David L Page Education & Learning Practice + Research Practice.20161020

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Education & Learning Practice + Research Practice:

Reflecting on 16T2 – the findings of this reflection, and what actions I have done as

a result

Presented: To SAE Institute Brisbane faculty

Date: October 20th, 2016

V:20161020_v14_DLP

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Education & Learning Practice + Research Practice

Context: •  Post SAE 16T2 Grading Week

•  Reflecting on 2 Modulesu 15T1 (Feb) cohortu 16T1 (Feb) cohort

•  CEE Examsu  3 compulsory PD examsu  what was most interesting for

me/my interests??u  current doctorate focus

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General Characteristics Gen XSelf-reliant – had absent parents growing up

•  understand for something to be done, they had to do it•  independent in thought•  shy to request assistance

As a result, sought balance of lifestyle and work •  seek strong connections to family

Tech-savvy - comfortable with technology•  broad and rapid change•  desire to be non-traditional structures and times

(MaxKnowledge 2016)

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General Characteristics Gen Y

Raised by Gen Xers making up for their lack of parenting, gave total attention to their Gen Y kids

Gen Yers grew up heavily structured (sports, clubs, etc)

Gen Yers got discussion, direction and instant feedback

Gen Yers have high expectations

Gen Y is the me-centric generation, within groups

Connectivity - connected at all times•  no divisions between school, home, work, etc

(MaxKnowledge 2016)

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Reflection - what I observed re AUD115 Production I

u  What: AUD115 is a group project-based learning module

u  My Aim: to provide learning by experimentation & exploring u  Where: learning spaces – theatrette & audio studios

u  Weekly Content: project specific guidance

u  Students: I observed poor time management throughout

u  Students: little documentation was developed outside of class

u  Students: submitted session management was poor (despite AUD113)

u  Students: Final Product was less than their expectation

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Reflective practice - what could I have done differently?u  Less holistic view?

u  More focused approach using a scaffolded learning approach?

q  More in-class work, developing project plans in class?

q  More focus on Gant charts & project schedules?

q  More class tasks specific to data and session management?

q  More production group-based discussions over class-based?

q  More conscious questioning (CCQ, ICQ, focused questions)?

q  More discussion of their Final Product expectations (realistic)?

u  Remove Signal Flow exam (?)

u  Change learning space to more discussion conducive space?

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Reflective practice – what I have implemented in 16T3u  Less holistic view, more detailed focus on specific content

u  More focused approach using a scaffolded learning approach

q  More in-class work, developing project plans in class. Provide blog example

q  More focus on Gant charts & project schedules. Provide more examples

q  More class tasks specific to data and session management. Provide egs

q  More production group-based discussions over class-based

q  More conscious questioning (CCQ, ICQ, focused questions)

q  More discussion of their Final Product expectations

u  Remove Signal Flow exam – delegated to AUD114 in 16T3

u  Change learning space to more discussion conducive space as often as possible

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What I learnt

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Reflective practice – my education & learning practice?u  I overlooked my pre-assessment of learners (Gen Y)

u  I mistakenly expected students to be self-reliant (even though I provide an enormous amount of resources for them to access outside of class)

u  I overlooked the need for scaffolded tasks for this learner group

u  I possibly reduced my focus on questioning with this group q  Concept checking questionsq  Instruction checking questionsq  Focused questioning

u  I was accepting of the provided space

u  I perhaps did not consciously engage reflective practice of my teaching practice as much as I could have in this Trimester

u  I did not consciously proactively pursue research of my teaching practice

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Reflexive practice – how have I changed my education & learning practice?u  I have consciously returned to reading learning approaches and practice

u  I have consciously returned to my roots to remind me of my practice (eg my practice blogs)

u  I have returned to conscious engagement of reflective practice of my teaching practice

u  I not longer accept the limitations of the provided space

u  I have included a more scaffolded learning approach in my learning experiences

u  I have facilitated more small group work opportunities, allowing more individual assessment and engagement

u  I have more consciously included a deliberate focus on questioning q  Concept checking questionsq  Instruction checking questionsq  Focused questioning

11 Contemporary Education and Learning Practice

Education & Learning Practice

Research Teaching Administration Student Service

Figure I – Page (2015) + Light (2009)

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Figure II – Millwood (2013)

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Figure III – Pedagogy vs Andragogy Chart (2015)

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(Anderson et al 2015)

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Some resources that may be useful to you………

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https://davidlintonpagedotcom.wordpress.com/2015/05/25/educational-philosophy-part-3a/

https://davidlintonpagedotcom.wordpress.com/2015/07/21/educational-philosophy-part-3b/

Education and Learning Practice

Reflective and Reflexive Practicehttps://davidlintonpagedotcom.wordpress.com/2015/06/08/music-practitioner-pt-3-reflective-practice/

Recommended ReadingKnowles, Malcolm S, Elwood F Holton III and Richard A Swanson. 2012. The adult learner: the definitive classic in adult education and human resource development. 7 ed. New York: Routledge.

Light, Greg, Susanna Calkins and Roy Cox. 2009. Learning and teaching in higher education: the reflective professional. London: Sage.

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Education & Learning Reflective Practice: References

Anderson, C, Carolyn Carattini, Heather Clarke, Gail Hewton, David Page 2015 QUT KKP623 Reflective Practice in Action Group Presentation submission Accessed September 14th, 2016

Brookfield, Stephen D. 1995. Becoming a critically reflective teacher. San Francisco: Jossey BassFisher, Douglas and Nancy Frey. 2007. Checking for understanding: formative assessment techniques for your classroom. New York: ASCD.

Gibbs, Graham. 1988. Learning by doing: A guide to teaching and learning methods. New York: FEU.

Haseman, B 2015. Forensic reflective practice: effecting personal and systemic change. Accessed September 14th, 2016. https://blackboard.qut.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_118711_1&content_id=_5744651_1.

Lawrence-Wilkes, L. & Chapman, A. 2015. Reflective Practice. Accessed September 14th, 2016 http://www.businessballs.com/reflective-practice.htm

Light, Greg, Susanna Calkins and Roy Cox. 2009. Learning and teaching in higher education: the reflective professional. London: Sage.

MaxKnowledge. 2016. ED117 Teaching Gen Y Students Course. http://www.careercollegelounge.com Accessed September 14th, 2016

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Education & Learning Reflective Practice: ReferencesMillwood, Richard. 2013. Learning Theory v6_Millwood.D2.2.1.20130430 Accessed September 14th, 2016

Onion image courtesy of: Onion Layers Accessed September 14th, 2016

Page, David 2015a.https://davidlintonpagedotcom.wordpress.com/2015/05/25/educational-philosophy-part-3a/ Accessed September 14th, 2016

Page, David 2015b.https://davidlintonpagedotcom.wordpress.com/2015/07/21/educational-philosophy-part-3b/Accessed September 14th, 2016

Page, David 2015c.https://davidlintonpagedotcom.wordpress.com/2015/06/08/music-practitioner-pt-3-reflective-practice/Accessed September 14th, 2016

Page, David 2015d.https://davidlintonpagedotcom.wordpress.com/2015/10/26/research-practitioner-part-2/Accessed September 14th, 2016

Pedagogy versus Andragogy chart courtesy of: Pedagogy vs Andragogy chart Accessed September 14th, 2016