Jane Hart - Learning and Performance Technologies.

I'd become aware of Jane's Top 100 tools a few years ago after inviting her to speak at a Modern Learning Symposium at HMS Sultan a few years ago.  The  list of tools are extensive and provide not only learning tools but also performance enhancing tools which while not always useful to my direct role as a training manager within the Royal Navy, it has provided  a backdrop on which I can appreciate the widening possibilities when approaching a specific training intervention or problem. From the perspective of developing training in the Royal Navy the tools offered are often limited.  The vulnerability our systems to cyber attack means our draconian approach to e-security means that many are not usable.  The concept of collaboration or sharing is not natural to the Armed Forces in general. Information systems are slow, outdated and generally not well connected to the web and where they are the sites which can be visited are limited.  When Flash files or YouTube footage is outside the capability of the IT, the possibilities for Modernizing Learning become stunted. Regardless, the utility of this site to E-learning practitioners in general is positive. Thank you Jane.

Core activity 2.5: My Advice for reflective writing

Core activity 2.5: Guide To Reflective Writing for Students - My advice.

Good reflective writing by its nature is personal.  It is a ‘diary’ of thoughts and reflections which can or should demonstrate development of personal academic or professional thought.  Within this personal domain, fear of failure, ridicule or assessment criteria should be absent.  Students should feel at liberty to explain and demonstrate what they felt, how they understood, what mis-conceptions they were under, or misunderstandings they have uncovered.  Reflective writing in this sense is a personal journey to which there is no final destination other than knowledge and understanding. 

At which point reality kicks in. As a student you must demonstrate the above journey within the bounds of academia.  There must be structure and boundaries to your writing. Your rambling thoughts, lack of punctuation and or lack of direction needs to be expunged while retaining the essence of reflection. 

I would offer the broad directional signposts to assist your thinking and structure. Ask yourself the following:

1.   Something Happened?

2.   What Happened?

3.   So What?

4.   What Now?[1]

Asking the question, ‘Something happened?’ is a starter question for you to recognise that something significant did actually happen;  to assist in distinguishing an event out with, or amongst, the automatic functions which form the majority of our lives. Identifying what happened, provides the boundaries and recognition of change and the final questions enable you to explore meaning and possible development objectives.  These questions may seem to deliver a very different process to that of a personal reflective experience outlined in paragraph 1, but it does so in a manner which adds clarity and value to you the student not only in a learning sense but also from an academic perspective.  However, this academic perspective requires a little more understanding. To what end should you ask the four questions above? How does one determine significance?  These answers are to be found within the Framework for personal and professional development on H808[2].

Knowing that these writings and therefore thoughts will be critiqued, requires honesty from you and trust in the staff and mutual respect for your fellow students.  On occasions, discretion from staff and fellow students will be paramount.  What is clear is that reflective writing is a skill that you must develop. It takes time and will improve with effort. Courses where reflective writing skills are necessary should be constructed to enable students to develop these skills to an appropriate level prior to assessment.

One final point, if you have any concerns, ask. Not everyone finds this skill natural, but maybe that is what makes it valuable to us as learners. 

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[1] CETL- Reusable Learning Objects, Reflective Writing, http://intralibrary.rlo-cetl.ac.uk:8080/intralibrary/open_virtual_file_path/i1026n24186t/reflective_writing/reflective_writing.html   accessed on 2/10/2010.

[2] H808 Course Guide, The Open University institute of Educational Technology, http://learn.open.ac.uk/file.php/6847/resources/ebook_h808_courseguide_e5i1_web024148_l3.pdf  accessed on 2/10/2010. 

PDP needs analysis grid – Competencies for a Modern Learning Solutions Practitioner

		How do you rate your own abilities to:	Yourself compared with other Practitioners					Comment
			Complete novice	Below average	Average	Above average	Expert
1	Consult	Explain theory supporting Modern Learning Solutions (MLS)				X
2		Maintain wide breadth of Learning Expertise			X
3		Debate, persuade and sell MLS vision to stakeholders				X
4		Outline Relevant Instructional Design Principles			X
5		demonstrate awareness of delivery platforms and uses of				X
6		demonstrate awareness of potential tools and uses of				X
7		demonstrate awareness of process, governance and QA, QC procedures.			X
8		Identify and understand issues in current training				X
9	Manage	Document and record keep			X
10		Develop appropriate governance procedures, QA, QM, Copyright etc.				X
11		Develop cost/benefit and impact analysis		X
12		Manage stakeholder expectations			X
13		Manage personal development capabilities /activities		X				Reflection, PDP and PDR. Eportfolio maintenance.
14	Develop & Implement	Write User Requirements Documents		X
15		Ability to select appropriate Target/s content				X
16		Understand Pro’s and Cons of chosen media				X
17		Analyse Training Material for Improvement			X
18		Assess Impact of Improving Training Material		X
19		Choose Appropriate Methods & Media for Learning			X
20		Develop action plan			X
21	Evaluate	Conduct in action reflection			X
22		Conduct Inval / Exval of delivered products or solutions			X
23		Conduct formal PPE			X