Hi Vivian and Barbara and all,
I too like the ideas of "learning sets". I think that one of the areas I would like see developed is quality of "chunks" of learning that relate how to teach --both online and traditionally. These chunks could be learning sets that are given recognition at the national and international level as having mastered these areas (chunk by chunk) and this kind of learning could be promoted as life long learning. Models, skills, readings, application, and connecting with peers of learners would help support the reason to do these "learning set modules".
Some universities could give graduate students and faculty credits for the completion of these learning sets. This may be the road to meeting the diverse teaching needs of medical faculty, and the diverse needs for specific subject domains. I would like to see people developing these learning set modules on wikieducator as well as on other sites that are willing to share them and promote teaching quality. To some extent this may be already happening, but I think the intention would be to accelerate the development of these learning set modules and promote their quality and availability. Jo Ann
Jo Ann Hammond-Meiers
Posts made by Jo Ann Hammond-Meiers
Hi everyone,
Thanks for starting the introductions Dierdre. We have been on several Scope conferences now together.
By way of an introduction, I want to say thanks for to all the Scope contributors as they help me stay in touch with ongoing learning in the online teaching area.
I am a clinical psychologist in Edmonton Alberta who has been involved in distance learning and education for the past 5 years. I just graduated with the Graduate Diploma in Distance Education and Technology at Athabasca University. I studied about online learning with Pat Fahy at AU and that course was very informative and has influenced my views. I have been taught cognitive behavioural therapy, health psychology, art therapy and dance/movement therapy. I consider myself a life long learner more, even when I teach or therapy in my private practice.
I am learning how others teach about expressive arts, health, learning, teaching and therefore, the topic of quality teaching intrigues me. I look forward to this e-seminar. Jo Ann
Thanks for starting the introductions Dierdre. We have been on several Scope conferences now together.
By way of an introduction, I want to say thanks for to all the Scope contributors as they help me stay in touch with ongoing learning in the online teaching area.
I am a clinical psychologist in Edmonton Alberta who has been involved in distance learning and education for the past 5 years. I just graduated with the Graduate Diploma in Distance Education and Technology at Athabasca University. I studied about online learning with Pat Fahy at AU and that course was very informative and has influenced my views. I have been taught cognitive behavioural therapy, health psychology, art therapy and dance/movement therapy. I consider myself a life long learner more, even when I teach or therapy in my private practice.
I am learning how others teach about expressive arts, health, learning, teaching and therefore, the topic of quality teaching intrigues me. I look forward to this e-seminar. Jo Ann
Dear Gary,
Thanks for giving us some time to think about this and notifying us about the topic and subtopics. That is helpful -- and I will just make a brief comment, knowing that we are not starting officially til the week of March 2.
A national perspective is worth exploring; I am aware of the difficulties crossing provinces in lots of areas of practice, not just teaching. I'm curious if there would be enough collaborative leadership to develop this vision. Whether it is worthy, to me, the answer if yes if it streamlines research about education and elearning, in particular, and more quality learning evaluations, more financial support for learners, and collaborative partnerships in research.
This topic links to some of the work from the Pan Canadian Scope conference, and I'm glad it has resurfaced.
Jo Ann
Thanks for giving us some time to think about this and notifying us about the topic and subtopics. That is helpful -- and I will just make a brief comment, knowing that we are not starting officially til the week of March 2.
A national perspective is worth exploring; I am aware of the difficulties crossing provinces in lots of areas of practice, not just teaching. I'm curious if there would be enough collaborative leadership to develop this vision. Whether it is worthy, to me, the answer if yes if it streamlines research about education and elearning, in particular, and more quality learning evaluations, more financial support for learners, and collaborative partnerships in research.
This topic links to some of the work from the Pan Canadian Scope conference, and I'm glad it has resurfaced.
Jo Ann
Dear Scott,
This was a very informative e-conference. All the posts contributed to the helpful discussion about OER's and their importance, legalities, and future.
I learned a lot and although I could not contribute much to this topic, I have appreciated the breadth and depth of this "course" -- which was inspirational.
Thanks everyone, and especially you Scott for providing attentive care and super posts. Jo Ann
This was a very informative e-conference. All the posts contributed to the helpful discussion about OER's and their importance, legalities, and future.
I learned a lot and although I could not contribute much to this topic, I have appreciated the breadth and depth of this "course" -- which was inspirational.
Thanks everyone, and especially you Scott for providing attentive care and super posts. Jo Ann
Hi Rachel,
I hear you. I think that people have a right to have paid jobs, and I think university systems are changing in terms of what careers will look like -- what will be needed. There needs to be structure -- but helping post-secondary teachers/ instructors feel skilled, supported, and giving them adequate training and exposure to new OER will take time. Change is happening. I started as a
T. A. in my masters program back in 1973 and I was scared that the old slide projector would get stuck. Three years ago I started teaching online in Psychology by contract -- and the experience was such a contrast -- I felt that I could really teach in the forums and facilitate learning. Also as a student, two years ago, I created a moodle course in one of my fields -- art thrapy -- not the best mind you. I put a lot of work into it and learned what not to do next time. It was a good enough experience, especially for my first. Then I collaborated with a small group and did another moodle course -- and really it was excellent and that felt like a giant step. However these courses although they can be accessed if I give people the code, are complicated to access as they are behind log ins. Next year I want to lead a Wikieducator course -- using WiZIQ -- initially introduced to me by Nellie Deutsch on Scope.
As you mention, some teachers access YouTubes as OERs. These OERs can be wonderful resources to use in classes and how they are integrated into the lesson plans may be key as collaborative discussions are important, including learner to learner sharing of other materials and expanding contexts, while making the material one's own through application.
I agree with others that one advantage of OERs is that teachers can access OER material and rework the material for their own lessons or see what others are currently developing. This is a huge advantage for teachers, but the teachers still have to take time to organize the material, know the material and present it in a form that appeals to learners with various learning styles and skills. Some teachers are concerned with balance in their lives and competition for career jobs, and getting enough students in competitive universities. These are people concerns in these economic times. Hopefully learning will continue to have educational financial support and humanistic values will actually be renewed to support our collective goodwill throughout the world -- whether that be the development of a modest OER or whether it is the leadership -- as Karen Baker talks about in her posts on this Scope.
I hear you. I think that people have a right to have paid jobs, and I think university systems are changing in terms of what careers will look like -- what will be needed. There needs to be structure -- but helping post-secondary teachers/ instructors feel skilled, supported, and giving them adequate training and exposure to new OER will take time. Change is happening. I started as a
T. A. in my masters program back in 1973 and I was scared that the old slide projector would get stuck. Three years ago I started teaching online in Psychology by contract -- and the experience was such a contrast -- I felt that I could really teach in the forums and facilitate learning. Also as a student, two years ago, I created a moodle course in one of my fields -- art thrapy -- not the best mind you. I put a lot of work into it and learned what not to do next time. It was a good enough experience, especially for my first. Then I collaborated with a small group and did another moodle course -- and really it was excellent and that felt like a giant step. However these courses although they can be accessed if I give people the code, are complicated to access as they are behind log ins. Next year I want to lead a Wikieducator course -- using WiZIQ -- initially introduced to me by Nellie Deutsch on Scope.
As you mention, some teachers access YouTubes as OERs. These OERs can be wonderful resources to use in classes and how they are integrated into the lesson plans may be key as collaborative discussions are important, including learner to learner sharing of other materials and expanding contexts, while making the material one's own through application.
I agree with others that one advantage of OERs is that teachers can access OER material and rework the material for their own lessons or see what others are currently developing. This is a huge advantage for teachers, but the teachers still have to take time to organize the material, know the material and present it in a form that appeals to learners with various learning styles and skills. Some teachers are concerned with balance in their lives and competition for career jobs, and getting enough students in competitive universities. These are people concerns in these economic times. Hopefully learning will continue to have educational financial support and humanistic values will actually be renewed to support our collective goodwill throughout the world -- whether that be the development of a modest OER or whether it is the leadership -- as Karen Baker talks about in her posts on this Scope.