Module 10 Reflections
1. There were strategies, resources, and processes that I found really helpful as I constructed my Course Development Document, and others that did not work for me.
Strategies
Helpful strategies included organising the volume of material to be read and utilised for each module a week or two in advance. Creating online folders in advance also meant I could easily save comments made by others, headings and questions to be answered into new documents. Setting aside some time each day to log on and read messages saved too many surprises (good and bad!) and proved (Chickering, 1996) time on task to be relevant for me. Using Cecil was initially unhelpful as I found it slow and irritating but like most thinks it did become familiar.

Resources
Meeting the learner where they are at-I found that as a novice to education papers I needed to find resources that set some education related foundations in place. I found these in the books designed for teachers, not related to health. A video depicting (Hayward, 2005) student centred learning helped me understand this concept and (Shelly, 2006) provided a comprehensive background on using technology to teach.
Time on task was my downfall when straying too far from the subject matter by clicking on "interesting looking links". Sometimes these turned up treasure but the majority of time was fruitless. As a result the design of my CDD may cause my learners to feel swamped as they attempt to wade through the number of resources.

Processes
Working collaboratively with other disciplines made me uncomfortable initially, waiting for responses to communication and a general level of uncertainty around group "rules". Having deadlines were a mixed blessing; they kept me "on task" again but meant submitting my work mostly before others.
The fear of being "seen" being different or not good enough was good learning and preparation for nurturing learners in the future. I am skilled in group work where people are shy to contribute and hope some of my own experience will help to nurture future online collaborators gain confidence.
Printing of readings and proof reading became time consuming and my ability to read on screen has improved, probably using a larger font when tired was making a positive difference. Feedback has been very useful, sometimes timely and very interesting to see the difference and similarities in approaches.

2. Considering my project and the various elements of e-learning that I explored in this course, the depiction or metaphor for instructional design that I created in Module 9 provides a useful model of instructional design and the role it plays in teaching, learning, and professional development. NB. This has not uploaded, please view at http://cecil.auckland.ac.nz/.-
Within Cecil/Discussions/Course Development/ Schematic for Instructional Design/Robyn, dated 3/06/07).


Creating a visual model fits in with (Chickering, 1996) setting high standards! In Module 5 tasked with creating a visual model I really struggled. The technology and knowledge was beyond me. Having one try made the second attempt easier, seeing other models also helped to firm up what I wanted to create. Ryders description of what is meant by an Instructional Design Model has helped me create a visual aid to legitimise my view of clinical teaching. I plan to use it for auditing and as part of an application for funding the course development!

3. The strategy underlying my learning design reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into clinical education, e-learning, and instructional design.

The insights have been many, not the least is an understanding of many educational terms and descriptions that I had a very vague notion of at the outset and now can at least understand the literature. The electronic journey has transported me to world within worlds where knowledge and understanding has certainly been constructed and reconstructed within my own mind.

I can identify with (Cennamo, 1996) who describes the lived process of creating meaning made of the experience interacting with materials, teacher and other learners.
Driscoll's description in Cennamo's article of Constructivist Theory most closely matches my beliefs of using authentic, student centred, social, facilitating a group process to encourage self directed and self regulating learners.

Perhaps the biggest challenge in this course was getting over me! Reaction to the TPI carried over for weeks as I disliked the notion of being "put into a box". Reading Leah's reflections 13/06/07 the discomfort over TPI's has endured. However, as the course evolved Apprenticeship, Nurturing and Developmental perspectives resonated with strategies I was developing for the CDD. Adam gave me advice which was always useful, sometimes hard but always sound. Finally following up on some of that advice I found my" teaching" self in the (Nunes, 2003) Conference proceedings. The learning overall has been enormous, cementing my pragmatic view of the necessity for continued online learning opportunities.

Resources in Hospice are limited and needs are increasing. Using as many self directed learning strategies that are effective will help to prepare and provide training for just in time learning and deeper more reflective processes. Our team does some work with patients and families using email, all the team use electronic record and data collecting. E-Learning is already well known to those who have undertaken Postgraduate study although for some it has been the "books on line" method. I will use my knowledge and experience of this Semester to make the most of Online Learning within my own team.









References

Cennamo, K., S. Abell, Sandra, K. Chung, Mi-Lee. (1996). A "layers of negotiation" model for designing constructivist learning materials. Educational technology, 36(4), 39-48.
Chickering, A., W. and Ehrmann, Stephen, C. (1996). Implementing the Seven Principles: Technology as a Lever. AAHE Bulletin (October), 3-6.
Hayward, N. D., Janet. (2005). Student-centred learning [videorecording]. Bendigo, Vic.: Video Education Australasia.
Nunes, M. B., & McPherson, M. (2003). Constructivism vs. Objectivism: Where is difference for Designers of e-Learning Environments? Paper presented at the Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies
Shelly, G., B. Cashman, Thomas. J. Gunter, Glenda. A. Gunter, Randolp.E. (2006). Teachers Discovering Computers; Integrating Technology and Digital Media in the Classroom (Fourth ed.). Boston: Thomson Course Technology.