Core Activity 2.2: Reflection on the Drivers Exercise

Practice-related Competencies

The most obvious realization here was that E-portfolios are recognized as a valuable tool for learners (Seimens,2004).  The depth and breadth of possibility is astonishing but so is the cultural and curriculum change required to make it them truly integrated as effective tools. As an internal consultant for the MoD I often advise on the issues of implementation v's benefit and the Drivers Exercise clearly highlighted these to be of benefit in my professional domain. The collaborative nature of the task itself also provided insight and benefit. I was struck how much I was 'pulled back' to the computer to see what had been posted or what had changed. This exercise clearly demonstrated the power of online collaboration and has overturned my views on learning communities.  

Communications Competencies
I felt that I recognized some of the issues we were to face as a tutor group within minutes of reading the task requirements and saw that these would require resolving / organizing before we could complete the task.  However, I found it difficult to broach this within the group without being conscious of taking the lead when the majority of the group have far more experience in this style of learning than I do.  We got there because someone else took the plunge (and showed pro-activity).  I recognize now that my assertion was correct and my potential solution would have worked had I the confidence in my new found environment. Next time I should contribute to the organisation of the collaborative task earlier.  

Technology Competencies

I had tried using Google Docs before, but without having a reason to collaborate the full extent of utility was lost upon me.  However the decision to use Docs was agreed by the group and soon made sense.  The synchronous capability was also demonstrated more by luck than judgement when a fellow tutor group member found ourselves on line together and recognized that a chat facility was flashing in the corner.  As a task to demonstrate and expand my technological competencies, this has been effective and fun. Finding my way around Blogger has also been interesting if fraught with inconsistencies of approach and technical mis-understanding. I have since found out that Google Chrome (my Browser of choice) doesn't support the cutting and pasting of text in blogger nor in Google Docs where our collaboration has been occurring.  This in turn pushed me to use forums elsewhere to discover why and how to adjust the irritating niggle. I'm still none the wiser how I did it but I appear to have some control over Cut N' Paste now. 

Research Competencies

Possibly most relevant is the research element of this task.  Prior to conducting the research into E-portfolios I didn't recognize their value as they are particularly difficult to see working in my current work area due to simple IT infrastructure and accessibility issues.  The value and potential employment of e-portfolios has been a major revelation but it has also confirmed my interest in what and how something has been implemented.  Outside of the texts required for the activities I was particularly struck by the usefulness of a Becta article on the maturity of E-portfolio systems.

References

http://www.elearnspace.org/Articles/eportfolios.htm

Core activity 2.3: E-Portfolio Case study

Core activity 2.3: ePortfolio case studies

Case Study – West Cheshire College (WCC) Electronic NVQ

West Cheshire College electronic  NVQ, QIA Excellence Gateway. Available from: http://excellence.qia.org.uk/page.aspx?o=137813 (accessed 25 May 2010). 

The Electronic NVQ project run in conjunction with the WCC aimed to reduce the burden of paperwork created by the necessity of evidence based proof.  The project aimed to make the learning events and subsequent capture of evidence paperless by utilising mobile phones, digital cameras, email and audio devises.  In addition, the paper based system required periodic flurries of interaction between the tutor and candidate followed by periods of no interaction.  An anticipated benefit of using an e-portfolio system would be the re-connection of tutor and candidate leading to a higher quality of feedback and appraisal.  Also learners who were failing to adequately engage could be identified and remedial steps taken earlier. 

Limitations included the provision of adequate infrastructure, for staff, students and assessors, network security restrictions which hampered internet access and competing time pressures on students. 

The e-portfolio users in this instance had ownership of their portfolios.  Submissions to it were via readily available technology in terms of mobile phones.  The candidate’s employer could be more involved and working patterns did not negate attendance or engagement as the physical access to the college was replaced by College on line portal where, advice and guidance were available outside of college hours.  Candidates could be remotely monitored by tutors, verifiers and workforce development co-ordinators. 

The learners benefited from a doubling of the retention rate.  What is not clear from the text is whether this ‘retention’ is of learning or retention of candidates on the course as the text goes on to use retention in terms of financial benefits to the college.  Nonetheless, the key messages from the text are;  the increased engagement of learners, their subsequent increase in achievement and that learning through ICT can be fun. 

The eNVQ case study appears driven by the desire to remove the paper based evidence burden rather than implementing e-portfolios specifically.  In this instance e-portfolios appear to be more of an easily accessible repository of evidence rather than exploiting the wider benefits of e-portfolio use.  This starting premise may explain why the wider teaching and learning implications outlined in the Key Drivers document by Group X are absent from the text.  I would suggest the primary driver cited above (the reduction of paper work) seems inconsistent with the degree of change required to implement the eportfolio system in this instance.  As relevant though not explicit was the colleges desire to ‘develop an integrated approach to the planning and delivery of vocational provision’ which utilised digital technology to capture evidence.  These drivers sit more comfortably with the UK element of the template.  

Technical Revelation 2.

Another first. Using Google Docs and having a conversation with John Sumpter using the chat feature while progressing our E-Portfolio driver template. Synchronous learning?

Core activity 2.5: Criteria for reflective writing - RLO_CETL Approach

Core activity 2.5: Criteria for reflective writing RLO-CETL Approach

I actually found the RLO-CETL piece rather useful in that it provides a framework and a series of questions that can be applied to any given reflective opportunity. The reflective theorist history provided helpful if though not essential background and the simple learning styles questionnaire had merit.   But it was the simple questioning framework of something happened?, what happened?, so what?, and what next? which appeared the most powerful tool here.  The recognition that something had happened and a few questions to follow seem logical and easy to follow for those new to reflective writing. The explicit discussion of why reflect on page 8 was useful to recognize and therefore overcome the habitual  element to our thinking.  It highlighted the conscious effort required and why it is worth while. Section 9, on what should be written about, appeared rather obvious but in the final analysis if a student takes time to write about something that struck them as important enough to take the time to think about it and reflect then it has learning merit.  Whether that merit builds to a course objective is dependent upon the student, learning design and interpretation. Finally, students like to have an example to follow and the one provided on page 10 was sufficiently vague enough in terms of scenario to be applicable, but specific enough to demonstrate the requirements of reflective writing.  I feel I have a grasp of 'how' I should write reflectively, but little idea of how that can be translated into a tutor marking scheme where, as my colleagues have already outlined, the output and determination of development is still subjective.    

Core activity 2.4: Reflection and learning

Moon, 2001 argues that depth of reflection achieved by a student corresponds with the depth of learning.  The desired Deep learning outcomes, where the learning transforms an existing understanding by restructuring ideas and concepts, or where students gain the depth of understanding required to evaluate and create further knowledge is only is achieved by Deep reflective practice.   Furthermore the activity of reflection re-presents knowledge to ourselves and thus aids our retention and longer term understanding, leading to a permanent behavioral change. Lastly, this re-presentation action is the  'Cognitive housekeeping' outlined by Moon, 2005 which gives learners the opportunity to re-order the information and its position within our thinking.  In the context of H808, journal writing or Blogging is simply the vehicle to record reflection.  Creme 2005, outlines the benefits of reflection via journals but also identifies the concern that by attempting to assess these reflections directly through the journal, you risk distorting the practice of reflection.  Assessment of reflection jeopardizes its honesty as students attempt to interpret what 'is required' or mask their thoughts, processes and feelings. Stuart Barret sums this concern up rather nicely.

Stuart BarrettPost 2 in reply to 1

27 September 2010, 12:20

"it is acknowledged by the course team in the ECA and TMA forum that reflection is very much a personal activity - and yet we are assessed on this. For example, the marking scheme for TMA01, Part 2 (top of page 7 of the assignment guide) says 'convincingness of the evidence as evidence of development' (15%). I needed to read this a few times to try to make sense of it. I think it means that i need to convince the marker (with evidence) that i am 'developing'.  What i am developing into is not made clear.

My real point is that this kind of judgement - i.e., is my evidence 'convincing', is entirely subjective. There are no objective outcomes for this 'evidence' that i can find in the marking scheme."

Introducing reflection into a curriculum requires careful consideration as to what if any assessment is required. At the same time however the student must recognize the value of reflection via which ever vehicle chosen and as value is often interpreted in terms of credit this balancing act is critical.  

The benefits of reflective practice as required by this course are clear.  Transformative learning results from reflection and an opportunity to re-write, re examine ones thoughts and arguments.  The cross pollination of ideas and critique from other students requires regular engagement and re-evaluation.  Depth of understanding and the capacity to evaluate and create further knowledge from our own connections and those of our colleagues is hugely valuable. I am yet to fully appreciate the impact of Tutors assessing our written reflections but I'm sure Stuart Barret won't be alone in his thoughts and concerns. 

Prior to engaging with the reading for this section I posted some remarks about reflection in my work place context.  Further reflection confirms my previous statements about reflection in the work place.  Schon, cited by Moon 2005, depicts a crisis of theory within the professional domain.  This is particularly true of MoD instructors who are often quoted as saying 'Out there in the real Airforce*, Navy* or Army*' (*delete as appropriate), as if the training regime was not indicative of the real world. The theory taught and delivered inside the training fence is devalued by those delivering it.  This appears a good example of Schon's crisis of professionalism and theory I believe.  The Armed Forces would however argue that they conduct after action reviews as a matter of course, not necessarily against a particular theory but against a procedure or required outcome. In fact, to think of it, it is part of the procedure of conducting an exercise!!

The art of being a 'reflective training practitioner' is often talked about, but the theoretical understanding upon which to base reflection is a very minor part of the training delivered as a Navy Educator / Schoolie / or training manager.  I remember Kolb, Maslow and a Regulations Manual being the only point of reference for what became several years of on job training.  Colleagues that followed just a year later were exposed to a wholly different training regime, (one that I foolishly resisted joining for some years because of its apparent inept delivery by the faculty responsible.)  My point is that for many years reflection was done of a matter of course (inherent in the procedure) but reflection against an academic text, well that has been a revelation in the last few days.  (Do I leave that in for fear of getting marked down, or push the boundaries of honesty and trust that my tutor understands that I have learnt something....... where is the Assessment strategy and how much credit is this worth?)

Any tool which enable the creation of quick and dirty notes make reflection easier, I guess this would be the same for making audio files as well, but part of the process for me has been writing in a coherent (semi) manner knowing that others could read.  This has required the process and reprocess of information and thoughts which hopefully should be readable.   I'll look at some others methods but suspect that blogging is the right route for me.  

Still not finished this but posting anyway.......  

   

Moon, 2005 - Reflection, ICW and Contextualized Military Training

Learning through Reflection.  Moon, J. 2005. 

Moon, 2005 states that reflection is 'not an 'add-on-extra' to academic learning , but an essential component of good quality learning' and that there is a qualitative difference between reflective learning which has a 'surface approach' where learners simply try to retain new information as opposed to reflection where deep connections are made and the information is linked to and modifies previously understood material.  It is this difference of deep v's surface links that I wish to explore. The Royal Navy and MoD in general holds the belief that contextualized military training is inherently necessary to deliver competent Soldiers, Sailors and Airmen.  There is also widespread belief that Interactive CourseWare (ICW) and E-learning materials will not, or cannot develop the mentally agile serviceman or woman required on the front line of Afghanistan.  However, reading and extrapolating  Moon, 2005, I'm tempted to suggest otherwise.

Knowledge delivered via ICW, which is then utilized in a practical 'hands on' scenario requires the knowledge to be reflected upon in order to move it and contextualize it for oneself in another domain.  Where as 'hands on' knowledge acquisition into 'hands on' application does not require repackaging or re-conceptualization and therefore deeper reflection. The concept of tool control, delivered against the backdrop of a Tornado aircraft associates Tool control in that Domain (the Tornado).  Tool Control and Tornados 'just do or are'.  But what the RAF actually means or requires is for the Airmen to realise that Tool Control is pertinent to any Aircraft type.  Thus by delivering knowledge via ICW and then moving to any A/C type the Student is required to re-conceptualize the knowledge gained, reflecting upon it and creating deeper understanding and connections with existing knowledge.  When the Aircraft type changes, the principles applied by the trainee regarding Tool Control doesn't.

ICW knowledge based training 1.  Contextualized Military Training 0  

Reflection- Part Two

Having done some more reading on the topic of Reflection (Moon, 2005 & Creme, 2005) I'm beginning to understand the concept to be much more than reflection upon ones own actions.  Reflective in this sense is more about reflection upon ones own actions in light of academic text/concept or theory. Grounding ones experience within academic process.  I suppose that in order to ground this particular assertion I look towards Kolb's Cycle and suggest that the 'reflection on academia' element occurs between the Abstract Conceptualization phase and the Active Experimentation phase.  That said, maybe it doesn't.  More reflection required.

E Learning in Africa.

E learning in Africa. Different challenges, different drivers, same enthusiasm.

Technical Revelation!!

I've been using Google Chrome recently because it has been so much faster and stable that IE. However I have been REALLY frustrated at my inability to 'cut n' paste' to the forums. It would appear that Chrome doesn't allow access to the the computers clipboard!! Strange?!! I'm either going to have to revert to IE or come up with another plan. Any ideas out there?

Are E Portfolios Yesterdays Flash-in-the-Pan?

Are E Portfolios Yesterdays Flash-in-the-Pan?

Studying new a subject, like a commercial product, has a life cycle. And while I'm only halve way through the cycle with E-Portfolios (I think), I've already had some major changes of direction and thinking in the concept. I've not yet started the Core Task on E-Portfolios but some initial thoughts are worth noting. These are in chronological order...

1. I really couldn't see how these things could be relevant to me or my organisation.

2. Wow, where have these been all my life, how could anyone in my field know so little about such a great concept/tool. I am so unconsciously incompetent (or am now?)

3. Why are these papers dated 2002/5/6 etc. Why hasn't this argument moved on. Why can'tI identify a market leader in this area? Why aren't we all using them? I suspect that there are reasons for this? Which E-Portfolio should I be using?

I guess I'd best go do some reading and find out.

Reflection is not a Dirty Word.

I think its fair to say that many in the MoD would consider reflection something you do when sat on the naughty step as opposed to a necessary process in learning. While I am convinced of the need, many sailors would suggest that that they would review their actions as a matter of course and determine what could be done better. This may be as a result of the training regime and thus a separate vehicle for reflection would seem pointless to many here. That said, while the Royal Navy is advanced in many areas of learning and development(If anyone wants to come visit I'm happy to host) we still teach maths and science as they were in the 1950's and for some the white board is pushing the modern Learning Agenda a bit far. I'm going to have a play with Twitter and see what the fuss is about.

Mel Roberts Rules for Blogging........ Like

good blog vs bad blog

10 September, 13:26

Visible to all Open University users

hmm tricky question. I don't blog, well, I have a website blog but it's just an opinionated rant designed to make me look interesting, what's the purpose of this blog then? diary of my journey through my learning I suppose. Key guidelines then:

I will not rant

I will keep it short and interesting

I will share useful information

I will not use the word 'I' to much

Right. Good start.

Thanks Mel, I consider your rules mine from now on....

Drawn in...

Well, just over a week into the course proper and I can only say I've been well and truly drawn in. I spent the weekend in Portugal reading about e-portfolios and the like. The range of opinion and information being put on the wikis and forums is huge and I'm already a bit concerned I can't find something i posted last week which I hadn't finished. Fortunately someone has commenced the wiki on e-portfolios already. So I'll look to add to it instead. So far so good. Already my boss has heard too much about e-portfolios and what they could do for the Armed Forces in general, but he'd better get used to it. Its a long course and he's paying for it, so he'll get the benefit of my new found wisdom.

E-portfolios out there or under development.....

Originally from Campus Technology article at the link http://campustechnology.com/Articles/2002/11/The-Electronic-Portfolio-Boom-Whats-it-All-About.aspx?p=1 by By Trent Batson

What follows is a list of ePortfolio tools now available or in production:

· Epselen Portfolios, IUPUI, www.epsilen.com

· The Collaboratory Project, Northwestern, http://collaboratory.nunet.net This link doesn't work.

· Folio Thinking: Personal Learning Portfolios, Stanford, http://scil.stanford.edu/research/projects/folio.html Research advert only

· Catalyst Portfolio Tool, University of Washington, www.catalyst.washington.edu In house only

· MnSCU e-folio, Minnesota State Colleges and Universities, www.efoliomn.com Minnesota residents only!

· Carnegie Knowledge Media Lab, Carnegie Foundation for the Advancement of Teaching,www.carnegiefoundation.org/kml/ No usable E-portfolios. However, many demos of. Plus an interesting Gallery of Learning (using Eportfolios) http://gallery.carnegiefoundation.org/gallery_of_tl/keep_toolkit.html

· Learning Record Online (LRO) Project, The Computer Writing and Research Lab at the University of Texas at Austin, www.cwrl.utexas.edu/~syverson/olr/ contents.html Interesting Word based Learning record with 'how to' manuals.

· Electronic Portfolio, Johns Hopkins University, www.cte.jhu.edu/epweb

· CLU Webfoil, California Lutheran University, www.folioworld.com

· Professional Learning Planner, Vermont Institute for Science, Math and Technology, www.vismt.org

· Certification Program Portfolio, University of Missouri-Columbia and LANIT Consulting, https://portfolio.c'e.missouri.edu/

· Technology Portfolio and Professional Development Portfolio, Wake Forest University Department of Education, www.wfu.edu/~cunninac/edtech/technologyportfolio.htm

· e-Portfolio Project, The College of Education at the University of Florida,www.c'e.ufl.edu/school/portfolio/index.htm

· PASS-PORT (Professional Accountability Support System using a PORTal Approach) University of Louisiana at Lafayette and Xavier University of Louisiana, http://pass-port.org/

· The Connecticut College e-Portfolio Development Consortium,www.union.edu/PUBLIC/ECODEPT/kleind/conncoll/

· The Kalamazoo College Portfolio, Kalamazoo College, www.kzoo.edu/pfolio

· Web Portfolio, St. Olaf College, www.stolaf.edu/depts/cis/web_portfolios.htm

· The Electronic Portfolio, Wesleyan University, http://portfolio2.wesleyan.edu/names.nsf?login

· The Diagnostic Digital Portfolio (DDP), Alverno College, www.ddp.alverno.edu/

· E-Portfolio Portal, University of Wisconsin-Madison, http://portfolios.education.wisc.edu/

· Web Folio Builder, TaskStream Tools of Engagement, www.taskstream.com

· FolioLive, McGraw-Hill Higher Education, www.foliolive.com

· Outcomes Assessment Solutions, TrueOutcomes, www.trueoutcomes.com/index.html

· Chalk & Wire, www.chalkandwire.com

· LiveText, www.livetext.com

· LearningQuest Professional Development Planner, www.learning-quest.com/

· Folio by eportaro, www.eportaro.com

· Concord (a digital content server for BlackBoard systems), www.concord-usa.com

· iWebfolio by Nuventive (now in a strategic alliance with SCT), www.iwebfolio.com

· Aurbach & Associates, www.aurbach.com/

E-portfolio maturity modelling

Some stuff I've been reading / scanning.

E-portfolio maturity modelling – A draft set of descriptors - Appendix 2: Scroll down to page 111.

H808 - Core Activity - 1.2

Introducing Me....... Link OK so I can do it but I'll paste here as well.

Hi,

I'm Grant Kelly. I'm a Naval Officer by 'profession?' but am a training management specialist within the Engineering Branch. I've been in the Royal Navy for thirteen years and have been an instructor, training designer, Training Needs Analyst for new Warships, delivered Train The Trainer, managed instructors and faculties and served at sea and overseas a number of times. My most recent posting was to Iraq where I was Head of Training for the UK/US training team overseeing the rebuilding of the Iraqi Navy. I am presently serving at RAF Cosford near Telford as Head of the Joint Training development Team which among other things adjudicates over the Army, Navy and Air Force Training requirements for Air Engineering. In terms of E-learning experience I was the co-architect of a Moodle based blended learning solution to train Marine Engineers at HMS Sultan, but I never got to see the project through to fruition. So in many ways I have researched, deliberated, lobbied, cajoled and designed an overall approach but never actually delivered one. I am pretty evangelical when it comes to the modernising of training and learning. As such I organised a Modern Learning Symposium in 08' and am pushing the hierarchy of schools under my College to look at and engage with modernisation project. I am presently doing something similar at RAF Cosford. At Cosford I am the single point of contact for Raytheon as they undertake the Early Training Transformation Project as part of the wider Defence Training Review which aims to modernise the delivery of technical training. I am therefore being exposed to the 'Raytheon way' and some of the tools and processes they use in the analysis, data capture and design of learning and learning resources. One of the major roles I perform is to map and understand how the Raytheon way maps to the Defence System Approach to training and help manage the considerable changes taking place as a result. .

I also own a Franchised milkshake shop called Shakeaway in Canterbury. Its a long way from home in Portsmouth and even further from the job in Telford but provides me a very real, tangible commercial focus when I think about training and running a business. I also love working there!

Lastly, doing this module I hope to gain a better understanding of the E-learning environment at large, and will, funding and Her Majesty's Royal Navy permitting continue to the full Masters in order to back up the experience gained thus far as I am certain the MoD will be utilising e-learning a great deal more in the future.

Yours Aye,

Grant

H808 Core Activity - 1.1

Having completed 1.4 in blog format, I guess a reflection on the rest is required? Maybe?

CA 1.1 Audio Intro to the E-learning Professional.

Now rather than cut an paste my input to the forum, surely I should be able to link the two via hyper link...... or is that to technical for me......... watch this space!

Happy Dayzzzzzz!! If this link doesn't work for you, pse let me know?!

H808 - Core Activity - 1.4

So here we go then, Blogging for the OU as part of a post graduate course. I'm not new to blogging, I've written one before but was using it as a research tool and after a while I understood its value and thus stopped. This time its different. The value is in what one writes and how one reflects on the passing course.

The opening gambit has successfully drawn me in and I was amazed how much time I spent last night looking through posts and reading other members thoughts and stories as part of activities 1.1. and 1.2.

However, I've already started questioning the value of this course, mainly because of what I perceive to be a heavily biased Education and in particular University Education perspective. A fellow student has also commented upon the course content being e-portfolio heavy. I rather hope not, that isn't why I started this course. Regardless, the moodle interface seems good and the amount of content / resources seems up there. I feel the learning community aspect has been created, despite never having meet my fellow students which isn't something I thought I'd be saying within days of the course. This blog is activity 1.3 but I guess forms a major component of reflective evidence of learning so I'll be back. Till then, laters.

G