How do I measure the effects of shifts in my professional practice?

This presentation looks at how self-reflections is positioned in relation to evaluation, feedback, assessment and research (and also looks at possible definitions and purposes). Links to a video and a Prezi around reflective practice as a personal and school-wide activity are included - which are complemented by a concrete example provided by the principal of Matapu school, Rick Whalley.

How do I measure the effects of shifts in my professional practice?

How do I set about designing a course in my Learning Management System?

Image via Wikipedia

I have been working on a process model and framework, adapted from earlier examples, that I developed to help answer the question “Where do I start?” for teachers who are unfamiliar with adapting education resources to make effective use of ICT Enhanced Learning and Teaching (ICTELT).

This video very briefly shows an example of a Moodle course that has been designed using the ICT Enhanced Learning and Teaching approach, as well as exploring a couple of the tools that could be used by teachers (hosted here).

Employing a scaffolded approach appropriate for working in small teams of teachers, or as individuals, the guiding questions of the ICTELT model form the foundation for collaborative discussion of design choices, and the incorporation of a range of pedagogical approaches with a variety of tools. The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects, but initially practitioners are encouraged to trial the process on a small scale.

Please contact me if you have any questions.

If you can't see the embedded video below or would like to access a smaller file format, please click here.

On choosing to teach: a professor reflects (Part 3) - INVITED BLOGGER OF THE MONTH (September 2010)

This is the third, and final part of a three-part recollection and reflection: "On choosing to teach: a professor reflects", by Peter Mellalieu. To read part one, please click this link, and part two, please click here.

INTRODUCTION

In the the first and second part of this series I outlined the events that led to my 'call to teach' at Massey University in the late 1980s, recalled the earlier influences on my life such as the two innovative teachers I had as parents, and my experience tutoring fellow students at high school and university. I also described my arrival at the university and induction, my anxiety and preparation for my first lecture, and the logistical catastrophe of my first on-campus programme. These have all shaped my consequent approaches to curriculum innovation and development.

In this episode, I explore my advancing teaching practice, and discuss some of the principles of adventure learning.

PART THREE

Advancing my teaching practice

 
Image source - by Mark Brannan

I recall from my 'blue book' that a tertiary teacher often embarks on their teaching according to the manner in which they have been taught. The blue book (mentioned in Part 1) certainly expanded my repertoire of possibilities and approaches. However, I now recognise that by the time I had become a university teacher - in my early thirties - I had experienced as a student an exceptionally wide range of formal teaching and training techniques. Perhaps the learning environments I had experienced are unique in their diversity!

During the early 1970s I was a pupil in what was then regarded as New Zealand's most progressive state school: Cambridge High School. Our principal, George Nairn Marshall, instructed our senior class in what is now termed 'critical thinking'. My physics teacher coached a team of students to compete in the NBR/NCR National Business Game Competition in 1972-73. The competition was a computer-facilitated learning experience that I recorded for posterity in the High School Yearbook. Until recently, I utilised a computer-based business game to teach students about decision support systems, financial engineering, and strategic thinking: Thompson and Strickland's Business Strategy Game, (BSG).

 
Image source - by Tim Morgan

Whilst Steve Jobs and Bill Wozniak were inventing the Personal Computer (PC) and laying the foundation for Apple Corporation, I was building my own thermionic valve-driven audio mono-fi-amplifier. My equivalent of the internet and Google Search, the Encyclopaedia Britannica, informed me precisely how to make the usual childhood weapons of mass destruction, interplanetary travel, ... and yoghurt. I programmed physics problems (Einstein's relativistic mass equations) by punching out the chad from a Hollerith computer punch card using a bent paper clip: PORTRAN for Portable FORTRAN. These learning exercises were quite autodidactic - or self-directed as we now might say.

The PORTRAN experience led to my selection for a week's secondary school programme with IBM in Auckland in 1972, and my direct entry into the second year of a practical computer programming course at Massey University where I learned Information Structures and Programming. I recall the use of the GOTO statement was grounds for immediate failure of a programming assignment by our lecturer. With similar ferocity (I wish!), I now forbid the use of 'and' as a conjunction in written language, preferring words such as: 'Furthermore', 'Consequently', and 'In contrast'. I permit 'and' solely as part of a list of items! I argue for using succinct sentences. I prefer students write using English that is comprehensible by an international audience for whom English is an alternative language (EAL). Consequently, I recommend students learn to speak and write McAlpine's Global English! I now have statistical evidence from a pilot project that students who are superior at writing formal academic English have a higher likelihood of gaining higher grades in their final grades and a diverse variety of assignments - even including multi-choice tests! (Mellalieu 2010, December 6).

At university, beyond lectures and tutorials I experienced science and engineering laboratories; field trips to paper mills, fellmongeries, and dairy factories; team projects to design a factory - including its business plan; case studies; computer simulations, and annual 12-week industry work placements.


Image source - by Oisín Duke

Whilst pursuing postgraduate studies in public policy with the intention of becoming a United Nations diplomat, I undertook a 'finishing school' in the 'final act of diplomacy': I learned to soldier. During my concurrent three years part-time training as a military engineer (sapper), I experienced competency-based training in a variety of skills such as marksmanship, rifle care, grenade throwing, navigation, bridge building, parade drill, explosives, and latrine cleaning. Perhaps more importantly, I learned the importance of ensuring that every team member was carried through (literally, if necessary) to the objective destination - together. The latter value is something rather difficult to inculcate amongst my students, yet I am convinced it would be valued by employers beyond the military.

During my professional, pre-academic life in the New Zealand Public Service, I experienced an extraordinary participative strategic organisation development process - the Strategic Orientation Round (SOR) developed for the Philips multinational. I have used SOR extensively in my consulting and to a lesser extent my teaching. Mellalieu (1987) presents my first published example from my pre-university career as an industrial scientist.
Wisdom from the mentors: what should you teach .. and how?

 
Image source by dkuropatwa

Very early in my teaching career I stumbled across a recently-published review of the state of university-based management education in the United States (Porter & McKibben, 1988). [Not 'the' Michael Porter of generic strategy and five forces fame.] The study was critical of the lack of attention to: integration across functional discipline areas (management, marketing, finance...); leadership and people management skills; and international components. At my first Australia-New Zealand management educators conference, I presented a review of this study contrasted with several related studies critiquing the state of management education in Britain Australia, and Japan (Mellalieu, 1989). I noted from a study of UK high flyer managers that: "an ability to take an overview, analyse and develop a strategy for solving problems is a vital skill for top managers. This is a skill which can be developed in a formal class room. Academic programmes would probably have more impact on the real world if more attention was paid to this activity in preference to the presentation of information and abstract theory" (Cox & Cooper, 1989). How relevant that quote remains today!

My literature review strongly informed the development of my teaching practice and philosophy. I am - surprised - to note especially my enduring emphasis on practical problem solving, cross-functional integration through strategic and entrepreneurial thinking, and the development of strengths-based leadership and people management competencies.

Case study 'problem-based learning' teaching thrilled me for several years until I was challenged by a postgraduate student to assess the potential contribution of outdoor adventure-based learning. My subsequent exploration led to my engagement with adventure learning, action learning, action research and the necessary co-requisite practice of encouraging students' reflective learning (Mellalieu, Leberman, Bradbury, & Chu, 1994). Exposure to several personality profile indicators (such as the Myers-Briggs indicator, Belbin Team Roles, and later the Gallup StrengthsFinder) led to my last decade applying strengths-based development in my teaching. Most recently, this pathway has lead to my guiding students to create a personal and professional learning agenda (PLA) as part of their first year of tertiary studies in Innovation and Entrepreneurship (Unitec BSNS 5391). Their PLA is intended to act as a regular prompt to remind students of their short and long term aims, their natural talents, and the actions they can take to develop their talents into strengths and excellence (Mellalieu, 2010d).


Image source - by London Public Library

The principles of adventure learning strongly inform my current pedagogy: the design of my learning environments and the assignments with which I challenge my students. Adventure learning - broadly interpreted is strongly consequentialist compared with traditional lectures, and even the case study approach. A student who proposes solutions to a case study never experiences personally the consequences of their decisions. In contrast, a problem framed as an adventure learning task does face the consequences of their decision: a more potent learning experience. Competitive computer simulation games can also be constructed as a type of adventure learning, providing time for reflection is embedded in the pedagogical process (Mellalieu & Emerson, 2009).

Action learning is often confused with adventure learning. They both share a commitment to reflective learning and group processes. However, the former is charged with achieving direct organisational objectives through some kind of project, whereas the latter is typically focussed on learning through outdoor adventure activities often in preparation for individual or team development. I tend to 'mix and match' the two approaches with other pedagogies as appropriate.

Whilst developing my competency to co-facilitate adventure learning, I experienced the extremely potent pedagogical design methodology of isomorphic framing under the guidance of Simon Priest. I also gained practice in using action learning and action research from a variety of mentors including the International Management Centres, IMC. This experience lead to the creation of the Action Learning Management Practicum. This course taught students how to design, facilitate, and risk manage client-focussed adventure learning interventions (Leberman & Mellalieu, 1996).

The future for tertiary education

I began my teaching career 'crowd managing' over 1000 students per year, examining each student against a single curriculum. Before I entered the Procrustean Bed of the New Zealand polytechnic business education system, I had developed confidence in facilitating senior students to tailor their learning to their own interests: my interpretation of the emergingly-fashionable phrase 'self-directed learning'.

 
Image source - by h.koppdelaney

I see the future challenge of tertiary education as being to 'mass customise' the learning experience for each student building - especially - on their identified talents and aspirations. Part of the challenge includes focussing attention on ensuring that students achieve 'basic competency' in core, generic academic literacies and supporting students' individual strengths-based development. Certainly, information and communication technologies such as pedagogical games, decision support systems, the electronic text book, and collaborative learning technologies will be amongst the portfolio of instruments that I will continue to advance in my practice. However, I believe that at the heart of tertiary education lies the crucial importance of formal academic writing, numeracy, creative problem solving ... and consciously thinking about how to create an environmentally sustainable society. I think the latter presents an outstanding opportunity to build cross-disciplinary thinking and collaboration.



Image source

Peter Mellalieu

Peter J. Mellalieu is a curriculum innovator who teaches innovation, entrepreneurship, strategy, creativity, and sustainable enterprise development at Unitec Institute of Technology, Auckland, New Zealand. He studied industrial engineering and management at Massey University (BTech (hons), 1973-1976) and public policy at Victoria University of Wellington (MPubPol, 1976-78). His doctoral studies in management science and information systems (1979-1982) engaged him implementing decision support systems for strategic planning in several agribusiness sectors. He is an ardent advocate for education for sustainability. His professional journal is at http://pogus.tumblr.com and resources for teachers and students at http://teach.myndsurfers.org.nz.

References

• Cox, C. J., & Cooper, C. L. (1988). High flyers: An anatomy of managerial success. Blackwell.
  Inkson, K., Henshall, B., Marsh, N., & Ellis, G. (1987). Theory K: The Key to Excellence in New Zealand Business. Auckland, NZ: Bateman.
• Leberman, S., & Mellalieu, P. J. (1996). ALP-DevCo and the Action Learning Programme: A Trojan Horse for Moving from Mystery to Mastery - Training educators to use experiential education using an isomorphically-framed training-products development company. In Proceedings of the Outdoor Education Conference: From Mystery to Mastery (pp. 66-83). Presented at the Outdoor Educators Conference, The Sir Edmund Hillary Outdoor Pursuits Centre, Turangi, NZ: Sir Edmund Hillary Outdoor Pursuits Centre of New Zealand. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/8_Training_educators_to_use_experiential_education_using_an_isomorphically-framed_training-products_development_company.html
• Mellalieu, P. J., & Emerson, A. (2009). Developing reflective learning in a strategic thinking class. In Unitec Teaching and Learning Symposium. Presented at the Unitec Teaching and Learning Symposium, 28 September 2009, Auckland, NZ: Unitec Institute of Technology. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2009/9/29_Symposium%3A_Developing_reflective_learning_in_a_strategic_thinking_course.html
• Mellalieu, P. J., Leberman, S., Bradbury, T., & Chu, M. (1994). Opening the black box: Beyond adventure-based management education programmes. Discussion paper. Palmerston North, NZ: Department of Management Systems, Massey University. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/7_Should_outdoor_adventure_learning_be_incorporated_into_business_education.html
• Mellalieu, P. J. (1987). Strategic orientation in a biological science laboratory (the case of DSIR Applied Biochemistry Division). New Zealand Journal of Technology, 3, 153-157. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/28_Case_study%3A_strategic_orientation_in_a_biological_science_laboratory.html
• Mellalieu, P. J. (1989). Educating future managers: A survey of recent publications. In Proceedings of Australia and New Zealand Academy of Management Educators. Presented at the Australia and New Zealand Academy of Management Educators Conference 1989, University of Auckland, Auckland, NZ: Australia and New Zealand Academy of Management Educators. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/11/13_Educating_future_managers%3A_Does_one_size_fit_all.html
• Mellalieu, P. J. (1998). Weaving the threads of innovation, creativity, and entrepreneurial learning through a university-located reality-TV and master class: Enterprise MasterWorks (EMW)™. In International Conference on Higher Education and Small/Medium Enterprise (SMEs). Presented at the International Conference on Higher Education and Small/Medium Enterprise (SMEs), Rennes, France: Centre Études et Recherche EURO PME, Rennes International School of Business. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Weaving_the_threads_of_innovation%2C_creativity%2C_and_entrepreneurial_learning_through_a_university-located_reality-TV_and_master_class%3A_Enterprise_MasterWorks_(EMW).html
• Mellalieu, P. J. (2010b). Course Handbook and Syllabus - Strategy and Sustainability - Unitec BSNS 7340. Auckland: Unitec Institute of Technology. Retrieved from http://www.scribd.com/full/28723688?access_key=key-25nlskq6rdmg2awnueu9
• Mellalieu, P. J. (2010c, August 21). Course Handbook and Syllabus Unitec BSNS 5391 Innovation and Entrepreneurship. Scribd. Retrieved August 21, 2010, from http://www.scribd.com/doc/36191676/Course-Handbook-and-Syllabus-Unitec-BSNS-5391-Innovation-and-Entrepreneurship
• Mellalieu, P. J. (2010d). Engaging a student-directed 'living curricula': Progress results and reflections from introducing strengths-based professional development in an international business school. Presented at the Unitec Learning, Teaching, and Research Symposium, Auckland, NZ: Unitec Institute of Technology. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2010/10/1_Strengths-based_professional_development_in_an_international_business_school_.html
• Mellalieu, P. J. (2010, December 6). A Decision Support System for predicting success, excellence, and retention from students' early course performance: a machine learning approach in a tertiary education programme in innovation and entrepreneurship: Part 1: Project summary. Innovation & chaos ... in search of optimality. Retrieved December 9, 2010, from http://pogus.tumblr.com/post/2110849868/a-decision-support-system-for-predicting-success
  Evaluating the Enterprise MasterWorks format in a university context. EMW: Enterprise MasterWorks. Retrieved from http://web.mac.com/petermellalieu/Teacher/Podcasts/Entries/2007/11/29_Students%E2%80%99_evaluation_of_the_EMW_format.html
• Peters, T. J., & Waterman, R. H. (1982). In Search of Excellence: Lessons from Americas Best Run Companies (Later Printing Edition.). Grand Central Publishing.
• Pettigrew, A., & Whipp, R. (1993). Managing change for competitive success. Wiley-Blackwell. Retrieved from http://books.google.co.nz/books?id=5vndy8U2Yp8C&dq=pettigrew+whipp+competitive+success&printsec=frontcover&source=bn&hl=en&ei=4UZrS86BOIzetgOAjLiuAw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CBAQ6AEwAw#v=onepage&q=&f=false
• Porter, L. W., & McKibben, L. (1988). Management education and development: Drift or thrust into the 21st century. McGraw-Hill.
  Slappendel, C. (1992). The Emergence and Development of Ergonomics Capability: Case
  f0Studies of Innovation in Product Design and Development (Doctor of Philosophy in Business Studies). Massey University. Retrieved from http://encore.massey.ac.nz/iii/encore/record/C%7CRb1334530%7CSslappendel%7CP0%2C2%7COrightresult?lang=eng&suite=def

Related articles

• INVITED BLOGGER OF THE MONTH: On choosing to teach: a professor reflects (Part 1) (ictelt.blogspot.com)
• On choosing to teach: a professor reflects (Part 2) - INVITED BLOGGER OF THE MONTH (September 2010) (ictelt.blogspot.com)
• How To Teach Math Using A Nintendo Wii [Learning] (kotaku.com)

Cox, C. J., & Cooper, C. L. (1988). High flyers: An anatomy of managerial success. Blackwell.
Inkson, K., Henshall, B., Marsh, N., & Ellis, G. (1987). Theory K: The Key to Excellence in New Zealand Business. Auckland, NZ: Bateman.
Leberman, S., & Mellalieu, P. J. (1996). ALP-DevCo and the Action Learning Programme: A Trojan Horse for Moving from Mystery to Mastery - Training educators to use experiential education using an isomorphically-framed training-products development company. In Proceedings of the Outdoor Education Conference: From Mystery to Mastery (pp. 66-83). Presented at the Outdoor Educators Conference, The Sir Edmund Hillary Outdoor Pursuits Centre, Turangi, NZ: Sir Edmund Hillary Outdoor Pursuits Centre of New Zealand. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/8_Training_educators_to_use_experiential_education_using_an_isomorphically-framed_training-products_development_company.html
Mellalieu, P. J., & Emerson, A. (2009). Developing reflective learning in a strategic thinking class. In Unitec Teaching and Learning Symposium. Presented at the Unitec Teaching and Learning Symposium, 28 September 2009, Auckland, NZ: Unitec Institute of Technology. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2009/9/29_Symposium%3A_Developing_reflective_learning_in_a_strategic_thinking_course.html
Mellalieu, P. J., Leberman, S., Bradbury, T., & Chu, M. (1994). Opening the black box: Beyond adventure-based management education programmes. Discussion paper. Palmerston North, NZ: Department of Management Systems, Massey University. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/7_Should_outdoor_adventure_learning_be_incorporated_into_business_education.html
Mellalieu, P. J. (1987). Strategic orientation in a biological science laboratory (the case of DSIR Applied Biochemistry Division). New Zealand Journal of Technology, 3, 153-157. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/28_Case_study%3A_strategic_orientation_in_a_biological_science_laboratory.html
Mellalieu, P. J. (1989). Educating future managers: A survey of recent publications. In Proceedings of Australia and New Zealand Academy of Management Educators. Presented at the Australia and New Zealand Academy of Management Educators Conference 1989, University of Auckland, Auckland, NZ: Australia and New Zealand Academy of Management Educators. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/11/13_Educating_future_managers%3A_Does_one_size_fit_all.html
Mellalieu, P. J. (1998). Weaving the threads of innovation, creativity, and entrepreneurial learning through a university-located reality-TV and master class: Enterprise MasterWorks (EMW)™. In International Conference on Higher Education and Small/Medium Enterprise (SMEs). Presented at the International Conference on Higher Education and Small/Medium Enterprise (SMEs), Rennes, France: Centre Études et Recherche EURO PME, Rennes International School of Business. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Weaving_the_threads_of_innovation%2C_creativity%2C_and_entrepreneurial_learning_through_a_university-located_reality-TV_and_master_class%3A_Enterprise_MasterWorks_(EMW).html
Mellalieu, P. J. (2010b). Course Handbook and Syllabus - Strategy and Sustainability - Unitec BSNS 7340. Auckland: Unitec Institute of Technology. Retrieved from http://www.scribd.com/full/28723688?access_key=key-25nlskq6rdmg2awnueu9
Mellalieu, P. J. (2010c, August 21). Course Handbook and Syllabus Unitec BSNS 5391 Innovation and Entrepreneurship. Scribd. Retrieved August 21, 2010, from http://www.scribd.com/doc/36191676/Course-Handbook-and-Syllabus-Unitec-BSNS-5391-Innovation-and-Entrepreneurship
Mellalieu, P. J. (2010d). Engaging a student-directed 'living curricula': Progress results and reflections from introducing strengths-based professional development in an international business school. Presented at the Unitec Learning, Teaching, and Research Symposium, Auckland, NZ: Unitec Institute of Technology. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2010/10/1_Strengths-based_professional_development_in_an_international_business_school_.html
Mellalieu, P. J. (2010, December 6). A Decision Support System for predicting success, excellence, and retention from students' early course performance: a machine learning approach in a tertiary education programme in innovation and entrepreneurship: Part 1: Project summary. Innovation & chaos ... in search of optimality. Retrieved December 9, 2010, from http://pogus.tumblr.com/post/2110849868/a-decision-support-system-for-predicting-success
Evaluating the Enterprise MasterWorks format in a university context. EMW: Enterprise MasterWorks. Retrieved from http://web.mac.com/petermellalieu/Teacher/Podcasts/Entries/2007/11/29_Students%E2%80%99_evaluation_of_the_EMW_format.html
Peters, T. J., & Waterman, R. H. (1982). In Search of Excellence: Lessons from Americas Best Run Companies (Later Printing Edition.). Grand Central Publishing.
Pettigrew, A., & Whipp, R. (1993). Managing change for competitive success. Wiley-Blackwell. Retrieved from http://books.google.co.nz/books?id=5vndy8U2Yp8C&dq=pettigrew+whipp+competitive+success&printsec=frontcover&source=bn&hl=en&ei=4UZrS86BOIzetgOAjLiuAw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CBAQ6AEwAw#v=onepage&q=&f=false
Porter, L. W., & McKibben, L. (1988). Management education and development: Drift or thrust into the 21st century. McGraw-Hill.
Slappendel, C. (1992). The Emergence and Development of Ergonomics Capability: Case
f0Studies of Innovation in Product Design and Development (Doctor of Philosophy in Business Studies). Massey University. Retrieved from http://encore.massey.ac.nz/iii/encore/record/C%7CRb1334530%7CSslappendel%7CP0%2C2%7COrightresult?lang=eng&suite=def

On choosing to teach: a professor reflects (Part 2) - INVITED BLOGGER OF THE MONTH (September 2010)

This is the second part of a three-part recollection and reflection: "On choosing to teach: a professor reflects", by Peter Mellalieu. To read part one, please click this link.

INTRODUCTION

In the first part of this series I outlined the events that led to my 'call to teach' at Massey University in the late 1980s. I recalled the earlier influences on my life such as the two innovative teachers I had as parents, and my experience tutoring fellow students at high school and university. I concluded with my arrival at the university and induction directly into the team marking about 1000 first year business studies examination scripts.
In this episode, I recall my anxiety and preparation for my first lecture followed by the logistical catastrophe of my first on-campus programme. I include reflections on the approaches I took to establishing and developing my personal approach to curriculum innovation and development.

PART TWO

A visit to the mentor: speaking partners

Arriving at the university in October 1987, several months loomed before my first Management lecture in March to an estimated 200 second-year students of business studies. Anticipating my first class was a cause of much anxiety on my part. Fortunately, a colleague and I became 'speaking partners' soon after my arrival. We embarked on a commitment to weekly discussions to support each other's professional development. As an early joint exercise we created a statement of our personal teaching philosophies. My statement continues to evolve and inform my teaching practice. Furthermore, it warns students what to expect from my classroom environment. My speaking partner was a lecturer in communications. Consequently, she was well able to assist my confidence-building through having me practice and demonstrate elements of lecture writing and delivery. (Thank you, Marianne.)

An aside: A student pointed out to me recently that all he wanted from my course was what I might term a 'certificate of attendance' ... he seemed not to want to prove that he had learned anything, nor gains competencies that might help him 'get ahead'. I reminded the student that he was attending a tax-payer funded institution that had certain obligations to achieve nation-building outcomes ... whether he liked it or not! That conversation reminded me of the importance of stating up front clearly my teaching philosophy to students early in their study with me. I suggest it's also a good idea to share your teaching philosophy with colleagues - especially if your approach is out of the ordinary stream of students' - and teachers' - experience.


Image source - by sobriquet.net
 
Crossing the threshold: my first lecture

I began my first lecture by asking a student picked at random from my class list to respond to the question I had written on the blackboard (real black, real chalk) about 10 minutes before the class commencement. In a subsequent class the answer 'meaningless' was proffered in response to my request for the most important word in a quote by Jean-Paul Sartre introducing the contingency approach to management studies: "Life is absurd, contingent, and meaningless". I took the high ground in the first seconds of my engagement!

Lectures took much time to prepare: texts did not yet come with Powerpoint slides, prepared multi-choice tests - or even acetate slides. Fortunately there was an instructors manual for the course text to provide guidance for case study discussions. Instructors manuals are useful 'trainer wheels' for the novice teacher! I must admit to considerable anxiety embarking on facilitating case study discussions. What if the students came up with different answers than those in the instructors manual? What if they asked questions to which I didn't know the answer? I later learned the teacher's trick: "Now, Julia, what is your response to that question?".

Mid-year, a proportion of my 400 extra-mural students arrived during the study break for their two-day on-campus experience. Our current manic rush of the 14-week semester had not yet been inflicted on students who must also balance their career and family lives with their engagement with the academy! The on-campus programme included samples of the weekly lectures case study discussions, a test, and tutorial exercises provided to the intramural students. Discussion around the book - and video - 'Theory K' was a highlight for two years (Inkson, Henshall, Marsh, & Ellis, 1987). My use of these resources persisted until several of the high-profile 'excellent' companies (Judgecorp? Chase?) fell into bankruptcy or disrepute after the share-market crash of October 1987. The Hannovers and Bridgecorps of yesteryear! Those earlier companies' fall replicated the parallel fall of several companies profiled in Peters and Waterman's US precursor to 'Theory K': 'In Search of Excellence' (Peters and Waterman, 1982). That book had so excited me whilst on my 1983 post-doctoral position at Massachusetts Institute of Technology, and informed - briefly - one aspect of my approach to strategy teaching. In Cambridge (US) I saw and experienced some of those excellent companies in action - and many others. Quite a contrast to the Muldoonist state-cocooned 'enterprise' that then pervaded New Zealand in both the state and private sector.

In later years, through meeting with British business anthropologist Professor Andrew Pettigrew of Warwick University, I learned of the deficiencies of the one-sided uncontrolled study of 'excellence' and 'leadership' exemplified in Peters and Waterman, Theory K, ... and several other copy-cat studies. These deficiencies lead to the rise of 'matched case' research studies. Pettigrew and Whipp's (1993) thorough and exciting qualitative approach was adopted by my first PhD 'student' who studied the adoption of advanced product design and ergonomics principles in several New Zealand companies (Slappendel, 1992). I state 'student' parenthetically as I learned more about qualitative research and Pettigrew's approach from my student than I was able to offer in return. I believe my contribution was merely to protect my charge from quantitative researchers concerned at the absence of statistical rigour emanating from a study based on eight cases. Nevertheless, I supervised several masters theses that soundly embraced Pettigrew and Whipp's matched case approach.


Image source - by Andrew Scott

The road of trials: soliciting feedback from students

My first on-campus for extra-murals in 1988 was a logistics disaster. I learned that once you post out your schedule of events to your colleagues and guest lecturers YOU DO NOT ALTER THE PLAN.... My revised, 'improved' plan lead to double bookings and geographically misplaced teachers amongst the dozen or so teachers involved. Based on pre-emptive advice from a colleague I had fortunately arranged for students to complete a feedback form that gave me precise data that guided my improvement of the two remaining on-campus experiences for the remaining cohorts of extra-mural students.

The second course, delivered in Christchurch, went very well. Relief! But that was just a small group of 60 students. The final test was how a much larger cohort of students in Auckland would experience the new recipe. Again: excellent. I had learned another lesson: timely soliciting of student feedback and using that promptly to improve teaching operations. Don't wait to receive end-of semester student evaluations of teaching. They don't help the students in your current class. They are out-of-date. And often they are taken mid-way through your course when students are often at their highest levels of stress and anxiety.

In my current teaching, I provide a weekly opportunity at every class for my students to express suggestions for improving their state of confidence about the class. I measure the degree of 'Csikszentmihalyian Flow' of my students at both the start and end of each class. It is a five minute exercise that helps students realise they are not alone if they feel anxious or worried about the class. The instrument helps students identify that there are others in class from whom they can get help - those who declare they are 'in control' or in 'flow'. I also ask students what they propose I can do do mitigate their challenges with the course. Using the Csikszentmihalyian Flow-o-meter is especially valuable if, like me, you adopt out-of-the-norm teaching approaches. Or if you are uncertain about students' response to your teaching approach. Personal risk management!

Another instrument I use to gain valuable ideas for improving future deliveries of a course is a de Bonofied variant of the Small Group Instructional Diagnostic - SGID. I facilitate a PMI discussion of the features of the course: Positive, Minus, and Interesting (a de Bono lateral thinking technique). Finally, for each feature, the students provide advice about whether to increase, decrease, or modify the feature in some way. For an example of SGID in action see the video in Mellalieu, 1997. In this case, the SGID occurred following week three of the most innovative course I have ever created: the final year undergraduate course Innovation, Creativity and Entrepreneurship (ICE) at Massey University, 1996-1999. My motivation for commissioning the SGID was to gain assurance that I was on a 'safe' track in terms of the radical pedagogy I was deploying: a hybridised master-class, as-live-to-air reality TV edu-trainment called Enterprise MasterWorks.

Consequently, I commissioned an external facilitator to lead this - my first - SGID session. A reflection of the entire course journey for Enterprise MasterWorks/Innovation, Creativity and Entrepreneurship is in Mellalieu (1998).


Image source - by atmtx

In my first year of teaching, my final year course in Business Policy was a delight to teach to a small class of 12 students. I made weekly use of 'The Case Study' approach in which students diagnose the problems faced by a business within the context of industry trends and competition. My students warned that I would be facing an insurge of students the following year based on their recommendations. I was surprised to find 40 students the next year. By 1991 my Business Policy class - renamed Strategy, Policy, and General Management - had grown to around 80 internal and 80 extra-mural students. At my instigation, I was relieved of the high administrative workload Management course.

The strategy course evolved under my direction to become an exemplar of excellence for extra-mural teaching. I'm proud to note that one student gained an award from the NZ Strategic Management Society for a case study they wrote describing and evaluating a strategic initiative undertaken by a New Zealand organisation. The study considered the Air New Zealand corporate take-over of Ansett Airways, if I recall correctly, written by an airline pilot/extra-mural student at 30,000 feet. The relief from the low level undergraduate teaching also gave me the chance to concentrate on developing new - and later innovative - courses at postgraduate level.

Just this week I met a former extra-mural student of my Massey Strategy course. My student is now the 50 per cent owner/operator of a steel roof manufacturing company. By serendipity, I was visiting the company in my role as an amateur photo-journalist commissioned by my brother and his business partner to photograph a sheet steel decoiling system they had invented and built for sale to my former student's business. He recalled how interesting and well-organised the course was, and the value of the case study approach. I suggested the opportunity to write a case study about my student's current business choices as he considered expansion of his business!

Preview of part 3
In part 3, I look at the advancing of my teaching practice, along with the importance of diversity, innovation, and information and communication technologies such as pedagogical games, decision support systems, the electronic text book and collaborative learning technologies. 


Image source
Peter Mellalieu

Peter J. Mellalieu is a curriculum innovator who teaches innovation, entrepreneurship, strategy, creativity, and sustainable enterprise development at Unitec Institute of Technology, Auckland, New Zealand. He studied industrial engineering and management at Massey University (BTech (hons), 1973-1976) and public policy at Victoria University of Wellington (MPubPol, 1976-78). His doctoral studies in management science and information systems (1979-1982) engaged him implementing decision support systems for strategic planning in several agribusiness sectors. He is an ardent advocate for education for sustainability. His professional journal is at http://pogus.tumblr.com and resources for teachers and students at http://teach.myndsurfers.org.nz.

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E-pilot - Enhancing students' literacy with ICT

Image by Getty Images via @daylifeThis Voicethread provides an overview of an e-Pilot  project with eight primary and secondary teachers that focussed on how digital content might assist in meeting the diverse literacy needs of their students.

The Voicethread gives and overview of all the initiatives being implemented by the teachers, the impact on their students' learning, and reflections from the teachers on their experience of being involved in this type of Professional Learning and Development.

The organisers and teachers would welcome your comments and responses recorded directly onto this Voicethread.

ICT Enhanced Learning and Teaching: The ICTELT mindmap discussed

Experiences around piloting the ICT Enhanced Learning and Teaching model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap 'model' (http://docs.google.com/View?id=dcqj5jv4_131d2686rhf or you can access the full map in Mindomo - ) was developed.

The online mindmap is adaptable, and users are encouraged to change it to suit their purposes. The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.

This video - http://blip.tv/file/4305734, after briefly visiting some of the principles and current research that underpins the design, then takes the watcher on a guided tour of the mindmap. The mindmap has been piloted with virtual community space design, as well as with academic programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to 'see' their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.

How do I set about designing a course in my Learning Management System?

I have been working on a process model and framework, adapted from earlier examples, developed to help answer the question “Where do I start?” for teachers who are unfamiliar with adapting education resources to make effective use of ICT Enhanced Learning and Teaching.

This video - http://blip.tv/file/4305523- very briefly shows an example of a Moodle course that has been designed using the ICT Enhanced Learning and Teaching approach, as well as exploring a couple of the tools that could be used by teachers (hosted at: http://efest2008collaboratingbydesign.pbworks.com/FrontPage).
Employing a scaffolded approach appropriate for working in small teams of teachers, or as individuals, the guiding questions of the ICTELT model form the foundation for collaborative discussion of design choices, and the incorporation of a range of pedagogical approaches with a variety of tools.



The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects, but initially practitioners are encouraged to trial the process on a small scale. Please contact me if you have any questions: http://www.ethosconsultancynz.com/profile/HazelOwen.

On choosing to teach: a professor reflects (Part 1) - INVITED BLOGGER OF THE MONTH September 2010

In mid-1987 I received a telephone call from a university in New Zealand inviting me to take up a teaching position. I was working out the end of my employment with a high-tech systems company in Belgium. The call from the Dean of the Faculty of Business was timely. I recall investigating another position in systems engineering at New Zealand's principal telecommunications provider.
After deliberation, I accepted the position at Massey University. Specifically, I was attracted by the prospect of teaching a subject for which I had a great passion and some consulting experience: strategic management (Mellalieu, 1982; Mellalieu & Hall, 1983; Mellalieu, 1987).
The Dean's phone call arose from an earlier meeting I had instigated with staff at Massey University. That meeting - in 1985 - was prior to our family embarking on several years Overseas Experience (OE) in Europe. I was working as an industrial scientist in Palmerston North at what is now part of a Crown Research Institute (CRI). I met several staff in Massey's marketing department to express my interest in becoming a university teacher. Those teachers with whom I had met in 1985 responded to the Dean's search for a candidate to take up a teaching position.
The yearning to teach
My interest in teaching came from several sources. Both my parents had been teachers when our family emigrated to New Zealand in 1966. I recall vividly at the age of ten when I began consciously to teach myself. I recorded mental arithmetic problems on my father's tape recorder. I played back the tests to myself to improve my speed and accuracy in preparation for the daily mental arithmetic exercise. This activity signals the love-hate relationship that I have pursued in my application of communication technologies in my own teaching, beginning with my utilisation of of an as-live-to-air TV studio for situating a master class in innovation and creativity (Mellalieu, 1998)
At high school, our mathematics teacher encouraged students to help each other with our exercises - both within and outside class. At university, I had a job coaching school students for their examinations. I'm proud to note that one of my pupils was accepted into medical school. I noticed during my doctoral studies that I loved to help my clients and colleagues use computers to explore data and improve decision-making. I distinguish this from an approach that merely tells others the 'correct' answer. I love to help others discover the joy of finding answers themselves. However, sometimes there is grinding effort before the joy.
I have always been inspired by my father's autodidactic inclinations. His talent of 'learner' I have inherited according to a strengths-based analysis I undertook in 2001: my profile is here (Buckingham & Clifton, 2001). During the early 1970s, St Peter's School, Cambridge, repositioned itself from being a primary school into a secondary school. As a teacher at St Peters, my father transformed himself from being a general primary studies teacher into a teacher of technical drawing and woodwork.
Although imported to New Zealand as a professional chorister and teacher, my father had always been an amateur handyman. He had converted an ambulance into a motor caravan in the early 1960s. During his transformation to technical studies at St Peter's he 'apprenticed' himself to a professional builder (and parent) to build a squash court and the woodwork shop. He taught technical drawing having completed the same lessons through a correspondence course two weeks earlier! He progressed later to building two family homes. The first home possesses an exceptionally high nail:wood ratio due to the enthusiasm of many willing helpers from his woodwork classes!
My mother was an innovative teacher. One of her best moments was developing a modern dance programme at the (then) new Waikato University. I remain amused at her inflicting a visiting Australian modern dance company onto the First XV rugby team at my school. The players were muscle-strained for several days. Her tacit lesson was that dance was not a soft option! From my mother I am conscious of having developed the value and talents of conceptual and creative thinking - Intellection and Ideation according to my personal Strengthsfinder assessment. I possess many books on lateral and creative thinking inspired by early suggestions from my mother of Edward de Bono's works. Teaching lateral and creative thinking is one of my favourite courses. Here is the course syllabus that over 3000 people have viewed on Scribd, a document archive. Furthermore, I posess more books authored by de Bono than any other author.
Preparing for an academic career
I felt need for advice on preparing for my new academic career. On a visit to the huge bookstore for the University of Cambridge I found exactly what I needed: an introduction to the practice of becoming a lecturer. The book has long been on involuntary permanent loan from my library. However, I remember the book as being A4-sized, with a blue cover, and written by a British or Australian author.
Prior to our return to New Zealand my family undertook a two-week vacation through Austria and Italy. Each day of the vacation, I studied diligently my 'blue book' for about an hour, anticipating myself as a lecturer with a large class of students. Several hundred were in the offing. Such a large audience would be a new experience beyond the small handful of conference presentations I had presented during my previous ten-year career as an industrial research scientist. If I delve through my diaries anciennes, I might find the reference to that so-helpful blue book with my personal study notes. Perhaps if I contact Heffers on Trinity Street, they may have records that reveal my blue book's title. Google Books has certainly not yet yielded to me the name of this treasure trove of practical advice! To avoid such academic embarrasment, I now I record details of all my reading using the open-source Zotero citations management system: books I read and on-line materials I surf. Zotero is a neat, but powerful add-on to my Firefox browser.
I recall two disparate points from my reading. First, the distinction between 'surface' and 'deep' learning. I became convinced of the value of constructing deep learning experiences for my students - a peril to which I still subject many an unprepared or unwilling student! Second, the importance of scrutinising the statistical behaviour of one's gradebook. In particular, to ensure that final grades composed of the sum of several term assignments were treated statistically to ensure that each assignment contributed the intended weight to the final. I find it curious what one remembers - and wonder what has moved into one's subconscious practice! I continue to examine the statistical patterns in my gradebooks. I look especially for early indicators during a teaching semester of excellent and at-risk performance by my students and advise my students of requisite remedial action they might need to take. For an example of gradebook analysis and student feedback, see here.
Arriving at the academy
In October 1987 I arrived at Massey University, Palmerston North, and met my new Head of Department. I was tasked immediately to create anew two courses: Management, and Business Policy. Both courses were studied concurrently by intramural (on-campus) and extramural (off-campus) students. Requesting access to materials previously used to teach the courses, I was instructed specifically NOT to base my course on previous materials, but to start with my own approach, guided with assistance from the university's extramural studies department. I recall this as the first and last instruction I ever received from a Head of Department until I joined New Zealand's pathologically managerialist polytechnic sector in 2000!
My immediate priorities were to select course textbooks, construct a syllabus, create assignments, and produce the self-study materials for the extramural students. The course prescription was the only guideline for what I chose to teach, and how I chose to teach. If I remember correctly, the prescription included a course title, a pre-requisite course code, and a two-line description that was detailed amongst hundreds of other prescriptions in the so-called University Calendar.
I had arrived at the university just in time for the end-of-year examination season. Consequently, I was conscripted into marking the stack of some 1000 scripts for the Fundamentals of Business course. I was soon advised that I was grading scripts an average of 10 points lower than the other markers. Perhaps this feedback alerted me to the importance of the statistical treatments explained by my 'blue book'.

I recall two important pieces of advice gleaned during this experience. First: XYZ. eXamine Your Zipper before leaving your office to present a lecture! The second piece of advice was delivered in the style of the Rime of the Ancient Mariner in which the shooting of an albatross leads to an enormous period of bad luck for the mariner and his crew. In the case of a university, the equivalent precursor to dire misfortune is loosing an examination script. I was told a story that recalled how a stack of university examination scripts (colourfully coloured, fortunately(!?)) were found fluttering - unmarked - amongst the city rubbish dump. No refuse transfer stations had yet appeared in clean, green, New Zealand.
Preview of part 2
In my next episode, I recall my anxiety and preparation for my first lecture followed by the logistical catastrophe of my first on-campus programme inflicted on several hundred extramural students. I conclude with reflections on the approaches I undertook to establish and develop my personal approach to curriculum innovation and development.
Author
Peter J. Mellalieu is a curriculum innovator who teaches innovation, entrepreneurship, strategy, creativity, and sustainable enterprise development at Unitec Institute of Technology, Auckland, New Zealand. He studied industrial engineering and management at Massey University (BTech (hons), 1973-1976) and public policy at Victoria University of Wellington (MPubPol, 1976-78). His doctoral studies in management science and information systems (1979-1982) engaged him implementing decision support systems for strategic planning in several agribusiness sectors. He is an ardent advocate for education for sustainability. His professional journal is at http://pogus.tumblr.com and resources for teachers and students at http://teach.myndsurfers.org.nz.
References
Buckingham, M., & Clifton, D. O. (2001). Now, Discover Your Strengths (1st ed.). Free Press.

Mellalieu, P. J. (1982). A Decision Support System for Corporate Planning in the New Zealand Dairy Industry (Doctor of Philosophy in mathematics, statistics and operations research). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/568
Mellalieu, P. J. (1987). Strategic orientation in a biological science laboratory (the case of DSIR Applied Biocehemistry Division). New Zealand Journal of Technology, 3, 153-157. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/28_Case_study%3A_strategic_orientation_in_a_biological_science_laboratory.html
Mellalieu, P. J. (1998). Weaving the threads of innovation, creativity, and entrepreneurial learning through a university-located reality-TV and master class: Enterprise MasterWorks (EMW)™. Presented at the International Conference on Higher Education and Small/Medium Enterprise (SMEs), Rennes, France: Centre Études et Recherche EURO PME, Rennes International School of Business. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Weaving_the_threads_of_innovation%2C_creativity%2C_and_entrepreneurial_learning_through_a_university-located_reality-TV_and_master_class%3A_Enterprise_MasterWorks_(EMW).html
Mellalieu, P. J., & Hall, K. R. (1983). An Interactive Planning Model for the New Zealand Dairy Industry. Journal of the Operational Research Society, 34, 521-532. doi:10.1057/jors.1983.119

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Technology transforms learning and teaching? (Christine Jager, ACEC 2010 Day Three)

Image by Getty Images via Daylife

Christine Jager begins the conversation by looking at the promise of digital technologes and asks if they lead to increased teacher efectiveness, and improved student achievement.

Christine has been working in the Middle East with education institutions for a number of years, and has found many teachers to be defensive, and competitive (a teacher wanting to look better than a colleague because of the test scores students are achieving). The teaching is traditional and teachers are seen as the catalyst to learning - if a student fails it is seen as the fault of the teacher.

She looks at John Hattie's research (Visible Learning, 2009) to help consider ways of measuring performance / effect (including Key Performance Indicators, standards-based evaluation of performance, and student achievement gains). Hattie has looked at 800 quantitative studies from around the world (83 million students from around the world), and he ends up listing the 28 aspects of learning and teaching. From his analysis he discovered the use of computers would mean "a change in the conception of being a teacher...it necessitates a different way of interacting and respecting students". Hattie identifies that feedback, a student's prior cognitive ability, and the trust build by teachers with their students were paramount to effective learning.

Putting the control into the hands of students can be concerning to students as they are not sure what this would actually look like in practice. The most important thing is what the students bring to the learning situation, followed closely by what a teacher brings, as well as the influence of home, peers, schools and principals. Putting technology into schools is only a small part of the equation. When teachers see learning through the eyes of the student and when students see themselves as their own teachers, that's when you get the most effective outcomes.

Christine's presentation was well-informed, had time for audience participation, and discussion, and raised some key questions, while also suggesting some suggestions (in part sourced from the NZ National Curriculum).

Passionate about learning - (Gary Stager, Day 3 ACEC 2010)

Seymour Papert - Image via Wikipedia

Gary Stager was the first keynote speaker of day three of the ACEC 2010 conference. A passionate speaker Gary Stager questioned why we are still asking questions around whether technology enhances learning, and asserts that of course it does, and we know how to do it. What Stager has to say pulls no punches, and I could see some of the audience bristling. However, his examples and his conviction are unquestionable. He is well worth listening to if you are keen to reform education and curricula in a way that really puts the student at the centre. One peachy example that I really enjoyed is: "School is the only place where you group people according to levels of incompetance and manufacturing date".

He talks about Seymour Papert who is a strong advocate of using technology in education - and in fact points out that having conferences about computers in education, is like having conferences about pencils in conferences.

Stager goes on to assert that we are using pre-Gutenberg technology which reinforces the dominance of the front of the room - engagement isn't something you do to others, and education is not about delivery. He also suggests, that kids need to have productive contact with adults. We can use the kids to use computers to express themselves in ways that have never been imagined before. We need to be asking questions around what do the kids do with the computers, as knowledge is a consequence of experience.



Gary Stager's ACEC 2010 Video from Gary Stager on Vimeo.


Seymour Papert on Generation YES and Kid Power from Gary Stager on Vimeo.

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Laptops in the Classroom - fundamental questions

The other day, two colleagues asked if I knew of any videos of sound practice around students using laptops in the classroom. Actually, there appears to be a dearth of such material. I have some word pictures I could paint around the experience I have had in Dubai and at Unitec, and I am sure Thom could do the same...but not quite as visual :-)

I did however, after some hunting around come up with the range of videos:

1. http://www.youtube.com/watch?v=uzJDuBlIrHc
2. http://www.youtube.com/watch?v=mOYg5ZMo-mA
3. http://www.youtube.com/watch?v=Pj45RmhaCQM
4. http://www.youtube.com/watch?v=TkXeNR52w_o
5. http://www.youtube.com/watch?v=1m8Ax5NUHhg
   

While watching the video, for me a number of fundamental questions arose:

• What are the assumptions around learning indicated by what is said by students and teachers/lecturers in these videos?
• What are the assumptions around teaching indicated by what is said by students and teachers/lecturers in these videos?
• Was there much evidence of 'real' collaboration and co-construction of knowledge?
• What did the educators do to facilitate 'real' collaboration and co-construction of knowledge?

I could go on, but I think four questions are about right! Thoughts, ideas, issues, concerns...?

Engaged and inspired....

Yesterday was an inspiring day. I came away from work refreshed and energised, even though it had been a long day. The reason was because my colleague, Vickel Narayan and I were privileged to work with a visiting group of academic faculty (international languages, and accountancy departments) from Shandong University (China). They have 2 weeks in New Zealand, much of which they are spending on an intensive Professional Development course at Unitec NZ, which is ranging in subject matter from, to name but a few, facilitating large classes, assessment, and eLearning.

I went to see another colleague, Ed Flagg beforehand to get an overview as to what our visitors might be hoping to do, and consequently planned a hands-on, interactive session where they would enrol into a Ning community and follow up with a Web 2.0 web quest (using resources we had hosted in Moodle).


The group from the very beginning were engaged, enthusiastic, and willing to try anything. They all signed up for their Ning, took photos with the laptops they were using them and added them to their profiles, participated in discussion forum, and made blog postings. The Web 2.0 quest involved pairs or groups of three choosing a Web 2.0 tool they were interested in and knew little or nothing about, and then doing some research in the Internet to find out what the tool was. The next stage was to think how learners might use the tool and how it may enhance learning and encourage active engagement. Finally, the group presented their findings and shared their ideas, before identifying some opportunities as well as some issues...and were overall incredibly positive. At one point, the three accountancy teachers, who had never heard of virtual worlds before, but chose it as the tool to research and think about for their teaching, became really excited. They now have plans to set up their own virtual business, and run simulations and role plays there! It was so...uplifting...to witness people really engage with ideas, and even though they face far greater barriers that the privileged folks here, they instead chose to dream a little. It was a joy. I came away inspired :-)