The Role of the Teacher
Module 5
Reflective Commentary
1. The teaching presence I intend to enact to enable my students to achieve the learning outcomes specified in the Needs Analysis Document will acknowledge the importance of my students' prior knowledge, and encourage them to take ownership of their own learning.
In order for students to build on prior knowledge there needs to be an acknowledgement of where they have been and where they are going. Sanya in the needs analysis discussion 11/3/07 quotes Chickering(1996) " Knowing what you know and don't know focuses your learning". She states "However, this approach to can be distinguished from teaching to undergraduates, who perhaps aren't in the phase of their careers to partake in reflections and fully outlining their paths of study".
These comments echo my concern for Hospice Palliative Care Nurses (HPCN) moving to a new working environment. Their complex and challenging work will be conducted in different community environments that will challenge and test them. While they are very motivated to learn they also need a clear framework of "what is needed to know" or clearly defined competencies. The strategies for coping in these environments involve multiple skill sets including collaboration.
Akar (2004) found collaboration an important concept towards successful distance learning. To foster and develop collaboration I believe a common purpose of ground is necessary therefore the first task is for Orientees to compile (and perhaps answer!) a set of FAQ's. Setting mutual goals by personalising each course may be an option. Personalising each course may be an option, meeting with the student or emailing them to assess their expectations or needs, making the student expectations part of an introduction to the group.
Meeting the student by email to assess their expectations and needs, followed by posting these expectations to each other. Using, contributing and completing the orientation online as a pre-requisite for joining the Community Team would be a motivating factor. Their continued success in this environment calls for practicing with uncertainty described by Fook (2000) which understands context free learning for levels of expertise where there are no set answers. This course must begin to prepare HPCN for this environment.
2. The supports (e.g. strategies, templates, announcements) I intend to build into the course materials and contribute during the course will model critical thinking and reflection appropriate to clinical practice.
Peer Group Supervision
Currently HPCN attend face to face group supervision which is conducted following a recognised format. This format is transferable to a synchronous setting but may be too slow and laborious as asynchronous. Students will be invited to contribute, support and collaborate in asynchronous threaded discussions involving clinical situations and their questions for peers. Synchronous text messaging was discounted on the basis that reflection of material submitted may be hastily made. Rules around this form of supervision will be supplied by hyperlink, may be modified by the group, the group can be "visited"(moderated) by the Counseling team online mimicking the current real-time visit to check group process and security and safety issues.
Sharing Examples from own Practice-
Thinking "out loud on line" allows for identifying triggers, self care and expected needs based on previous experiences (Fook, 2000). This professional expertise transcends formal institutions and is a responsibility that motivates a worker to seek out and create learning opportunities. The teaching role here includes asking questions when posing tasks relating to case studies on Clinical Reasoning-
"What are the similarities in this particular situation to one you have encountered previously?"
"How did you come to that conclusion?"
"Where else have you encountered this?"
All of these questions align with ownership of decision making, thinking through and verbalising reasoning (Constructing knowledge).
Initial assessment of computer literacy and ability will indicate what help skill and support students will need. This is a step towards ownership in e-learning. IT training will be a concurrent learning activity (as experienced in this course!). Providing resources and support for self directed training, pair or group work will help remedy differences in skill levels. IT training will involve navigation and retrieval of information from Palliative Care Resources such as the Palliative Drugs.com, cancernursing.org, wises online navigational tool and help lines for phone and IT, all included in the training module at some point. Outlining the expectation of a care plan / Triage element / Involvement of other disciplines.
3. The strategy underlying the teaching presence I intend to enact reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into the role of the teacher and e-learning.
At this stage in the course it has been useful to look back and reflect on what I understood about my TPI scores. I identify closely with the Apprenticeship Perspective and while Nurturing (42) and Apprenticeship (41) are my main "lenses" my Developmental Perspective (39) hid in the shadows (Pratt, 2001). Dylan commented on perspectives changing in prominence in his 18/03/07 entry to the Teaching Perspectives Discussion. The Developmental Perspective will emphasise active learning leading to the ability to undertake complex reasoning (Pratt, 2001) . Adding the Developmental Perspective (DP) will enable me to build more self-reliance into the training and less support over time.
Expectations of learners need to be uncovered at the outset, capabilities understood and matched with increasingly challenging tasks until the "apprentice" is equal and able to continue with self directed and newly found collaborative supports. My teaching presence aims to inform students of their rights and responsibilities, what is expected (rubrics), control the order, timing, choice of learning materials to provide evidence for their portfolio, produce quality information to support themselves and other team members. The material they produce will enrich their own/shared working experience and add skills in technology and save time. Motivation is part self driven and also by the Organisational demand for impending utilization of electronic records. Producing a power point presentation will encompass their existing knowledge, help to cement their practical experience
Catherall(Catherall, 2005) speaks of systems that generate automated immediate response to student emails. I think this would increase frustration if a student is "stuck" and cause distress or anger. Strategies for coping when things don't work would be included in the FAQ section. Teacher contact and support is higher in the first weeks reducing gradually, providing enthusiasm is evenly distributed. Personal email to those who may not be completing or struggling would be a more discreet way to problem solve where adult learners face unexpected personal complications.
Raven (2003) in his thesis develops a neo-Vygotskian methodology for measuring collaboration and the computer as a mediator in e-learning. While his study did not find mediation was effective with computers he provides a wealth of information and advice for students (and therefore teachers!) in his work. To fully utilise the Vygotskian approach of socially constructed collective learning E-Learning must be thoroughly grounded in theory.
I would like to emulate his approach.
References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Catherall, P. (2005). Delivering E-Learning for Information Services in Higher Education. Oxford: Chandos Publishing.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Raven, J. (2003). Collective Mediation: A neo-Vygotskian perspective of undergraduate interdisciplinary group projects
In T. s. i. f. o. t. r. f. t. d. of, Doctor of Philosophy in Education & University of Auckland (Eds.), Education (Vol. PhD, pp. 525). Auckland: University of Auckland.
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About Me
- Robyn
- I am 52 living with husband Brian, daughter Jane. About to become a grandmother thanks to son Sam and partner Jo. Daughter Kate coming home for Easter from Windy Welly. Work at Mercy Hospice as a Nurse Educator-fun.
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