that they have the
  resources to deliver and those resources include
  assessment tools and delivery materials.
  Therefore, if these delivery materials do not
  exist because the plan allows the learners to
  create them, they will not pass audit and not be
  allowed to deliver.
• (Jann Manda, TAFE SA, 18/7/06)

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What are you teaching?

• Knowledge refers to the cognitive domain.To know
  pure theoretical knowledge.Know how the
  application of knowledge
• Attitudes refer to the affective domain that
  includes learners values, beliefs, biases,
  emotions, and role expectations that may
  influence their disposition towards the learning
  environment.
• Skills are the actual abilities to put specific
  knowledge into practice (performance or
  competence). Show how demonstrate the ability
  to use specific knowledge or adopt specific
  attitudesDo demonstrate in his/her everyday
  work that he/she has integrated the objectives of
  the course or training session
• http//www.euteach.com/euteach_home/euteach_curri
  culum/euteach_planning/euteach_guide.htm

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Teaching Knowledge

• The following are suitable for teaching
  knowledge
• Formal lecture (unidirectional monologue)
• Mini lecture
• Interactive lecture with student active breaks
  (bilateral exchange)
• Reading
• Audio visual materials (CD ROM, video tapes, etc)
  
• Case studies
• Individual research (Internet, literature review
  etc)
• Group discussion
• Field work (observations, discussions, etc)

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Teaching Attitude

• Group discussion
• Exploration of personal attitudes
• Focus groups
• Exposure to views and values using real or
  simulated situations, stories (anecdotes),
  videos, websites, role models
• Promotion of attitudes such as openness and
  introspection (reflection)
• Field work (observations, discussions, etc)

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Teaching Skills

• Simulations (models, role plays)
• Supervised practice
• Making and examining videos
• Guidelines for good practice (including check
  lists and handouts)
• Group discussion
• Field work (observations, discussions, etc)

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What do employers want?

• People
• With poise
• With problem solving skills
• Who can negotiate conflict
• Who show initiative
• Who can communicate
• That is, the so-called SOFT SKILLS
• What teaching methodologies best promote these
  skills?

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Who learns more? The person teaching a course or
the person studying it?
LEARNERS AS CO - DESIGNERS.
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ASSESSMENT

• In some situations learners can be engaged in
  constructing the assessment process.
• Digital Story Telling
• Podcasts

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BLENDED LEARNING

• The eLearning Guild (2003) Blended Learning Best
  Practices Survey result was in favour of blended
  learning, with the obvious benefits to learners.
  the overwhelming agreement (73.6) was that it is
  more effective than classroom teaching on its own
  and that learners like it (68.6).

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BLENDED LEARNING/FLEXIBLE DELIVERY

• Materials (content) online or print based
• Delivered on location (face to face) or remotely
• CMC (computer mediated communication) tools
  email, forums, chat, blogs, wikis
• Combination of face to face and online delivery

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SOME BLENDED LEARNING MODELS

• Building and Construction (TAFE SA)
• Property Services (TAFE SA)
• MARC (Management and Research Centre) TAA
• Schefenacker Vision Systems (OHSW)
• GippsTAFE (Vic) Medical Terminology
• Mobile Learning Induction gt PDAs (All Access
  Crewing Qld)

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Schefenacker Vision Systems

• OHSW
• Plant Tour
• Oral Assessment
• (voice board)

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THE NEW PUBLISHING MEDIA

• Digital Story Telling
• Blogs and Wikis
• Podcasts
• gt Powerful free tools for creating and
  distributing content

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Networked Learning
Social Network Analysis and The Entergy Story
http//knowledgetree.flexiblelearning.net.au/editi
on08/la_majchrzak.html
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RHIZOMIC NATURE OF THE INTERNET
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• getting your
• students back
• from the Internet
• wilderness is a
• bit like
• HERDING
• CATS

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ENGAGEMENT

• Motivate them, inspire them, annoy them, make
  them laugh, make them angry, but for goodness
  sake dont bore them! (Thiagi)

http//thiagi.com/
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Michael Coghlan e michaelc_at_chariot.net.au http//
users.chariot.net.au/michaelc/