#chartership – update

On Friday last, I had a very interesting conversation with a colleague who gave me some very good advice concerning my lack of skill in the reflective practice business of chartership. She’s recently become a Fellow and said that she found this a great aid to organising her thoughts and reflections. She told me (and it is common sense, really) to ask other colleagues, with whom I have worked on projects (including herself) about the impact my involvement has had. So, I’m thinking about the work I did for the consolidation and asking those colleagues whom it affected, and my work with e-journal purchases and investigation.

The more she spoke, the more I thought ‘hang on, this is probably what I would be telling someone if the roles were reversed’…and realised that the problem with my reflection is that I dont apply the techniques to myself…do as I say, not as I do, kind of thing. Probably comes from being a mother! I do know where my ‘do-er’ aptitude comes from: dancing. As a child I learned by doing the steps/poses, not by being told how to do them, this being a physical, rather than mental, exercise. Ergo, kinesthetic, pragmatic learner…

So what? I ask myself, in the true style of reflection…in future (as with this post!), I will endeavour to coach myself, as I have learned to coach others, and apply a little thought rather than jumping in with both feet, before I pursue any activity. For me, this will be breaking the habit of a lifetime, but, hey-ho, let’s try! It’ll be interesting to find out what I learn about myself along the way. Watch this space…

Beyond deep, surface or strategic: cheating in a free online course

I suppose it was inevitable, but, when the point is learning only, why bother?

E for Enhancing

Beyond deep, surface or strategic: cheating in a free online course

This screenshot shows an online learner (“Customer”) in a free online course (http://www.edx.org/course/harvardx/harvardx-ph207x-health-numbers-354), purchasing answers to the final exam questions.

This prompted quite a debate in the discussion forums of the course.

What is the point in achieving a course completion certificate by cheating in this way? The certificate does not carry any credit; the only benefit of taking the course is the learning.

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MOOC(ing) Around Again!

I’m doing a MOOC again, this time about Technology Enhanced Learning. I have to admit, we don’t do a lot of this at my institution; the focus is still on face-to-face or traditional lab learning. However, some colleagues have made inroads into webinar teaching, with varying results.
My impression of TEL is that it is very subjective to the area of study. For example, our A&D students (unless they are doing GD or some such course) probably won’t be using much in the way of technology as most of their stuff is still in printed form (I know this because, as manager of the serials collection they cause me some considerable headaches!). Whereas our tech students in Computing or Science, say, do engage more with the use of technology for learning.
So saying, I’m part of the Social Media Team and we are very aware that our students don’t use these platforms for studying. They will tweet if it’s too noisy in a study area, but generally if they have an information query they will come to the helpdesk to speak to someone. I’ve encountered very few information enquiries via twitter or FB, and these tend to be from overseas or distance students who are using these communication channels generally to be pointed in the direction of the relevant subject librarian.
One of the reflective questions this week is ‘[Am I] leaning towards one approach in particular on ocTEL, and if so why might that be? Perhaps you are employing strategies from more than one approach?’. The approaches to learning under discussion are ‘deep’, ‘strategic’ and ‘surface’.
I’ve always been a strategic learner: maximum gain for minimum effort. So, I use knowledge already acquired and assimilate this into a strategy for expanding on this learning without too much effort! Ergo, this blog post! I know quite a bit about social media and learning and so I am reflecting on this bit of TEL; the use of social media as a learning tool (discussed a bit further down in the post The Joy of Facebook).
For the purposes of this MOOC, my approach is mostly strategic, with a bit of surface thrown in, as I havent got too much time to devote to it. Plus, I wont be graded on it, so I am not too worried about being top of the class, as that isn’t the point.
As to social media being a valid learning tool…well, again, I suppose this is completely subjective and moves into the area we will be exploring in more depth next week. Watch this space…

Reflective Practice Pt 1

As I mentioned in the previous post, I’m working towards my Chartership and it’s now well underway! Allez! as we say in cycling!
I’ve just started to look at writing my reflective statement and, oh boy, this is going to be a toughie! My mentor has suggested that I look at portfolios on the VLE, but I havent quite got that far…I’m still in denial, I think!

However, as well as my blog, which is a great place to organise my thoughts (and espouse on topics that I am interested in/have a vague knowledge of/get right up my nose!) I’ve started keeping a reflective ‘diary’, in the form of some word documents in a folder. Not the best way of organising my material so I am going to do a bit of digging around to find out if there is a better way to do this! I work with a few folk who are really into Web 2.0 and, while I’m no Luddite myself (wouldn’t be doing this if I was!), they have their fingers more on the pulse than me…

This week has also seen me putting together my presentation for the CILIP Changes to Chartership event, at Edge Hill University, that I have been asked to speak at! First time I’ve been head-hunted for a particular event and I feel incredibly privileged and grateful to be doing it. I was suggested by one of our senior managers as a speaker as I initially looked at Chartering under the old regs and, for reasons unknown, never got off the ground with it. So, I’m going to speak a bit about me, why I’m doing it and the things I like/dislike about the Chartership process. My presentation is still a work in progress but, when I’ve done it, I will use it as an opportunity for reflection on how the event went. I’ll publish the presentation at that point, but it wont be surprising that there’s a little narrative running through it (guess, I dare you!).

So, reflective writing…at the minute, my writing is confined to specific instances, rather than a holistic reflection of my role/development etc…I’ve had a few ‘learning experiences’ recently and have been noting these down as instances to reflect on.

Recently I had one student, not from our Uni, being incredibly rude to me, even though I wasn’t in the wrong. When I offered to pass her on to a colleague who would tell her exactly the same thing I had, she hung up on me and didn’t call back. It’s the old library adage; users will ask many times of different staff members the same question in the hope that someone will tell them what they want to hear rather than the truth!

My learning I’ve taken from the above? I wont bother arguing the toss with someone in future who isn’t willing to listen, I will just offer to pass straight over to another colleague or to the duty manager to reinforce the message to the user!

So, off now to do some investigating into reflective organisation. I’m now going across the office to bug our resident Web 2.0 expert! Watch this space…