Marking criteria

Provide a description of learners and context addressing: learner diversity,  the institutional vision;  discipline, professional and industry expectations and responsibilities and other stakeholder perspectives.

(a)   Description of learners and context for the course:

As part of the new Diploma in Applied Social Services I have developed a seven week course that I hope will provide both a sound theoretical base and experiential learning context for students to become familiar with group theory,  group facilitation and conflict resolution skills.  Students will have the opportunity to develop interpersonal skills and heighten their self awareness.

The content of the course covers:  group theory,  group functions,  and group facilitation skills.  An emphasis on conflict resolution and particular roles undertaken in resolving conflict is also stressed.  It is intended that this paper be a forerunner to a more specialised paper on offer next year for the degree course.  It also a forerunner to a social psychology paper taught later in the year.

Social service work involves people,  and students will need to have reached a level of maturity which enables them to function well in interpersonal relationships.  The   core conditions of empathy, unconditional positive regard (respect and warmth) and genuineness inherent in the  person centred philosophy are therefore central to our programme.   To understand the concepts involved in group dynamics,  students also need to be psychologically minded, self reflective and insightful in order to successfully negotiate a course that demands a high level of self awareness.   

Each student’s reality is different, creating complexity within the classroom so that  teaching needs to consider the student’s life experience,  stage of development and learning style. Students will hear and process the information differently as they have been socialised in different ways and consequently will respond according to their differing world views.  

Our learners are usually a culturally diverse group comprising in 2008  of Maori,  Pacific Island, South African, English, Eastern European, Italian, Swiss students among others.  This diversity challenges, stimulates and provides a rich learning environment through the differing world views that are evident.  There is also a need to display tolerance for differing perspectives.  Even ‘the one in every class’ who lacks empathy for others may be useful in providing a devil’s advocate perspective.   A receptive environment can harness this,  using dissenting views as an important resource for ‘bringing out’ the debate and modelling conflict negotiation. Our students need to develop skills in working with differences.

Our students are training to be social service practitioners so it is immediately  apparent that there is a cultural conflict built into the paper, in that the group theory being taught arose out of middle class,  gender biased,  European middle class  culture.   This was why I found Roy Bowden’s Symposium address in Vienna, (2002), particularly apt.  In his address he  questioned how a theoretical model   “imported from overseas” can be adapted to New Zealand culture.  He stated;

 “If …therapy  is to meet basic human need in a land some call the earth ‘mother’ and the sky ‘father’ it must take account of inexplicable forces which have only been described in myth, legend and oral histories. …therapy has for too long been focusing on the internal life of the individual.  There is no separation between the inner life and forces on the outside in the primary culture in New Zealand and this points to the need for a …therapy which makes sense of every aspect of human life”  (Bowden, 2002, p.1).  

The rich diversity of our students means that during their social service training, they are expected to develop their own models of practice by drawing on theory that accords with their values and beliefs, while adhering to a person-centred philosophy which prioritises the interpersonal relationship.

The Te Whare Tapu Wha model,  developed by Professor Mason Durie, conceptualizes the Maori view of health as incorporating spirit, body, mind and social millieu (Durie, 1998).   This model resonates with students, especially those from collectivist cultures who  incorporate this model into their social service practice.   

(b)Institutional vision

The Polytechnic strategic goal in relation to equity is  to “provide equal opportunities to participate and succeed in relevant learning for all people whatever their ethnicity, age or abilities and with regard to their needs.  In pursuit of this goal we will prioritise meeting the needs of Pasifika people, and people with disabilities (p.14). (Retrieved on 8/07/08 from  http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Profile_2006-2008.pdf

To help alleviate the pressures that many individuals experience when interacting with organisations that tend to generalise their services, we need to listen, support, network and consult.  Getting to know students is fundamental, so that we can become aware of their different needs and facilitate a teaching environment that meets these needs.   As the  personal/professional interface is a salient focus of teaching we get to know the students very well.  We encourage each student to bring their genuine self to interpersonal interactions and to recognise the social roles they take on as a part of growing self awareness.    We acknowledge the ’unequal playing field’ considering each person’s strengths and areas where further development is needed.   These areas are discussed with each student, as are ways we can support them to meet particular challenges.  As each training group brings a different dynamic to the learning, we adjust our approach according to their particular needs.  All of which  demonstrates flexible learning in action, for both students and staff.                                                 

Liaison with the Maori Student support person so that we can work to ensure how to best meet the needs of a student is important, as is liaison with the disabilities office.  Knowledge of  provisions for and support that can be offered to students  who would benefit from these services is part of necessary networking.  Both these services were utilised last year for the support of our students.

The Memorandum of Understanding amoung the four Paptipu Runaka and Otago Polytechnic is a document that outlines the partnership as it relates to Maori educational needs  (retrieved 8/07/08 from: http://www.otagopolytechnic.ac.nz/about/corporate-information/memorandum-of-understanding.html).  Salient is the provision of “an inclusive and appropriate learning environment” (p.6). 

Flexible learning as a cost effective mode of delivery is both a force and product of globalisation.  Three key motivational factors underlie the Polytechnic’s strategic direction towards embracing flexible learning principles:

1.  ‘As a regional provider we need to become engaged with more learners.’

2.  Learner autonomy -  Learner’s needs and expectations, in line with the current socio-economic climate, are addressed in the Polytechnic strategic plan thus: 

“continued technological advances combined with competitive pressures bring increased expectation from learners and stakeholders that they will be able to access learning more flexibly (p.2).   

3.  Cost effectiveness – flexible learning develops learner autonomy.

Retrieved on the 9/07/08 from: (http://elluminate.tekotago.ac.nz/play_recording_confirmation.html)

I perceive a clear link here between planning ideas and the strategic direction of the Polytechnic.

Problems that may arise in relation to institutional vision;

“Access” means finding ways of ‘bypassing’ barriers to learning. There are many characteristics that can be considered as barriers (or structural features) to learning or education: gender, race, ethnicity, power, status, age, religion, physical, or mental disability or any other characteristic” (Zondiros, 2008,  p.2). 

It is important that barriers that might hinder students from a lower socioeconomic group succeeding on our course are removed, as a way of ensuring social justice prevails.  

We have found that academic skills have not always been developed to the required level and access to the learning centre has been a valuable resource for some students.  There is a “need to balance what can be achieved through the support of the learning centre with the chance of success”  (McBride, 2008).  (http://elluminate.tekotago.ac.nz/play_recording.html?). 

 Our students have to be skilled in written communication (written reports are a regular part of professional life).  Alternatively, students may academically achieve well but be lacking in the relationship skills necessary for this work.  Operating in the field of psychological health means students have to be developmentally mature with a high level of self awareness.  While it may be viewed as  ’inequality of opportunity’  not all persons have reached the point where they are suited to work within this field and their reasons for doing so are carefully considered in relation to ethically sound practice as outlined in the codes of professional organisations.   Additionally,  I would add,  students  must have a temperament that equips them to meet the challenges of being able to develop, both in a personal and professional capacity.

Flexible learning means less face to face interaction with the lecturer and for some learners this may mean students can become less motivated.  Students with poor organisation skills,  lack of prioritising and work overload may procrastinate.

Too much choice creates some insecurity with students sometimes demanding parameters in order to feel, what developmental theorist Donald Winnicott termed, ‘held and contained’ (Winnicott, 1998). “We are at our most happy when we aren’t given too many choices, because choices cause stress.  Despite that, we always want the ability to have lots of choice, we call it freedom”  (Ellis, 2008) . 

“Generational stereotypes provoke some questions worthy of further investigation: do Generation Y students’ ICT skills result in them communicating and learning differently from previous generations (Oblinger and Oblinger, 2005)?  If so, how do tertiary educational institutions respond both to the expectations of ICT savvy of Generation Y students and the diversity present within their entire student body?” Retrieved from:

http://www.fyhe.qut.edu.au/past-papers/papers07/final.papers/pdfw/2b.pdf on the 11th May 2008.

A December 2007 report compiled by K. Bowman and P. Kearns for the Australian Flexible learning framework  supporting e-learning opportunities found that ten characteristics of mature learners were that they:

• focused on gaining skills rather than qualifications
• were more likely to access community training providers for vocational and personal training.
• displayed a preference for informal learning within small classes or groups
• displayed a need for slower paced, low intensity training and self – paced learning.
• took responsibility for learning and for sourcing learning which met their needs, constraints and learning style preferences.
• were often independent learners – self directed and with a clear idea of their own purpose for undertaking training.
• highly valued supportive and responsive teachers, tutors and clear and explicit instructions with print and web-based resources designed to accommodate age-affected sight and hearing.
• Were more comfortable learning with similar aged cohort.

(Retrieved from: http//www.flexiblelearning.net.au/flx/webdavesite/flexsite/shared/ on 11th May 2008. E-learning for the mature age worker).

One needs to consider diverse learning needs in relation to age cohorts and their differing approaches to digitally based technology as well as the requirements of the stakeholders in our counselling community.   

Our purpose is to provide training that enables students to work towards becoming professionals in their own right.  The aim of this course is to develop interpersonal skills that enables students to communicate in an effective, safe and professional manner.  To this end students work towards becoming members of a professional organisation with a code of ethics that sets standards for entry. We therefore design our courses in accordance  with the expectations of these organisations. 

“Instructional models based on the social constructivist perspective stress the need for collaboration among learners and with practitioners in society” (Kim, 2008). (Retrieved on 25/5/2008 from; http://projects.coe.uga.edu/ipltt/indix.php?title+social_Constructivism

Multiple realities,  diverse learning styles,  greater complexity means flexible learning adapts to the needs of a post modern world.

The Otago Polytechnic graduate profile posits ’every graduate must think and act as a sustainable practitioner.’ 

I teach students communication skills that enable them to participate in a negotiation process which  aims for an equitable outcome.   Students learn facilitation skills that empower others to find their own solutions.  In terms of people, planet and profit the focus of the teaching is in accordance with values that propel practitioners to ’seek to benefit others’ (http://en.wikipedia.org/wiki/Triple_bottom_line).    

As part of the School of Social services our students go on to facilitate psychoeducational groups of other students on courses within the Polytechnic, indicating how their learning in this paper generalises across into other environments.  During the following year students who are specialising in counselling facilitate a variety of psychoeducational groups in the wider community.  This is also indicative of social  sustainability.  As this course facilitates personal growth and development it changes peoples lives and influences their interaction with each other, in the workplace and in home environments.    

REFERENCES

Bowden, R. (2002). Does psychotherapy meet basic human need? – a perspective from Aotearoa, New Zealand.  World congress for psychotherapy Symposium address, Vienna 2002. (p. 1-9) (Retrieved 7/7/08 from http://www.nzap.org.nz/Pages/papers/does%20psychotherapy%20meet.htm)

Durie, M. (1998). Extracts from Chapter 5 of Whaiora: Maori Health Development. 2nd Edition. Auckland: Oxford University Press. Extracts retrieved from Te Iho Maori Mental Health Registrar Training Website on the 8/7/08 from: http://www.teiho.org/MaoriHealthPerspectives/TirohangaMaoriByMasonDurie.aspx

Ellis, B. retrieved from http://redcatco.com/bog/productivity/too-much-choice-too-little-happiness/ on 11th May, 2008.

Winnicott, D.W. (1998). Maturational processes and the facilitating environment: studies in the theory of emotional development. Karnac Books.

 Zondiros, D. (2008). Online, distance education and globalisation: its impact on educational access, inequality  and exclusion. The European Journal of Open and Distance Learning p1-7.  Retrieved on 5/6/7/08 from: http://www.eurodl.org/materials/special/2008/Dimitris_Zondiros.htm

2. DESIGN OVERVIEW

Collaborative website on design theory and design models appropriate to your course.

Marking criteria

Include theoretical perspective which I have researched and referenced and is appropriate to your course and learners.  

Planning links learning outcomes to learning activities and teaching strategies,  content and assessment.

Give examples showing how I have taken into account levels, learners, disciplines as well as industry /  professional body expectations and requirements.

Lewin’s action-reflection model dictates that theory stems from practice rather than practice from theory (Jarvis et al. 2003).  In the classroom last year teaching this course I negotiated a cycle of “concrete experience’ (executing the task), ‘observation and reflections’ (reflecting and making meaning of how the experience was for the students and myself),  ‘forming abstract conceptualizations,’ (applying theory to practice which leads to modifying the approach which is where I am at this present moment) and testing these modifications in practice (Kolb, 1984, p. 21).  ‘There is nothing as practical as a good theory,’ said Lewin – this action-reflection model provides an inbuilt methodology for researching and modifying my teaching practice (Kolb, 1984, p.4).  Not only does this model provide knowledge about how to do things but practice is constantly evolving as new knowledge is assimilated and accommodated.

A practical theory will begin with the aims of a course and consideration of the best means of bringing these objectives about (Moore, 1974).  The capacity to reflect on and critique practice creates flexibility in developing effective teaching methods so as to cater for the different learning styles in order to achieve course aims.

The objective of this course is: “to provide students with the opportunity to begin to develop interpersonal skills that enable them to communicate in an effective, safe and professional way.”   Learning/teaching/strategies and methods include weekly lectures,  practical exercises, videos,  groupwork/group project, self-directed study, self and peer evaluation, brainstorming, discussion and debate, and participation in online learning forums.

Bion and Lewin, among other group theorists,  have been influential in my adapting teaching practice to suit the dynamics of different groups.  My teaching aims to facilitate the learning of the students in weekly groups and relating the material produced to conceptual theory.  Group discussion takes place in relation to structured group exercises.  This serves to enhance skill based practice as well as heightening self awareness and understanding of interpersonal processes.  All persons taking part in the group are participant observers, where analysis of the process of the group is as important as achieving the task.    Students learn the theory base through lectures, but experiential learning is crucial to putting this knowledge into practice. 

The cognitive, emotional and physical domains of Blooms Taxonomy (Retrieved from http://www.skagitwatershed.org/~donclark/hrd/bloom.html on the 30/01/09)

were useful in  considering how best to design activities that would stimulate student learning.  In the social services learning activities are not just knowledge based (cognitive domain) but focus in a major on areas of student attitude (affective domain) and physical skills (psychomotor domain).  For example,  in the psychomotor domain students perceive and give meaning to non-verbal communication.  This has implications for social learning is that body language is a major component in conveying meaning (Wallis, 2006)  - the internet is a poor communicator in this regard and points to the necessity of a blended learning approach. There are  difficulties inherent in communicating when the tone of voice, eye contact and body language are not available.

I teach the group component of this paper on a Monday while a colleague teaches the bi cultural component on a Tuesday.  For this reason I have only included the learning outcomes that pertain to my section of the course.

The targeted learning outcomes are that at the end of this course students are able to:

1.      demonstrate a working relationship with others.

2.      identify conflict and have a working knowledge of a conflict resolution model.

3.      participate in and facilitate a group, demonstrating knowledge of group dynamics.

The content of the course covers:

·         Group process, group theory, group facilitation and participation.

Two assessments are required:

1.  A group project – 15 minute video,  class presentation and report on group process.  2.   Conflict resolution journal.           

                              (Otago Polytechnic Programme Document,  2008)

This course has had a trial run, and based on feedback from students and staff and in accordance with an Kolb’s Action Reflection model, I have modified it to incorporate online learning and to include a more flexible learning component into the course.   My aims for doing so are:

·         to introduce an online learning component that would facilitate students to integrate the main concepts inherent in group work.  

·         to lessen anxiety about the group task (making of a video to illustrate group concepts).

·         to deliver the concepts and train the skills so that each student feels empowered by the process and is able to employ their diverse learning styles to reach mastery.  

 (Some learners find the experiential learning style inherent in this paper anxiety provoking.  Goleman (1996), states that “the classroom is as much a social situation as an academic one… and in groups where there are high levels of emotional and social static people cannot offer their best” (p. 122, 161).  It is therefore important that a co-operative environment is facilitated where learners attend to and support  each other and  open communication is practiced.  Smaller groups plus activities/ tasks that help build trust and cohesion are therefore necessary (Johnson & Johnson, 2006). 

The Otago Polytechnic Programme Document (2008) is clear about the aims of the course and the method by which those aims are to be achieved.  Having trained extensively in group work over the last 20 years and a member of a professional bodyI am aware of the needs of the industry when it comes to group workers in the counselling and psychotherapy field.  However,  the group that I am teaching also includes persons who work in the field of mental health and social work,  an area that I consider demands a directive structured approach when facilitating psychoeducational groups.  Not all our students want to facilitate groups but, as they will all be working in groups of some form or other having some knowledge and self awareness of the roles they adopt in relation to others in groups is useful.

Reflective practice means adjusting practice to meet the needs of a particular student group. Models that can be applied to adult learners are Ivey and Goncalves (1988) cognitive development model and Basch’s (1988) model of affective development.  I have combined these to provide a way of assessing adults’ cognitive and affective development levels so as to structure teaching to meet their learning needs and challenges.  Providing variable approaches to teaching to suit learner styles is important as there are vast differences in my learner group.  Students range in age from 20 – 60 plus,  have minimal to post graduate qualifications, have varied life experience, with varying cultural backgrounds, gender differences and levels of maturity.

Borrowing from Piaget, Ivey and Goncalves  conceptualise that a person may operate from sensori-motor, concrete, abstract and dialectical modes at any given time (1988).  If students remain predominately in the first two stages on a course that requires a high level of psychological mindedness they are unlikely to achieve an adequate overview of the material. 

While it may be argued that concrete/ experiential approaches do not imply a lower level of learning compared to abstract/cognitive approaches,  but are ‘equal and complimentary processes,’ corresponding to left and right brain hemisphere functioning, some learners remain at the first two levels while others can shift style across the continuum (Kolb, 1984, p.16).  Last year,  for example, explaining an abstract concept seemed beyond the scope of understanding for two concrete minded students in the class.  This was a concept that students needed to thoroughly integrate into their practice.   I adapted my teaching by bringing in a concrete object (in this case a painting) so as to provide a tangible example,  relating its properties metaphorically to the abstract concept.  The ‘concrete’ students  easily assimilated facts but still struggled to explain the meaning.  Moore states that students learn “most effectively if their work is linked to previous experience or if they proceed from present concrete experience of things to abstraction and generalisation” (1984, p.12).  However, unless students have the ability to abstract it is difficult to teach.  It needs to be kept in mind that this is a Level 6 course and the expectations and requirements of professional bodies as to professional practice.

Personal growth / affective development is a major target area in this course and learning to be a useful group worker/facilitator requires both integrity and empathy.  The latter includes having a modicum of self –awareness of what ‘Jung’ effectively named the ‘shadow’ in others and self.  Self awareness, self control, “zeal,  persistence and the ability to motivate oneself, are included in the mosaic of attributes Goleman defines as emotional intelligence (1966, p.xii).   Children from emotionally deprived backgrounds “lacking lessons in early empathy” will have “cognitive difficulties in learning” and will not learn to be empathic themselves (Goleman, 1996, p.198).  Goleman argues that affect has considerably more impact than thought in shaping our behaviour – this challenges rationally based learning theories and behaviourist theories that deny the importance of subjective experience  (Kolb, 1984, 20).

Micheal Basch’s (1988) model is a developmental line that traces early physiological beginnings of affect through through to feeling, emotion and empathy (this, briefly means developing the capacity to put oneself in another’s world).  I have encountered students on the course who are unable to be in touch with their feelings let alone empathise with another. The latter is fundamental in the higher levels of  social service work.  This lack points to early developmental deficits that I consider perhaps may only be corrected through personal counselling to overcome developmental lags.  (Goleman, 1996, p.225).  Three of the core capabilities of Graduate Profile related to the above state that graduate students should:  1. demonstrate social responsiblity 2. the ability to apply a range of thinking approaches to facilitate change – this includes the “ability to apply a wide range of thinking processes” 3. “exhibit a high level of self awareness and reach appropriate resolution of significant issues in their own life to ensure safe practice… it is recommended that students have personal therapy as part of the programme requirements (Otago Polytechnic Programme Document, 2008, p.8).   

:

The old theories that prioritized the rational over the emotional got it wrong – there needs to be an integration between the two;  optimal adaptation for the learner requires the “integration of cognitive and affective processes” (Kolb, 1984, p. 19).  By the end of a level 6  course it is expected that students have achieved this to be able to meet the learning objectives.  

On a level 6 paper students  “carry out processes that:

• require a command of wide-ranging highly specialised technical and scholastic skills.
• Involve a wide choice of standard and non-standard procedures, often in non standard combinations.
• Are employed in highly variable routine and non-routine contexts.”

This fits with the demands of the course i.e. students are learning specialised group work skills. 

The “learning demand” means that students are employing:

• “specialised knowledge with depth in more than one area.
• the analysis, reformatting and evaluation of a wide range of information.
• the formulation of appropriate responses to resolve both concrete and abstract problems.”

National Qualifications framework (p.1-3) – retrieved from http://www.nzqa.govt.nz/framework/levels.html on 30/1/09

Students learn about the theories of conflict resolution and group work and are expected to begin to critically assess and apply theory to practice.  The last  bullet point above is particularly relevant in terms of the course where students have to choose whether to video a concrete intervention process or  illustrate an abstract concept.   This is an area where those learners who have not yet reached an abstract level of operations will have difficulty (Ivey and Goncalves,  1988). 

Kolb adds other dimensions to Lewin’s action-reflection model by applying concepts of apprehension/comprehension and extension/intention to the ‘diametrically opposed’ abstract/concrete and reflective observation/active experimentation poles of his cyclical model;  these different adaptations to learning result in four different types of knowledge that form the basis of higher level learning (Kolb, 1984, p. 42) Kolb borrows from Piaget’s concept of the grasping dimension where apprehension arises from direct concrete experience while comprehension arises from an abstract representation of concrete experience (Kolb, 1984, p. 58). The transformative dimension includes the concepts of extension (external action) and intention (internal reflection; opposed to operating to transform experience (Kolb, 1984, 58). 

This model indicates that the learning process is different for each student and learners will show preferential styles.  Peter Honey identifies four primary learning styles that equate with Kolb’s cyclical model (McLeod, 2004).

1. “Activists” who enjoy co-operative practical activities.  The work group process and video exercise therefore should appeal to these learners.
2. “Reflectors” who are group observers with the ability to take different perspectives.  These learners would correspond to Jung’s concept of introvert.  In his model the introvert and extrovert represent two opposing perspectives with the former prioritising the subjective internal process over the extrovert’s prioritising of external objective focus (Kolb, 1984, p. 52).
3. “Theorists” are abstract thinkers who integrate what they observe into concepts and theory.
4.  “Pragmatists” who experiment with ideas and theories applying them to practice.

Flexible learning involves multi-modal delivery to match learning styles.

For example;  in considering the ‘theorists’  I offer a lecture,  a list of resources where they can obtain more detailed information about the subject.  Some students become impatient with theory, others have anxiety about participating in a personal development exercise and/or facilitating a group doing a structured exercise.  Because emotions are engaged and channeled in the effort of learning, my ability to communicate in an interconnected way with the student group to get their attention, to support and generate enthusiasm for the tasks will affect their ability to learn.

Fleming’s VARK (visual, aural, read/write, kinesthetic sensory modalites) is a useful method of varying delivery (Lecture notes from a course seminar, 2007).

I may set the students a task of reading a chapter in their text (Johnson & Johnson, 2006) on an abstract concept for homework (read), which they then discuss in small groups (aural), who then write on the white board the main point of the theory (read/write).  As an end product we view the student produced videos (kinesthetic because the students  act in and produce these videos) that illustrates the concepts and serves as a learning tool for others.

For concrete learners an active experiential structured task in group i.e. a ‘doing’ approach is usually well received. 

These different types of learning mean that there are different degrees of participatory enthusiasm.   Students set themselves individual goals that are shared with other members in their group.  The ways that individuals can be best supported by the group to meet these goals is discussed.  It might mean that someone who is a ‘technophobe’  may want to learn to operate video equipment.  I encourage students to challenge themselves and take on new roles.

John Dewey considered that moral education becomes integrated when students are exposed to real events in the classroom rather than abstract concepts.  To this end I work at the ‘coal face’ with issues that arise in group.  The ‘here and now’: using live material to illustrate concepts inherent in groups and thus providing the material for “productive discourse” in the classroom (Goleman, 1996, p.85).

My objectives in redesigning this course are:

·         to provide students with an online forum so they can discuss the main concepts inherent in groupwork.  This would provide better preparation for the making of the video that requires students to illustrate, in a creative way the main concepts.  Previously this was conveyed in a lecture with a set tutorial for further discussion. However,  if students are able to discuss online this will allow them to communicate in their own time and those learners who need time to reflect my find this easier.  The Myers Briggs Inventory distinguishes between extroverts (those who dominate the classroom discussion) and introverts (those who need to reflect internally before commenting).   

 Retrieved from: http://www.personalitypathways.com/type_inventory.html

·         to provide an e-learning webpage where students can begin their own definitions of  the concepts inherent in groupwork as a result of accessing relevant readings.  This would enhance members’ understanding of group concepts early on.  (This was suggested by a colleague David McQuillan during a discussion with him).

·         each group is to set up a blog as a record of group meetings.  A group observer (using a group observation sheet as a guideline) would note the process of the group in log form.  (unsure about this as public access would inhibit response.  Is there a way this can be accessed only by the class members?)

A conflict resolution workbook was something that I wanted to change after reflecting on the process last year.   This assignment was completed under pressure of a deadline date at the end of the course and most students left this to the last minute - an illustration of students not being in control of their own learning?   The students became stressed at having to complete the conflict resolution workbook replete with ‘Unit Standard speak.’  This year the number of questions will be reduced and the unit standard requirements have been omitted,  giving flexibility to the content..  The weekly set questions means that students will be  able to use the group experience to reflect on and answer questions which have meaning and relevance to them.  They will also receive weekly feedback from myself to motivate and add to their learning.

Yes,  design is all important and to design well takes considerable teacher time,  often more than is envisaged. 

REFERENCES

Basch, M. (1988). Understanding psychotherapy: the science behind the art. New York. Basic Books Inc.

Goleman, D. (1996). Emotional intelligence; why it can matter more than IQ. London: Bloomsbury Publishing.

Ivey, A.E. & Goncalves, O.F. (1988). Developmental therapy: integrating developmental processes into clinical practice.  Journal of Counselling and Development, May, Vol. 66, p. 406-412.

Jarvis, P., Holford, J., & Griffin, C. (2003).  The theory and practice of learning. (2^nd edition) London: Kogan Page.

Johnson, D.W. & Johnson, F.P. (2006). Joining together: group theory and group skills (9^th edition). Boston, Allyn & Bacon.

Kolb, D.A (1984). Experiential learning: experience s the source of learning and development. New Jersey: Prentice Hall Inc.

Moore, T.W. (1974). Educational theory: an introduction. London: Routledge and Kegan Paul Ltd.

Otago Polytechnic Programme Document OT5030 Diploma in Applied Social Services (Level 6) (Speciality) February, 2008,  School of Social Services

Wallis, C. (2006). Retrieved on the 9/6/2008 from:  http://www.time.com/time/magazine/article/0,9171,1174696,00.html

3. DEVELOPMENT IDEAS

Create a blog where I record my developing ideas about the practicalities of the proposed design of your course. 

Address how I am going to provide an appropriate balance of face to face and flexible learning materials and assessment methods.

Marking criteria:

• Existing learning activities critically reviewed – what works and what doesn’t
• Proposed learning objects, media and activities are described as well as the way in which they will be used.
• Reflection on resourcing, including any new technologies, staffing and training provided.

Executive summary:  

The introduction of flexible learning into the Interpersonal Development course has meant changes in how the course is delivered.  It has also meant changing one of two assessments from hard copy to online submission.  The two assessments; a conflict resolution workbook and a group class presentation were previously both due at the end of the course, contributing to a high workload for students.  

For the first assessment, students are randomly  divided into small workgroups to produce a video, of a group concept and/or intervention, that could be used as a learning resource for other student groups. An e-learning site like Wikispace may be a place where students can contribute to providing a shared conceptualization  of abstract concepts inherent in group dynamics. 

The inclusion of e-learning will also mean also setting up a discussion forum on Blackboard that will provide answers to student questions as they arise.  A weekly posting of a power point lecture  will enable students to access the content of the lectures. 

Students are required to attend a weekly personal/professional interface group which provides a practical base for the theoretical learning. This facilitates students’ understanding and should provide potential ideas for the video production.  This weekly experiential group produces material for an individual online conflict resolution journal in which students answer a weekly question via Blackboard. 

Project Background

The birth of this project was the result of reflecting on the outcomes of a new course in 2008.  The course,  entitled Interpersonal Development,  was introduced at the beginning of the year and ran for seven weeks. 

In preparation for the first assessment twenty-eight students were divided into four groups and required to complete a group project,  i.e. make a 15 minute video illustrating a group concept or group intervention technique,  present the finished product to the class and report on their process as a group.  The results of this assessment were creative and to a standard suitable for using as a learning resource for others doing the course at another time.  However,  on reflection it was evident that weekly face to face tutorials, that focused on facilitating the students to ‘come to grips’ with abstract concepts and intervention strategies, could be substituted with a more effective and efficient interactive method of online learning. For example establishing a collaborative site for defining group concepts,  as well as,  a setting up a discussion forum on Blackboard.  Students would access this in their own time and not have to wait for the weekly tutorials to pose their questions. This would serve to both enhance student understanding and lessen student anxiety while also reducing teacher workload and face-to-face teaching time.   

A second assessment process required the students to complete a conflict resolution workbook.  This topic was introduced in the 5th lecture and the assessment process consisted of a summative evaluation in the form of a workbook.  In retrospect it would been more useful to present this material at an earlier stage and set up a formative evaluation process in the form of individual online journals.  This would allow students to have time to reflect and accommodate the knowledge and skills necessary to deal with conflict negotiation and resolution. 

So in summary e-learning will substitute for face to face tutorials and help prepare students to meet the learning outcomes.  

Group project

Students are divided into small groups (no less than 5 members and no more than 7 to ensure maximum opportunity for members to participate in completion of a task and to analyse their group process).  There is a plethora of research considering the optimal group size for such a purpose but generally the group size needs to be small enough for members to overcome social inhibitions but large enough so that there is an adequate pool of people skills and resources for completion of the task.  Last year one group had three members drop out leaving only two persons in the group – two new members joined the group which meant that the task was achieved albeit through an interesting process. Skills that each member contributes means progress towards achieving the group goal, i.e producing a video.   

Group Task

To produce a video as a learning tool that illustrates either a group technique,  or concept.

Step 1 – The first step for students is to become familiar with abstract concepts salient to group dynamics as well as becoming cognisant of group facilitators choices as to concrete interventions.  Lectures will define what is an abstract concept,  name the main concepts pertinent to group theory as per the class text (Johnson and Johnson,  2006) and give examples of group intervention techniques.   Students will also become familiar with group work theorists through historical outline of group theory to date (Yalom & Leszcz, 2005; Kaplan & Sadock, 1993; Johnson & Johnson, 2006;  Corey & Corey, 2006).  Pertinent readings out of these texts will be photocopied and made available to the students in a spiral bound booklet.

To help students make a choice,  of the content focus of their video,  they will be required to make an entry on a collaborative website after searching literature that contributes to defining the concepts. 

A followup to lectures will be the setting up of an online forum where students may contribute comments and questions on the theory taught in class lectures.  This should encourage what Peters (2004) refers to as ‘critical reflection’ (cited by Annand, 2007).  It should be supportive of their learning giving me the opportunity to interact with them so as to respond to their queries,  provide feedback and support.  

Having made a choice as to their focus topic for the video the students proceed to Step 2.

Step 2.  Producing a scripted scenario with clearly defined roles for each protagonist. Students are allocated 2 hours of self directed learning for this process and a classroom is made available to them.  Students,  however may choose to meet and film in multiple venues at their own times in accordance with a flexible learning process. Students make choices as to the roles they take up in the group – each member initially formulates a learning goal and reflects on how well this goal has been achieved at the end of the course.  Other group members work towards supporting their achievements.  Each group may choose to set up their own private group blog to record group process.

Step 3. The production of a 15 minute video is based on scripted material.  Students are the actors, directors and producers of their video

Step 4.  Presenting their video to the larger class group with a report on group process is the fourth step. Students are also the presenters of the finished product which is viewed by the whole class.  A peer group evaluation form has been devised that ensures feedback.  Students also receive written feedback from me

Conflict resolution online journal:

During lectures students consider a model of conflict resolution,  a step by step negotiation process and their styles of relating in a conflict situation (Johnson & Johnson, 2006).  Students are asked to respond to a series of weekly questions in an individual workbook/journal set up on Blackboard  and reflect on intrapsychic, interpersonal and intergroup conflict.  Sharing aspects of their personal selves places a student in a vulnerable position and students need to know that what they write will not be seen by others in the class.  Students are given feedback each week to help them keep focused and motivated.

Reflections on resourcing,  new technology, staffing and training:

One of the requirements that I perceive with regard to the implementation plan is the availability of up-to-date recording equipment for the students enabling them to produce products of technical quality.   Under the Polytechnic Strategic Planning document it is acknowledged that having up to date equipment to meet student needs is a priority.   The arrival of this equipment will certainly be welcome as it is used to help students  raise self awareness of interpersonal behaviour.  

Staff support, training and group work: 

The theoretical foundation to group work training emphasises face to face communication in the ‘here and now.’  Much of the learning taking place in the training group is experiential and aimed at the personal/ professional interface.  In setting up the weekly experiential group we set guidelines and encourange adherence to the Code of ethics which specifies that the content of group experience remains and stays in the group. 

The aim of the course is for students to develop their self awareness – students learn much about themselves by personally being part of a training group and having regular face to face meetings:  these meetings offer the needed challenges and support, supplying the material in the interactive social context for their weekly entries into individual online conflict resolution journal. 

This year another staff member will co-facilitate the two experiential groups with me;  this change was made because two persons can more adequately model leadership skills,  as well as being able to support each other with the sometimes difficult and challenging dynamics the emerge in groups.   

The decision to divide the large group into two smaller groups has been made with the intention of providing an optimal learning environment where students feel safe enough to share material that they would not necessarily share in a larger group.

The two groups will meet at 1.30 and 2.30 p.m.  a Monday afternoon respectively following two hours of  class lectures on theory and practice. 

Making the change from summative to more formative assessment methods

Formative evaluation becomes  a  ‘progress check throughout the course of the  

programme to ensure that students are learning what is expected’ and also as a way  

for student’s to evaluate their own learning progress in relation to the programmes  

expectations (Morris & Fitz-Gibbon,  1978, p.11).   It will enable students themselves  

to determine areas of strength and areas that need further development and thereby  

encourage focus on what the student may hitherto have been unaware of.   If the  

student can come to their own conclusions about areas needing further development 

this may  encourage self-directed learning.   Fullerton (1995) states that “self  

assessment is valued for its formative role in student’s personal development” 

(p.122).    A beneficial side effect may also be that it reduces pressure on staff to give 

constructive feedback that is difficult for the student to hear from others, especially  

those with perceived power over them.   Another useful purpose would be to provide  

a measure  for students of their progression over time as it could be administered at  

particular intervals.

In summary blended learning is the ideal choice for  this interpersonal development course .  To this end I have worked to provide a balance of face to face interaction,  and flexible learning methods through online components.  Formative assessment processes have subsumed summative evaluation procedures.  

References

Annand, D. (2007).  Re-organizing universities for theinformation age. The international review of research in open and distance learning. Vol 8, No.3.  Nov. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/372/952 on the 30/1/09.

Corey, M.S. & Corey, G. (2006). Group: process and practice (7^th edition). Pacific Grove, CA: Wadsworth Publishing Company.

Johnson, D.W. & Johnson, F.P. (2006).  Joining together: group theory and group skills (9^th Ed). Boston: Allyn & Bacon.

Kaplan, H.I., & Sadock, B. (1993). Comprehensive group psychotherapy. (3^rd ed). Baltimore, William & Wilkins.

Yalom, I.D., Leszcz, M. (2005). The theory and practice of group psycotherapy. (5^th edition. New York: Basic Books.

4. IMPLEMENTATION PLAN

With consultation it is expected that e learning sites will be operational by the 18^th February, 2008.

Relevant references,  conversations, letters of support,  minutes of meetings and other relevant information has already been submitted in hard copy form as part of the Special Topic paper.

Aims, Objectives and Outcomes

Aims:

To introduce an online learning component that will enable students to integrate the main concepts inherent in group work.

To integrate the conflict resolution Unit Standard embedded in the paper with the group work.  

List of objectives:

1. To investigate the best formats for flexible course delivery.

(Students will proceed through Kolb’s four stage cycle of experiential learning;  they will have a concrete group experience in which they,  as participant observers,  have the opportunity to reflectively observe their process.  Their group experience is then related to theoretical (abstract) concepts which they are learning about and constructing definitions of.  The weekly nature of the groups provide the opportunity for ‘active experimentation’ thus completing the fourth aspect to Kolb’s learning cycle.)

Retrieved on 1/09/08 from: http://www.businessballs.com/kolblearningstyles.htm 

(a) Weekly lecture notes (Powerpoint delivery) to be posted via Blackboard.

2. To explore,  negotiate and trial with course participants the most suitable methods for project groups to communicate as a method of  promoting action learning and conflict resolution in groups. Students will be shown some options. e.g. email forum, google groups, blackboard discussion forum, blogs, wikis. 

(a)  The provision of weekly question via Blackboard  should facilitate each student towards making a weekly entry in their conflict resolution workbook.  

(b) Creation of a wikispace, google docs, wikieducator as a best option for collaborative content development.  Students would use this space to define particular group concepts and/or interventions as a result of accessing relevant readings.  Each student will have the opportunity to add to emerging definitions of concepts.  This would enhance students’ understanding of group concepts early on in the course.

(c)  Each work group will be shown how to set up an online journal (password protected) for  a record of work group meetings.  A group observer (this could be a shared role using a group observation sheet as a guideline) would note the process of the group in log form.   This will not be shared with other groups but will be summarised for the class presentation. 

3. To reduce teacher and group anxiety about the group task, i.e. the making of a video to illustrate group concepts/interventions.  

Outcomes:

1.  Development of a range of online resources and group experiences to assist students with diverse needs (or learning preferences) to communicate more effectively in preparation for video recording and enhancing conflict resolution skills.

(a) Students will be able to access weekly theory based resources  via Blackboard.

2.  Students will identify and select an online communication method suitable for their group work. 

(a) Students learn to facilitate conflict resolution and  develop awareness of their conflict style in groups, through group participation and reflections on a weekly question (via Blackboard)  recorded in their individual journals.  

 (b) Students participate in a group to gain experiential understanding of the concepts inherent in group dynamics and use the online knowledge base as preparation for their video. 

(c)  With a provision for diverse learning styles each group member can contribute to the group journal in a way best suited to their style enabling a growing self awareness of group process.   

3.  Constructing a discussion board where students post questions as they arise would reduce the crowding of teacher time,  become venue of shared knowledge,  facilitate a supportive environment  and reduce student anxiety.    

Flexible Learning Analysis – the flexible learning needs of the students are:

 (i) Flexible location – A weekly morning lecture and a structured group provides face-to-face interaction but students can meet together in locations outside the Polytechnic in their workgroups.   Through the provision of access to online discussion,  student queries,  feedback,  support and validation,  as it arises in relation to group process can be ongoing as the group develops.

(ii) Flexible time – students will be able to choose the venue,  time and what happens at their work group meeting. 

(iii) A flexible method of course delivery that will be suited to diverse learning styles.  David Kolb’s theory of learning styles identifies four basic styles;  diverging (feel and watch),  assimilating (think and watch), converging (think and do),  and accommodating (feel and do).   

(Retrieved on 1/09/08 from http://www.businessballs.com/kolblearningstyles.htm)

(iv) Flexibility as to course content – students  choose the models of conflict resolution they draw upon to guide their practice.  Students also choose the topic,  focus and content of their video. 

The students will be supported by the lecturer providing written information and demonstrating a choice of online methods that would facilitate ’work group’ recording of process. 

Students will be provided with written instructions on how to use Blackboard.  A tutorial group will be set aside for students who want a demonstration of the process.  The discussion forum will provide an avenue for student inquiries to be answered as they arise.

Video cameras  will be provided by the Polytechnic.  The new counselling centre can be used as a venue for filming or students may book a camera for another site.  The lecturer will be available (as per student requests) to provide information as to how the students can access technical expertise.  Students are not assessed on the technical quality of the end product as such but on how they have recorded and analysed group process, and transmitted understanding of  the chosen concept,  i.e. Would it be a useful learning resource for other students?

What types of flexible learning services provided:

Online resources in the form of; Blackboard,  Google groups and/or  Wikiespaces. 

Access to camera equipment for production of a group video. 

Access to group work experience in which an action reflection model facilitates learning.

Enrolment: All students  must attend in person and participate in at least 80% of the meetings, otherwise it becomes an issue for the group and the course facilitator.  It will not be possible for the absentee student to complete the group project work and the conflict resolution assignment without attending the experiential learning component which provides the content for the former.   

Assessment: When working on  a group project a fair and equitable process means responsibility for completion of the group task is, ideally, equally distributed amoung members. Different roles will be taken up in line with a students areas of strength.  An evalution of the group process by each work group is inbuilt into the presentation.   A peer group assessment form provides a constructive evaluation of the value of the video as a learning resource.       

Communication Strategies: As each groups development progresses, a discussion forum in which different threads are followed will allow students to inquire, reflect and comment.  This would prepare students for the making of the video.

Information formats: Group experiential learning, online resources and links. 

Wikispace will enable sharing of information within a particular workgroup.

Blackboard discussion forum will provide information for students to action.

Lecture will be in power point presentation form for access online.

Learning Support Services:

Technical Support:  Information Systems and Services, Otago Polytechnic. 

Support from the lecturer is available via email and appointment.  Collegial support is available from those within the Social Services School. 

Peer support will be facilitated via online avenues.

The student learning centre would provide support for the student in academically formating their work.     

The Library will provide resources to expand knowledge on group theory and practice. 

The Computer Learning Centre provides an invaluable resource for the digitally challenged.

Type of Services existing that compliment or compete with this plan:

 A Social Psychology paper delivered after this Interpersonal Development paper will support this plan in facilitating students’ understanding of group work.  While both papers use the same  course text;  this paper serves to promote students’ self awareness through involvement in a personal/professional interface group where the student is both a participant and observer;  the purpose to enable integration of theory and practice.   There is currently no online learning component offered in the social psychology paper. The move beyond an academic focus to the personal / professional interface  in this paper provides students with a deeper level understanding of themselves, as they relate in groups.  

Sustainability -    

Lecturer workload will be reduced; instead of a deluge of paper at the end of the course progress can be monitored and commented on during the course so that students have an ongoing formative learning experience.      Students will also not be stressed by the need to complete two large assignments for summative assessment  at the end of the course.  

Access and equity - the move toward more flexible delivery should lead to meeting the  needs of different learning styles as long as the Polytechnic provides access to computers that students can use to interact with the programme.  Students with low digital literacy can take advantage of their supportive work group to learn new skills or hand a difficult work role onto another more skilled in that area.  The different strengths of each person can be valued and used to support the group in different ways.  For example; one person may rate low in digital literacy but high in putting forward creative ideas.  There is greater room for learner choice in flexible delivery; the student work groups each choose how they want to format and present their work.  

A step in the process toward online learning is to ensure that students are confident in using this medium.   Social support within the group was evident in the last course with work group members helping each other to meet individual learning goals set at the beginning of the group.  A climate where students can approach to discuss any difficulties that arise is facilitated.   A suggestion by one of my colleagues on how students can access support to negotiate the online component will be investigated.

5.  EVALUATION PLAN

How do I evaluate the success of my new course design?

Who will I ask to review and test it before you go live?

How will I monitor its success as I use it and at the end of the first offering?

What criteria will I use to judge its success?

How will I gather data?

What will I do with the information obtained.

Marking Criteria

Posting answer to above questions

Clear overview of the proposed evaluation plan, including introduction methods and data collection strategies

Responses showing understanding and critical review made to two other postings

Feedback on own posting is reflect upon and responded to constructively.

I will continue to use Kolb’s action research model in relation to the feedback obtained from students and social services staff at the end of the last course.  Comments on the  Polytechnic wide course survey in 2008 will be useful in modifying the course for 2009.

My course book has an evaluation form designed by myself which is given out to students at the end of the course which has been a useful method of gathering data on which to reflect and make changes.   

My coursebook was evaluated by other members of staff and is now being used as a template for other courses in the School of Social Services.

Ongoing training in group work and supervision has encouraged me to review reflect and make changes especially in relation to the experiential learning group and assessment processes. Changes have been made from feedback from last year from students to the conflict resolution workbook and how it is taught.

How well the students achieve is also a measure of success of the course and the standard of work produced.   Last years group produce above average work however their overall anxiety resulted in group dynamics that I have analysed with reference to Bion’s theory of groups  Assessing how well the students are progressing is also a process of ‘listening with the third ear’  to the themes and processes evident in the group dynamics. 

Evaluation 

Forms to evaluate the course have been generated according to set criteria..  This has been previously submitted in hard copy for the Special Topic paper.

Selecting flexible outcomes - In a specialised area such as social services where we are guided by a particular discipline’s professional organisation requirements i.e.,  NZAssn Social Workers, Counsellors/  Psychotherapists/ Psychologists  if there are perceived areas of development that a particular student group is not meeting this will be discussed with students and staff - action will be taken to ensure the knowledge gap is filled.

6. PRESENTATION

A presentation was made to the School of Social Services staff group on the 18^th September 2009 and subsequent feedback obtained.  A copy of this presentation can be accessed under Week 15 (entitled technology and the lost tribe)  on this blog.

The slides informed the group as to context.  The video clip mid way through had 4 short introductions to students’ videos depicting group process.  I was unable to obtain permission from all students to use the clips for teaching purposes.  The students work was of excellent quality with a high level of technical skills evident.

Feedback received from staff was positive with regard to the presentation – staff were particularly impressed with the quality of the student’s video work. 

A suggestion was made that when planning a course that requires the students to use computer-based applications, it’s a good idea to arrange for them to be prepared for these technologies (perhaps through the Study Skills course).

1. Discuss principles and process of flexible teaching and learning to facilitate culture sensitive adult learning.

Flexible learning offers ‘greater choice for learners ..choices in when, where and how learning occurs.’ 

The Memorandum of Understanding between the local Ranaka and the Polytechnic outlines the partnership as it relates to Maori educational needs.

The Polytechnic strategic goal in relation to educational equity is ”to provide equal opportunities to participate and succeed in relevant learnng for all people whatever their ethnicity,  age or abilities and with regard to their needs.  In pursuit of this goal we will prioritise meeting the needs of Pasifika people and people with disabilities.” To help alleviate stress and pressures that many individuals can experience when interacting with organisations,  that tend to generalise their services, we need to listen, support, network and consult.  Getting to know students is important so that we can become aware of their different needs and facilitate a teaching environment that meets these needs.  This may mean bypassing structural barriers to learning and introducing a new pedagogy so that flexible delivery is assured.    

2. Critique the design and application of existing flexible teaching and learning options in relation to the literature.

Multiple realities, diverse learning styles, greater complexity, means flexible learning adapts to the needs of a post modern world in a way the traditional modes of delivery no longer can.  “Technology creates so many different possibilities and with it a whole range of new decisions to worry about.”  Dale Spender (Spender & Jones, 2001) is quoted as considering networked learning as a form of technological determinism, that is, “networked learning is technology driven,  just as steam and electricity change the way we organise society we are caught up in the digital revolution”( p. 4) A softer approach considers a social constructionist point of view where social forces shape technology. In terms of the latter this means that if formal learning is to incorporate technology successfully there must be social changes and adjustments in pedagogy.  There may be a danger of technology outrunning social changes needed in education to enable teachers to keep pedagogical practice in line with technology. Flexible learning may be the answer but it may not be possible for it to introduced fast enough to deal with the changes. 

3. Explore and justify the strategies for development of flexible learning environments.

Flexible learning as a cost effective mode of delivery is both a force and product of globalisation.  Three key motivational factors underlie the Polytechnics strategic direction towards embracing flexible learning principles:

1.  ‘As a regional provider we need to become engaged with more learners.’

2.  Learner autonomy -  Learner’s needs and expectations, in line with the current socio economic climate, are addressed in the Polytechnic strategic plan thus: 

“continued technological advances combined with competitive pressures bring increased expectation from learners and stakeholders that they will be able to access learning more flexibly (p.2).   

 3. Cost Effectiveness – frees up teacher time,  develops learner autonomy and demonstrates sustainable pactice. 

In summary flexible learning,  driven by the global economy,  is a way of using new technologies to facilitate the ideas of self paced learning.  In this respect its existence is a top down process but one that is designed to also be driven by the learner.    

 4. Analyse and evaluate challenges that arise in flexible learning environments.  

The challenges that arise are set out in the Otago Polytechnic revised Profile 2006-2008 are:

“develop and fund both appropriate and cost effective regional infrastructures and flexible delivery methods to best suit learner and stakeholder need.”

“to develop a much wider range of our programmes for delivery in flexible modes, especially distance learning and on-line learning” (p.5)

to overcome “a lack of digital resources to support contemporary training needs” (p.6)

Much of the above is dependent on additional government funding so that the Polytechnic can “invest strategically in the systems capability, staff development and development of an infrastructure to expand the programmes and courses with flexible components (p.20). 

While the above are challenges for the system the findings of a nationwide survey conducted  the U.S.A. (cited in Spender & Jones, 2001) found that 67% per cent of teachers had not effectively integrated the internet into their teaching practice while 78% did not have the time.  It would be interesting to conduct a local survey in light of these statistics.

References

Spender & Jones reference retrieved from: http://books.google.co.nz/books?id=y9UjVXL324EC&dq=networked+learning&pg=PP1&ots=xqCKaQj4XV&source=citation&sig=sOj0SddU8HkxJwPuqIncsby-kug&hl=en&prev=http://www.google.co.nz/search%3Fhl%3Den%26rlz%3D1T4ADBF_enNZ239NZ239%26q%3Dnetworked%2Blearning%2B%26btnG%3DSearch&sa=X&oi=print&ct=result&cd=1&cad=bottom-3results#PPT1,M1 

Self Evaluation of Weekly Blog content.

Rating Scale 1-5

1 very little evidence  2 some evidence 3 average 4 very good 5 excellent.

The above presentation was delivered on the 18 September 2008 to the Social Services staff group.   The initial slides prior to the aims and objectives were to give staff a context regarding the course into which I am implimenting flexible learning.  The video clip mid way through had 4 short introductions to students’ videos depicting group process.  I was unable to obtain permission from all students to use the the clips for teaching purposes.  The students work was of excellent quality with a high level of technical skills evident.

Project Name:  Technology and the lost tribe. 

Date:  31 August 2008

Organisation:  School of Social Services,  Otago Polytechnic. 

Project plan author contact details:  Anna-Lynn Milliken.  AMilliken@tekotago.ac.nz

Executive summary:  

Progression to e-learning will mean setting up a discussion forum on Blackboard that will provide answers student questions as they arise.    A weekly posting of a power point lecture  will enable students to access content of the lectures.  Students are required to attend a weekly personal/professional interface group which provides a practical base for the theoretical learning.     Wikispace may be a place where students can contribute to providing a shared definition of abstract concepts inherent in group dynamics.  This would facilitate students’ understanding and will provide potential ideas for the video production.  

The introduction of flexible learning into the Interpersonal Development course has meant change in form of one of two assessments from hard copy to an online submission.  The two assessments; a conflict resolution workbook and a group class presentation were previously both due at the end of the course contributing to a high workload for students.  

For the first assessment students are randomly  divided into small workgroups to produce a video of a group concept and/or intervention that could be used as a learning resource for other student groups.  This workgroup also produces material for an individual online conflict resolution journal in which students answer a weekly question via Blackboard. 

2. PROJECT BACKGROUND

This birth of this project was the result of reflecting on the outcomes of a new course.  The course,  entitled Interpersonal Development,  was introduced at the beginning of the year and ran for seven weeks.   Twenty-eight students were divided into four groups and required to complete a group project,  i.e. make a 15 minute video,  on a group concept,  present the finished product to the class and report on their process as a group.  The results of this assessment were creative and to a standard where it could be used as a learning resource for others doing the course at another time.  A second assessment process required the students to complete a conflict resolution workbook.  On reflection it was evident adding an online component to facilitate the students towards completion of the  two assessments would accomplish two things;  reduce both student anxiety and face-to-face teaching time.    

The conflict resolution Unit Standard embedded in the  paper was introduced in the 5th lecture and assessed in the form of a workbook.  In retrospect it would been more useful for the students to have this material threaded through the course in order to reflect on conflict as it arose during their group’s developmental process.  

A more efficient method of e-learning will substitute the face to face tutorials and help prepare students in making the video.  For example, online resources, discussion forum,  learning logs. 

3. AIMS,  OBJECTIVES, OUTCOMES

Aims:

To introduce an online learning component that will enable students to integrate the main concepts inherent in group work.

To integrate the conflict resolution Unit Standard embedded in the paper with the group work.  

List of objectives:

1. To investigate the best formats for flexible course delivery.

(Students will proceed through Kolb’s four stage cycle of experiential learning;  they will have a concrete group experience in which they,  as participant observers,  have the opportunity to reflectively observe their process.  Their group experience is then related to theoretical (abstract) concepts which they are learning about and constructing definitions of.  The weekly nature of the groups provide the opportunity for ‘active experimentation’ thus completing the fourth aspect to Kolb’s learning cycle.)

Retrieved on 1/09/08 from: http://www.businessballs.com/kolblearningstyles.htm 

(a) Weekly lecture notes (Powerpoint delivery) to be posted via Blackboard.

2. To explore,  negotiate and trial with course participants the most suitable methods for project groups to communicate as a method of  promoting action learning and conflict resolution in groups. Students will be shown some options. e.g. email forum, google groups, blackboard discussion forum, blogs, wikis. 

(a)  The provision of weekly question via Blackboard  should facilitate each student towards making a weekly entry in their conflict resolution workbook.  

(b) Creation of a wikispace, google docs, wikieducator as a best option for collaborative content development.  Students would use this space to define particular group concepts and/or interventions as a result of accessing relevant readings.  Each student will have the opportunity to add to emerging definitions of concepts.  This would enhance students’ understanding of group concepts early on in the course.

(c)  Each work group will be shown how to set up an online journal (password protected) for  a record of work group meetings.  A group observer (this could be a shared role using a group observation sheet as a guideline) would note the process of the group in log form.   This will not be shared with other groups but will be summarised for the class presentation. 

3. To reduce teacher and group anxiety about the group task, i.e. the making of a video to illustrate group concepts/interventions.  

Outcomes:

1.  Development of a range of online resources and group experiences to assist students with diverse needs (or learning preferences) to communicate more effectively in preparation for video recording and enhancing conflict resolution skills.

(a) Students will be able to access weekly theory based resources  via Blackboard.

2.  Students will identify and select an online communication method suitable for their group work. 

(a) Students learn to facilitate conflict resolution and  develop awareness of their conflict style in groups, through group participation and reflections on a weekly question (via Blackboard)  recorded in their individual journals.  

 (b) Students participate in a group to gain experiential understanding of the concepts inherent in group dynamics and use the online knowledge base as preparation for their video. 

(c)  With a provision for diverse learning styles each group member can contribute to the group journal in a way best suited to their style enabling a growing self awareness of group process.   

3.  Constructing a discussion board where students post questions as they arise would reduce the crowding of teacher time,  become venue of shared knowledge,  facilitate a supportive environment  and reduce student anxiety.    

 4. FLEXIBLE LEARNING ANALYSIS 

The flexible learning needs of the students are:

 (i) Flexible location – A weekly morning lecture and a structured group provides face-to-face interaction but students can meet together in locations outside the Polytechnic in their workgroups.   Through the provision of access to online discussion,  student queries,  feedback,  support and validation,  as it arises in relation to group process can be ongoing as the group develops.

(ii) Flexible time – students will be able to choose the venue,  time and what happens at their work group meeting. 

(iii) A flexible method of course delivery that will be suited to diverse learning styles.  David Kolb’s theory of learning styles identifies four basic styles;  diverging (feel and watch),  assimilating (think and watch), converging (think and do),  and accommodating (feel and do).   

(Retrieved on 1/09/08 from http://www.businessballs.com/kolblearningstyles.htm)

(iv) Flexibility as to course content – students  choose the models of conflict resolution they draw upon to guide their practice.  Students also choose the topic,  focus and content of their video. 

The students will be supported by the lecturer providing written information and demonstrating a choice of online methods that would facilitate ’work group’ recording of process. 

Students will be provided with written instructions on how to use Blackboard.  A tutorial group will be set aside for students who want a demonstration of the process.  The discussion forum will provide an avenue for student inquiries to be answered as they arise.

Video cameras  will be provided by the Polytechnic.  The Kowhai Centre can be used as a venue for filming or students may book a camera for another site.  The lecturer will be available (as per student requests) to provide information as to how the students can access technical expertise.  Students are not assessed on the technical quality of the the end product as such but on how they have recorded and analysed group process, and transmitted understanding of  the chosen concept,  i.e. Would it be a useful learning resource for other students?

What types of flexible learning services provided:

Online resources in the form of; Blackboard,  Google groups and/or  Wikiespaces. 

Access to camera equipment for production of a group video. 

Access to group work experience in which an action reflection model facilitates learning.

Enrolment: All students  must attend in person and participate in at least 80% of the meetings, otherwise it becomes an issue for the group and the course facilitator.  It will not be possible for the absentee student to complete the group project work and the conflict resolution assignment without attending the experiential learning component which provides the content for the former.   

Assessment: When working on  a group project a fair and equitable process means responsibility for completion of the group task is, ideally, equally distributed amoung members. Different roles will be taken up in line with a students areas of strength.  An evalution of the group process by each work group is inbuilt into the presentation.   A peer group assessment form provides a constructive evaluation of the value of the video as a learning resource.       

Communication Strategies: As each groups development progresses, a discussion forum in which different threads are followed will allow students to inquire, reflect and comment.  This would prepare students for the making of the video.

Information formats: Group experiential learning, online resources and links. 

Wikispace will enable sharing of information within a particular workgroup.

Blackboard discussion forum will provide information for students to action.

Lecture will be in power point presentation form for access online.

Learning Support Services:

Technical Support:  Information Systems and Services, Otago Polytechnic. 

Support from the lecturer is available via email and appointment.  Collegial support is available from those within the Social Services School. 

Peer support will be facilitated via online avenues.

The student learning centre would provide support for the student in academically formating their work.     

The Library will provide resources to expand knowledge on group theory and practice. 

The Computer Learning Centre provides an invaluable resource for the digitally challenged.

Type of Services existing that compliment or compete with this plan:

 A Social Psychology paper delivered concurrently with this Interpersonal Development paper will support this plan in facilitating students’ understanding of group work.  While both papers use the same  course text;  this paper serves to promote students’ self awareness through involvement in a personal/professional interface group where the student is both a participant and observer;  the purpose is to enable integration of theory and practice.   There is currently no online learning component offered in the social psychology paper. The move beyond an academic focus to the personal / professional interface  in this paper provides students with a deeper level understanding of themselves, as they relate in groups.  

Outline how you will address the following items in your flexible learning plan:

Sustainability - Ecological and economic sustainability would be evident through less paper being used as lecture notes and resource links would be posted online. 

The conflict resolution journal entries will be online instead of students submitting a paper based journal to be assessed.

The wikispace will provide a concise record  for students as to subscribe to rather than submitting a large volumes of paper in this regard.   Students will need to source their work to ensure accuracy.  The resource could be used by subsequent groups who would update and refine it.   

Lecturer workload will be reduced; instead of a deluge of paper at the end of the course progress can be monitored and commented on during the course so that students have an ongoing formative learning experience.      Students will also not be stressed by the need to complete two large assignments for summative assessment  at the end of the course.  

Social sustainability is addressed under stategic directions below. 

Access and equity - the move toward more flexible delivery should lead to meeting the  needs of different learning styles as long as the Polytechnic provides access to computers that students can use to interact with the programme.  Students with low digital literacy can take advantage of their supportive work group to learn new skills or hand a difficult work role onto another more skilled in that area.  The different strengths of each person can be valued and used to support the group in different ways.  For example; one person may rate low in digital literacy but high in putting forward creative ideas.  There is greater room for learner choice in flexible delivery; the student work groups each choose how they want to format and present their work.  

A step in the process toward online learning is to ensure that students are confident in using this medium.   Social support within the group was evident in the last course with work group members helping each other to meet individual learning goals set at the beginning of the group.  A climate where students can approach to discuss any difficulties that arise is facilitated.   

Online learning may benefit those students the Myers-Briggs inventory considers  ‘introvert,’  enabling them to formulate their ideas more confidently  online. This would empower these learners (and provide equity)  in a classroom situation where the ‘extroverts’  ordinarily dominate. 

(Retrieved 1/09/08 from  http://www.personalitypathways.com/MBTI_intro.html)

Cultural diversity - In group work persons from individualistic and collectivistic cultures may provide differing perspectives which must be heard and valued.  The main message conveyed to students is that the key to communicating is being able to listen,  communicate understanding and have empathy for the other; this is given paramount consideration as each group develops their contract for working together.  Difference and the conflict that arises is discussed, negotiated and ‘worked though’ as part of group learning.  While accepting and valuing the rich diversity that multi-cultural perspectives provide it needs to be balanced with the acknowledgment that many of the theories taught originate from a white middle class perspective.  Using texts that incorporate  feminist and multicultural perspectives  ensures that difference is acknowledged and valued.  

Multicultural counselling.  Retrieved on 1/09/08 from:

 http://www.guidance-research.org/EG/impprac/ImpP2/new-theories/mcc

The Memorandum of Understanding between the local Ranaka and the Polytechnic outlines the partnership as it relates to Maori educational needs.

The Polytechnic strategic goal in relation to educational equity is ”to provide equal opportunities to participate and succeed in relevant learnng for all people whatever their ethnicity,  age or abilities and with regard to their needs.  In pursuit of this goal we will prioritise meeting the needs of Pasifika people and people with disabilities.” To help alleviate stress and pressures that many individuals can experience when interacting with organisations,  that tend to generalise their services, we need to listen, support, network and consult.  Getting to know students is important so that we can become aware of their different needs and facilitate a teaching environment that meets these needs.  This may mean bypassing structural barriers to learning and introducing a new pedagogy so that flexible delivery is assured.   This can be negotiated via  liaison with the Maori Student support person so that we can work together to ensure how to best meet the needs of a student.   Liaison with disabilities office and knowledge of  provisions and support that can be offered to students  who would benefit from these services is part of necessary networking.

Alignment with the Polytechnic’s strategic direction:

This plan is in line with strategic directions listed above. 

As part of the School of Social services our students go on to facilitate psychoeducational groups to other students on courses within the Polytechnic indicating how their learning in this paper generalises  across into other environments.  During the following year students who are specialising in counselling facilitate a variety of psychoeducational groups in the wider community.  This is also indicative of social  sustainability.  As this course facilitates personal growth and development it changes peoples lives and influences interaction with each other, in the workplace and home environments.    

 5. REFERENCES:

Information Systems and Service, Otago Polytechnic (2006) Staff Guide – Building your Blackboard  Course.  http://blackboard.tekotago.ac.nz/

Kolb’s Learning Styles. (Retrieved on 01/09/08 from http://www.businessballs.com/kolblearningstyles.htm

Kim, B. (2008) Social Contructivism: from emerging perspectives on learning, teaching and technology.  Retrieved on 14 July 2008 from: http://projects.coe.ug.edu/epltt/index.php?title=Social_Constructivism

Multicultural counselling.  Retrieved on 01/09/08 from:

 http://www.guidance-research.org/EG/impprac/ImpP2/new-theories/mcc

Otago Polytechnic Charter. Retrieved on 15/07/08 from: http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Otago_Polytechnic_Charter_2006-2010_.pdf

Personality pathways: exploring personality type and its pathways. (Retrieved on 01/09/08 from http://www.personalitypathways.com/MBTI_intro.html)

One of the requirements that I perceive with regard to funding in relation to my flexible learning development plan is  the availability of up-to-date recording equipment for the students so as they are able to produce products of technical quality.   Under the Polytechnic Strategic Planning document it is acknowledged that having up to date equipment to meet student needs is a priority.   

Retrieved on 13/07/08 from the http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Profile_2006-2008.pdf

Learner needs and expectations; 

to  overcome “…a lack of digital resources to support contemporary training needs” (p.6).

During a meeting last week of our School with the Management team, I raised this question and the response was that new equipment has been ordered.   The arrival of this equipment will certainly be welcome as it is used frequently in our teaching practice with students to raise their self awareness of behaviour.

It was of particular interest for future reference to have a list of funding opportunities such as that provided by the flexible learning website (referenced above). 

I had a look at the following link that Bronwyn suggested (http://wikispaces.com) and found it would be ideal for the purpose I have in mind, that is, researching concepts, and exploratory projects.  It has a site for discussion and something called ‘mashup’ which  ‘combines content from more than one source into an integrated experience.’   It is not free however and the cost is US$1000 a year.   A free alternative is Google groups but on briefly exploring this avenue it did not inspire me as much as the former.  A barrier would be that all students would need to set up a google account.  Something to think about as the project develops.

I located the the Charter 2006-2010 which is “the underpinning strategic document for Otago Polytechnic and as such guides the Polytechnic in meeting the further education needs of our communities, consistent with the Tertiary Education Strategy (TES).” (p.1)  (Retrieved on the 9/7/08 from http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Otago_Polytechnic_Charter_2006-2010_.pdf )

Honorable mentions of flexible learning in the Charter were located as follows;

• “To be recognised for the flexibility of our delivery and our willingness to accommodate the specific learning aspirations of students through individualised and cross disciplinary programmes of learning” (p2).
• “To provide relevant, flexible and accessible learning opportunities which build capability, are stimulating and challenging and foster life long learning” (p.4).
•  ”we will continue to develop our courses for flexible delivery to facilitate learning in regional centres, in workplaces and in people’s homes” (p.9).  
• “Our contributions are: our responsiveness to our communities and to stakeholder needs, evidenced through our comprehensive programme portfolio and our flexibility in meeting expectation for alternative means of delivery” (p.10) .
• “Our contributions are: our commitment to education equity, realised through our ‘staircasing’ philosophy,  flexible delivery and commitment to provide an inclusive learning environment that supports the success of all learners, but especially Maori Pasifika and people with disabilities” ( p.10). 

I also located the following references to flexible learning in the revised Profile 2006-2008, the purpose of which delineates directions in response to the Charter.   “The Strategic Planning directions” were set out on pages 10-18.

Retrieved on 9/07/08 from: http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Profile_2006-2008.pdf

Learner needs and expectations

1.3.3 continued technological advances combined with competitive pressures bringing increasing expectation from learners and stakeholders that they will be able to access learning more flexibly (p.2).

Challenges

“develop and fund both appropriate and cost effective regional infrastructures ( for physical presence and learner support) and flexible delivery methods to best service learner and stakeholder needs.” (p.4)

“…to redevelop a much wider range of our programmes for delivery in flexible modes, especially distance learning and on-line learning” (p.5).

to  overcome “…a lack of digital resources to support contemporary training needs” (p.6).

2.2 Strategic Directions:

• “To be recognised for the flexibillity of our delivery and our willingness to accommodate the specific leaning aspirations of students through individualised and cross disciplinary programmes of learning.” (p.10)

International Education: our strategic goals are (p.13)

• “provide relevant, flexible and accessible learning opportunites which build capability, are stimulating, challenging and foster life long learning” (p.13).

Governance management and stewardship: our strategic directions are to: (p.16)

• “expand the range of programmes and courses offered in flexible delivery modes” (p.16).

3.2 Growth in the flexible delivery of programmes (p.20)

“Essential to our goals to stabilise enrolments and therefore total revenues, and to reach regional learners is our strategy to increase the range of programmes and courses delivered flexibly, especially by distance and on-line learning” (p.20).

“Subject to our successful application for additional government funding we plan to invest strategically in our systems capability, staff development and development of infrastructure in order to expand the programmes and courses we offer in flexible delivery modes.  We will achieve this by increasing the proportion of programmes/courses with flexible components thereby increasing the proportion of revenue earned through flexible delivery” (p.20).

3.5 Growth of existing and new programmes

“A significant redevelopment of many of our programmes will see a increasing number of them offered via flexible modes of delivery” (p.22).

The above excerpts clearly map the Polytechnic’s focus on flexible learning as a response to the rapidly changing global economy and as a cost effective mode of delivery.   

“In this topic you will explore and justify the strategies for the development of flexible learning environments”

With regard to the above question I found the Elluminator discussion 30/05/08 with the Chief Executive of the Polytechnic (Phil Ker) illuminating,  as his focus was clearly in line with the strategic directions. Retrieved on the 9/07/08 from: (http://elluminate.tekotago.ac.nz/play_recording_confirmation.html) (NB:  I have put the speakers ideas in italics below to distinguish them from my reflections on the issues.)

The CEO cited the  “Certificate in Health as a flexible learning success,  disproving the mythology that online learning is not suitable for Maori.”   A comment of interest in relation to this statement:   I am sitting here at the breakfast bar in my kitchen writing this (at 6.00 a.m – is this the behaviour of a ‘think better in the  early morning enthusiast,’  a ‘desperate to get it finished by deadline blogger,’ or a ‘just can’t sleep,  eyes on stalks, what a day this will be’  philosopher’?).   Only half listening to the Maori news emanating from the small television screen to my right,  I tune right in when the presenter mentions that young Maori males are not achieving in computer related courses at Christchurch Polytechnic.  The reason  being that young Maori males believe typing skills are womens’ work.  Oh dear!  Time for heavily sugared coffee.  This could lead to many lateral threads being discussed.  However,  as this blog topic is on ‘strategic direction’ I shall attempt to stay focused; how easy it is to wander  and already I’m up to nearly 400 words.   

Back to the main points.

Essentially the statement that opened the Elluminator discussion was that  flexible learning is a  “key element of our teaching and learning strategy.”

Three key motivational factors underlying this direction were considered:

1. Access: As a regional provider “we need to become engaged with more learners.”

2. Learner Autonomy:

Surely a good idea  and, as a participant in this course, I am in a position to inform on this.  Tears and ’blog rage’  were in evidence at some stages of this course.  While learner autonomy is an excellent aim, a learner’s cognitive and emotional needs are complex and interwoven.  Self regulated implies being  self motivated (at least in terms of pacing) and this means that flexible learning courses are likely to suffer when there are competing demands that have less flexible time frames.  At the extreme end of the spectrum the time allocated to flexible learning may go to zero.  If the flexible learning course gets neglected for long enough it can become too punitive to make up missed requirements and consequently people may drop out entirely.

The speakers also discussed flexible assessment and flexible learning outcomes.  I notice that I am to do a self assessment at the end of the blogging exercises - I have questions about being able to accurately assess my own work, even with criteria.  There is an inbuilt mechanism that says ‘don’t blow your own trumpet’ so I usually underrate my work.  Alternatively there have been times when I have thought I have done a great job only to find the mark providing evidence of a warped perception.  Others’ perspectives alert one to elements beyond one’s self awareness, I would hope. 

Selecting flexible outcomes -  this is difficult to do in a specialised area such as counselling where we are guided by the NZAC requirements.  However,  if we think that there are areas of development that a particular student group is not meeting this will be discussed with students and vica versa - action is then taken to ensure the knowledge gap is filled.

3. Cost Effectivenes: “Flexible learning enhances and develops learner autonomy and therefore achieves cost effectiveness.  There is great potential for programmes to introduce more online learning as it frees up the teacher for other purposes so is cost effective.” 

“Flexible learning is not just online learning – video conferencing, elluminate, distance material and guided workbook approaches were cited a just some examples.”  

A conflict resolution workbook was something that I wanted learners to complete as they progressed through my new course this year.  This assignment was completed under pressure of a deadline date at the end of the course and most students left this to the last minute - an illustration of students not being in control of their own learning?   It was stated that a “guided and paced workbook means less teacher time.”  Yes,  design is all important and to design well takes considerable teacher time,  often more than is envisaged.

A fundamental flaw that I perceive in the concept of flexible learning is both outcome and deadlines have to be set by the institution that is doing the evaluating. This could remove a large percentage of any flexibility; in this sense flexible learning could become something of an oxymoron.

In summary, flexible learning is a way of using new technologies to facilitate the ideas of self-paced learning being driven by  global economic requirements.   In this respect, its existence is a top down process but one that is desiqned to be driven by the learner.   Terry Marler encapsulated the current philosophy on teaching/facilitating with the maxim: “Guide on the side, not sage on the stage.”  

So back to the question for this blog:

“ Discuss the statements from the Otago Polytechnic’s strategic direction plan and begin relating planning ideas (assignment 3) to the strategic direction of the polytechnic.”

I perceive a clear link here between planning ideas and the strategic direction of the Polytechnic.  In designing my course a major consideration is to integrate the Conflict Resolution workbook into the course and I have commented above in regard to this.

The second component of the course requires students to divide into small workgroups to make a 15 minute video (a flexible learning process)  illustrating a concept of / or intervention in, a group as their focus.   One of the challenges cited in the strategic direction document is the “lack of digital resources to support contemporary training needs” (p.6).  Some students brought their own equipment in, to complete the above exercise, as the Polytechnic camera equipment was over 15 years old.  One camera wasn’t working properly and one was a composite of other cameras.  To be cost effective, in the long run, may mean initial investment in the area of technical equipment that meets students’ needs.

“Learn about the Polytechnic’s policy for cultural inclusion and discuss thoughts and ideas on how to be more culturally sensitive in our work designing for flexible learning practice.” 

Our students are training to be counsellors so immediately it is apparent that there is a cultural conflict built into the programme in that counselling and psychotherapy (‘the talking cure’ as Freud so succinctly defined it) arose out of middle class,  gender biased,  European - late 19 century middle class Viennese – culture.   This was why I found Roy Bowden’s Symposium address in Vienna, 2002, particularly apt.  In his address he  questioned how a model of psychotherapy “imported from overseas” can be adapted to New Zealand culture.  He states;

 “If psychotherapy is to meet basic human need in a land some call the earth ‘mother’ and the sky ‘father’ it must take account of inexplicable forces which have only been described in myth, legend and oral histories.  Psychotherapy has for too long been focusing on the internal life of the individual.  There is no separation between the inner life and forces on the ouside in the primary culture in New Zealnd and this points to the need for a psychotherapy which makes sense of every aspect of human life”  (Bowden, 2002, p.1).

Our students, during their counselling training, are expected to develop their own model of practice by  drawing on theory that accords with their values and beliefs.  The Te Whare Tapu Wha model,  developed by Professor Mason Durie, considers the Maori view of health as incorporating spirit, body, mind and social millieu (Durie, 1998).  It has assumed a dominant position with students influenced by this model in their counselling practice.   

The Memorandum of Understanding between the four Papatipu Runaka and Otago Polytechnic is a document that outlines the partnership as it relates to Maori educational needs (retrieved 8/07/08 from: http://www.otagopolytechnic.ac.nz/about/corporate-information/memorandum-of-understanding.html).  Salient is the provision of “an inclusive and appropriate learning environment” (p.6).  The Maori Strategic Framework  2007-2011 Priority Five: inclusive learning environments outlines three factors as to how this goal will be achieved.  Factor (a) states that we must “improve the quality of learning environment for the Kai Tahu/Maori students.  In  our clinic we have incorporated Maori art into the  environment.  Cultural supervision is provided for all our students. 

 The Polytechnic strategic goal In relation to equity is  to “provide equal opportunities to participate and succeed in relevant learning for all people whatever their ethnicity, age or abilities and with regard to their needs.  In pursuit of this goal we will prioritise meeting the needs of Pasifika people, and people with disabilities (p.14). (Retrieved on 8/07/08 from  http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Profile_2006-2008.pdf

We have a diverse student group comprising of  Maori, Pacific Island,  South African,  English,  Eastern European,  Italian,  Swiss among others.   This diversity challenges, stimulates and provides a rich learning environment through the differing perspectives that are offered.  It is not always easy.   Kate Timms via the  Elluminate presentation (23/05/08) descibes the ‘one in every class’ who lacking empathy  is a devil’s advocate – she considers these persons ‘an important resource as they bring out the debate.’  What a positive way to reframe, I thought.     

“Write any observations you have made of systematic cultural insensitivity in an educational organisation or institution and ideas on how you as an individual might address those problems through the development of flexible learning.”

An illustration of cultural insensitivity arose some years ago when I was working in an institution for treating persons with mental health issues.  Group therapy was part of the treatment plan.  In relation to three clients; an older Chinese man,  a young Maori woman and a older woman in her 70′s I found the system’s adherence to a paticular model of practice did not empower but subjugated.  Kate Timms ‘struck a chord’ when she talked about “being inclusive in teaching but not putting people on the spot” (Elluminate presentation, 23/05/08).  Group therapy does ‘put people on the spot’ and, in the above persons, served to shame them.   

In order to work with the Chinese man I researched literature, gaining knowledge on Chinese culture and mental health treatment and making some surprising discoveries.   I also wrote a journal article on this subject (Turpin, 1995).  Gaining knowledge was a first step in being able to practise with a degree of cultural sensitivity.   With regard to my interactions with the young Maori woman,  I consulted with the Maori Mental Health team on a regular basis.   I also gave other members of the staff written information on relevant concepts in Maori culture – particularly in relation to whakaama  - in the hope that this would promote some reflection.  The  older woman,  a bright,  resilient person who was a professional in her own right,   recognised that she was suffering a normal response to a difficult life situation and didn’t need to be there.  I supported her in leaving.

“What can we do to help alleviate the stress and pressures that many individuals can experience when interacting with larger bodies or organisations that tend to generalise their services to people?”

What we do is listen,  support, network and consult.  I was especially interested in listening to Kate Timms (Elluminate presentation 23/05/08) where she considered “getting to know them (the students) is important”.   Within our programme the personal/professional interface is a salient focus of teaching and, over the three years that students take to complete the course,  we get to know them very well.  We encourage each student to bring their genuine self to the counsellor role so that there is a unique aspect to their practice.     

References

Bowden, R. (2002). Does psychotherapy meet basic human need? – a perspective from Aotearoa, New Zealand.  World congress for psychotherapy Symposium address, Vienna 2002. (p. 1-9) (Retrieved 7/7/08 from http://www.nzap.org.nz/Pages/papers/does%20psychotherapy%20meet.htm)

Durie, M. (1998) Extracts from Chapter 5 of Whaiora: Maori Health Development. 2nd Edition. Auckland: Oxford University Press. Extracts retrieved from Te Iho Maori Mental Health Registrar Training Website on the 8/7/08 from: http://www.teiho.org/MaoriHealthPerspectives/TirohangaMaoriByMasonDurie.aspx

Timms, K. (23/05/2008). Cultural diversity related to flexible learning. Retrieved on 8/7/08 from http://elluminate.tekotago.ac.nz/play_recording_confirmation.html.   

Turpin, A. (1995). Literature Review.  Cross cultural issues – Chinese clients within the mental health system.  New Zealand Journal of Counselling. Vol. 17, No. 1, p.17-26.

Summary of an article;

Zondiros, D. (2008). Online, distance education and globalisation: its impact on educational access, inequality  and exclusion. The European Journal of Open and Distance Learning p1-7.

(Retrieved on 5/6/7/08 from: http://www.eurodl.org/materials/special/2008/Dimitris_Zondiros.htm

Having a clear understanding of what the terms access and equity mean in education provides a starting point from which to discuss the issues involved.  Dimitris Zondiros’s (2008) informative article provided the following definitions:

“Access” means finding ways of ‘bypassing’ barriers to learning. There are many characteristics that can be considered as barriers (or structural features) to learning or education: gender, race, ethnicity, power, status, age, religion, physical, or mental disability or any other characteristic” (p.2). 

Zondiros draws on a definition by Preston regarding inequality in which there are three subcategories (p2):

1. “inequality of condition”  - this refers to an unequal ‘playing field’ to begin with, due to the barriers mentioned above.
2. “inequality of outcome” – this refers to persons disadvantaged within the education system because resources to compensate  initial inequities are not forthcoming.  
3. “inequality of opportunity” – this means that access to educational institutions is not available to all persons.   

Online and Distance education are both a force and product of globalisation.  While it may be assumed that the new information and communication technologies can cross the barriers of space they do not reach all inhabitants of the ‘global village’ and the gap between the those who ‘have’ and those who ‘have not’ has widened.  To meet the educational needs and priorities of all populations a new pedogogy is required so that flexible delivery is assured.

Q1. How issues to do with access and equity can enhance and compliment my working context:

The rich diversity of our students means each person that passes through the course develops their own style and model of practice.   We acknowledge the ’unequal playing field’ considering each person’s strengths and areas where further development is needed.   These areas are discussed with each student as are ways we can support them to meet particular challenges.  As each training group brings a different dynamic to the learning we adjust our approach according to their particular needs.  All of which  demonstrates flexible learning in action, for both students and staff.                                                 

Q2. Issues that may affect access and equity for students / clients and some possible solutions.

Physical access for students and clients: At present anyone needing wheelchair access to our clinic would find it difficult.   This was a salient issue 3 years years ago for a student and plans were drawn up to construct a ramp for easy access to the building.   We have since shifted to another building and are in a worse position with major building work needed for wheelchair access.   As the clinic will be moving to yet another venue in the next few months this is a factor receiving full consideration.   

In their second year of training, while working in the clinic, it is expected that students conform to a dress code that denotes a professional image.  In terms of equity. some students have found this to be a financial burden.  The costs of travelling to a placement site can also be a drain on resources.   One student this year obtained a scholarship that reduced this burden.  However,  for many it remains a financial struggle.  We have addressed these issues as they arise for each person with some good outcomes and, where there has been genuine hardship, some funding or alternative arrangements have been found for that particular student. The Polytechnic measures up well comparatively with other counselling training institutes in that all our student supervision costs are covered by the institution and quality placement options provided. 

Psychotherapy and/or counselling is often viewed as a middle class occupation that is unaffordable for  those occupying the lower end of the socioeconomic scale.  It also attracts middle-class practitioners.  It is, therefore, important that barriers that might hinder students from a lower socioeconomic group succeeding on our course are removed, as a way of ensuring social justice prevails.  

Our counselling clinic is an accessible option for those clients finding it difficult to obtain counselling in the community, whether because of financial cost or long waiting lists.  At issue, recently, has been the minimum charge of $10.00 for clients who attend the counselling clinic.  Some agencies in the community have sliding scale fees and trained staff and so to make the cost of our service more equitable and affordable we have reduced the charge to a minimum of a gold coin donation. 

Our students come from a wide variety of backgrounds and are required to have a tertiary level qualification prior to entry.  However, we have found that this does not mean that academic skills have always been developed to the required level and access to the learning centre has been a valuable resource for some students.  I listened therefore with interest to Pam McBride’s recording.   “Literacy,”  she stated,  “is a huge problem and there is a need to balance what can be achieved through the centre with the chance of success”   (http://elluminate.tekotago.ac.nz/play_recording.html?). 

 Our students need to be skilled in written communication (written reports,  note taking and case studies are a regular part of professional life).  Alternatively, students may academically achieve well but be lacking in the relationship skills necessary for this work.  Operating in the field of psychological health means students have to be developmentally mature with a high level of self awareness.  While there is open access to first year papers, at the end of the introductory year, interviews take place to assess students’ progress.  Their admittance into the second year is reliant on meeting criteria related to personal characteristics and academic achievement.  While this may be viewed as  ’inequality of opportunity’  not all persons are suited to work within this field and their reasons for doing so are carefully considered in relation to ethically sound practice.  Additionally I would add they must have a temperment that equips them to meet the challenges of being able to develop, both in a personal and professional capacity.

Sustainability: a new buzzword? The definition of buzzword on ‘the wiki’ is as follows;  (http://en.wikipedia.org/Buzzword) 

“A buzzword (also known as a fashion word or vogue word) is a vague idiom, or a neologism, that is commonly used in managerial, technical, administrative, and sometimes political environments. Although buzzwords can impress one’s audience with the pretense of knowledge, they typically make sentences difficult to dispute, on account of their cloudy meaning…  ”

I was hearing this term everywhere but this morning, during our clinical meeting, it became meaningful when  our students demonstrated sustainability in action.   We were listening to a student presentation on gender,  the media  and anorexia nervosa.   A comment was made about an advertisement currently showing on TV where a small boy makes the following statement to his mother;  ‘”you are fat Mummy.”   The counselling students felt so strongly negative about this advertisement that after the presentation they decided to write a group letter to the Broadcaster and also to the Broadcasting Standards Authority complaining about this advertisement.     The students were not just accepting the need for change but were proactive in wanting to ‘make a difference.’   As counsellor trainees they were concerned enough to try and make an impact on what they discerned to be a process demonstrating a  social inequity   (http://computingforsustainability.wordpress.com/?s=barnbrook).

In taking action they were subscribing to the Otago Polytechnic graduate profile that posits ’every graduate must think and act as a sustainable practioner.’  Dr Samuel Mann mentions us – the School of Social Services - as having written all programmes entirely around social justice;  the terms sustainability and social justice are interchangeable (http://elluminate.tekotago.ac.nz/play_recording.html).  This morning at the clinic meeting our students were showing themselves to be socially responsible demonstrating social justice in action -  sustainability is no longer just a buzzword.  

In the group work paper,  which is the focus of my development plan,  I teach students communication skills that enable them to participate in a negotiation process which  aims for an equitable outcome.  Learning  is a  participatory process; students share ideas to produce an end product that becomes a learning resource. Students learn facilitation skills that empower others to find their own solutions.  In terms of people, planet and profit the focus of the teaching is in accordance with values that propel practioners to ‘seek to benefit others’ (http://en.wikipedia.org/wiki/Triple_bottom_line).    

Well, frustration for this older generation user having just had to type this post in again,  luckily I had printed it out in anticipation a priori of a disaster.

Stephen Downes’s video presentation (http://www.downes.ca/presentation/138) on how to use internet tools was concise and informative (not a wasted word) clearly emphasising, for the self directed learner, how one can build and manage a network.  The comments that resonated with me were:

• learning happens anytime,  anywhere.
• the traditional learning method of delivering information to learners in a classroom is being subsumed by a new learning paradigm where ideas are generated in  socially interactive forums.
• information was described as a ‘flow,’  a ‘stream’ which you ‘surf’ and the relevance of the information is determined by ‘function.’

When first confronted with this course I went into overload with regard to what was relevant in the plethora of information available. Now I glance though several websites (while also watching T.V.) determining  quickly the information relevant to my needs – I’ll have the word processor open -  demonstrating the ability to electronically multi-task.  It won’t last much longer; research suggests the aging process brings deterioration in the capacity to tune out unwanted background ‘noise’ (Wallis, 2006).

 Stephen Downes stated; ‘you should be having a conversation (with a fellow student) while this presentation is taking place.’  Piqued by his comment, I accessed an informative article in Time (19 March, 2006) by Claudia Wallis on the multi-tasking generation (Generation M) and impact of electronic communication on learning and social life.  

Retrieved 9/6/2008 from:  http://www.time.com/time/magazine/article/0,9171,1174696,00.html

Multi-tasking is a myth;  ”what’s really going on is a rapid toggling among tasks rather than simultaneous processing. ‘You’re doing more than one thing, but you’re ordering them and deciding which one to do at any one time’  (Grafman in Wallis, 2006, p.4).   The brain’s capacity to process efficiently  deteriorates when the attention span is divided amoung tasks reducing the quality of output and capacity for deep thought (Wallis, 2006).   

There are concerns that constant stimulation provided by the media makes it difficult to relax and reflect;  “Multitasking may condition the  brain to an overexcited state, making it difficult to focus even when they want to.  People lose the skill and the will to maintain concentration, and they get mental antsyness”  (Wallis, 2006, p5). 

Lecturers, it seems, are assigning  more articles and short excerpts rather than books, perhaps due to short attention spans.  But the comments are not all negative as students are considered to:

“make brilliant use of media in their work, embedding audio files and video clips,”  however,  “the habit of grazing among many data streams leaves telltale signs in their writing, according to some educators… students ability to write clear, focused and extended narratives has eroded somewhat… paragraphs make sense internally, but don’t necessarily follow a line of argument”  (Wallis, 2006, p.7). 

 It is thought that:

“students are less tolerant of ambiguity … this aversion to complexity is directly related to multitasking: ‘Its as if  they have too many windows open on their hard drive.  In order to have the taste for sifting through different layers of truth, you have to stay with a topic and pursue it deeply, rather than go across the surface with your toolbar.”  She (the lecturer) tries to encourage her students to find a quiet spot on campus to just think, cell phone off, laptop packed away  (Wallis, 2006, p.7).

Another issue which has implications for social learning is that body language is a major component in conveying meaning (Wallis, 2006)  - the internet is a poor communicator in this regard.   I felt some resonance with Fiona’s comment in her blog (http://athena-odyssey.blogspot.com)  as to the difficulties inherent in communicating when ‘the tone of voice, eye contact and body language is missing from communication’ and for this reason  prefers to use Skype.  I have used Skype getting this up and running to connect with my adult children living in Canada – a great medium.  I like it best when I can see them but they can’t see me.  Perhaps this had something to do with an early morning session when one was not looking one’s best.

 As I peruse the large amount of material that I have directly quoted I am reminded of Stephen Dowling stating that information is never lost from the Web and a concerted effort will find it again.  So could I have saved myself much trouble and summarised all this informtion much more succinctly, as he encourages learners to do – be a parsimonius practitioner,  it appears not in this posting.   

In comment on the article by Christian Dalsgaard (course reading);  Byzantine would be descriptive of the potpourri of words that spouted like an over industrious fountain drowning this reader.  Perhaps the superflous content was gained in translation?;  the translator thinking that by using a variety of different sentences,  all saying the same thing,  meaning would not be lost.  However, this criticism aside, what was garnered from this pool of information was an interest in investigating RSS and social bookmarking. 

As to the debate between Andrew Keen and David Weinberger (http://online.wsj.com/article/SB118460229729267677.html) and their metaphoric comparison of  Web 2.0 as a “remix of Disney’s ‘Cinderella’ or Kafka’s ‘Metamorphosis’ it seems that Web 2.0 is reflective of a post modern world;  ‘we haven’t lost truth’  because there was no one truth to start with.