Re CA8.1

2 January, 03:14

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Ok, in an attempt to create some (more) evidence to show I can use new technology, I decided to try to use Audacity and Lame to create a podcast on the XP partition of my MacBook. [Using Mac's Boot Camp I have partitioned/divided the hard drive and loaded XP on one part. Now I can use the MacBook to boot directly into Mac OS X 10.5.6 or XP professional 2002 SP3.]

Being used to the simplicity of Mac installations it seemed to take some time to set up Audacity and Lame and I was a bit confused trying to locate the files to download. Audacity itself seems quite easy to use though (the basic functions at least). I didn't expect to have to search for the Lame encoder on behalf of Audacity. After a couple of hiccoughs I successfully linked it though and created my 1st MP3 using the software which played directly on iTunes for Windows.

All the while I was muddling through the instructions and trying to keep track of the IE windows (for a more authentic experience I decided not to use the much more convenient tabs in Safari for Windows -[Update-Windows automatic update offered me IE7 which has tabs so I switched; I also installed Firefox 3]). I couldn't help thinking that it's just so much easier and elegant using iMovie on Mac OS X.

I watched an interesting 2 hour long video podcast from Stanford University ("1.Darwin's Legacy: Course Introduction"). Then I thought I should perhaps simply listen to a podcast, so I listened to the 22+ min, "A World of Change: The International Initiative at Stanford University". Then I thought I should listen to something more elearning related, so I listened to the 9:34 min, "Listening to students - Innovative responses" from JISC (http://www.jisc.ac.uk/news/stories/2008/11/podcast63betsywilson.aspx) found thanks to Emma and a link in her blog post "Unit8 Part 1".

I was surprised by the informality of the video podcast. I had expected studio quality delivery/presentation, and found all the ums and ahs and fumbling of a live, unrehearsed performance. The 1st speaker was especially unprofessional/unrehearsed/lacking in confidence in his delivery. Also the PP presentations seemed rather amateurish/basic and not what I had expected of acclaimed and experienced professors/lecturors.

The Stanford podcast did have studio-quality audio. It seemed professional and interesting. However, half way through I found myself wanting to look at something in order to help focus my attention. I would have liked a transcription to follow as I listened, or actually be able to watch the various speakers.

The JISC podcast had good quality sound, though it seemed to have been recorded in a cafe and the interviewer seemed unexperienced and nervous. There was again no transcription, but the shorter duration made this less necessary for me.

Now to choose something to talk about...
- Professionals Vs service providers?
- The perceived need for legitimisation in the eyes of academics?
- ????

--------

02-01-09

Ok, some days later now.

I've continued to watch the Stanford Darwin series. Am on to lecture 5 of 10 now. Sometimes they can be too high-brow for me but they are interesting.

Perhaps I should try to listen/watch elearning podcasts!!!

Still can't think of something "that [addresses] an aspect of this course that raises issues for elearning in general" (unit8 part1 guide, p2) that I feel confident enough about to podcast on. Interviewing Chinese teachers on their thoughts on elearning (or foriegn English teachers) is an option, but would probably take some (considerable) time to prepare a face-to-face meeting/interview/discussion. Using something like Skype is a possibility though. But again the prep work and the actual production of the podcast seems prohibitively time-cinsuming at the moment. And leaving it for later doesn't seem an option either with work for the ECA drawing ever closer.

Mistakes

7 Dec 2008, 08:04

Edited by Jose Martel Penate, 26 Dec 2008, 02:26

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I can see now that it was a mistake to enroll on H808.

I read the papers but I don't get the point... and I can see that others do.

I'm kind of going through the motions now, kind of waiting till this hole I've dug myself just disappears at the end of January.

Will I get at least 40%? I hope so...huge waste of money if I don't. Can I even see that what I'm reading - can't bring myself to call it learning - can be of use to me in the near future...not without further study...study for study's sake.

So why did I call this post "Mistakes" when I've only mentioned 1 mistake...?

Various definitions re elearning

24 Nov 2008, 12:40

Edited by Jose Martel Penate, 24 Nov 2008, 12:46

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Definitions of "profession"

- "a paid occupation, esp. one that involves prolonged training and a formal qualification"
(Apple Dictionary Version 1.0.2 (1.0.2))

- “A profession is said to be an occupation with a crucial social function, requiring a high degree of skill and drawing on a systematic body of knowledge.” (Sockett, 1985:27 in Warrior 2002)

- "the teaching profession incorporates institutional and societal values, whilst a professional will add personal values" (Warrior 2002, p6)
- "quality and professionalism are inextricably linked" (Warrior 2002, p6)


My attempt at a definition of "profession"

- an occupation that requires formal education/training; is generally regarded as higher profile (white-collar?); the practice of which is, or can be, critical to the client at particular times in their life


Definitions of "professional"

- "professional"
- "a person engaged or qualified in a profession
- "a person engaged in a specified activity, esp. a sport or branch of the performing arts, as a main paid
occupation rather than as a pastime"
- "a person competent or skilled in a particular activity"
(Apple Dictionary Version 1.0.2 (1.0.2))
- "some form of regular employment which results in paid remuneration"
(Warrior 2002, p2)
- "Buncher and Stelling suggest that: “Professional identity can be defined as the perception of oneself as a professional and it is closely related to the knowledge and skills one has, the work one does and the work-related significant others or the reference group.”
(Buncher and Stelling, 1997, cited in Robson, 1998:586) " (Warrior 2002, p5)
- This implies that there is a degree of individual responsibility associated with being a professional.
(Warrior 2002, p6)
- "there is a degree of status and prestige associated with belonging to the education profession. There are generic features associated with the term professional."(Warrior 2002, p6)


My attempt at a definition of "professional" [so far I have:]

- a professional who has undertaken a successful, prolonged period of study/training and is recognised as being proficient to practice in their field. They will keep up to date in their field and advance the knowledge base of that field when possible. They act with "professionalism". [Yeah, and what's professionalism!]


My attempt at a definition of "elearning"

-

My attempt at a definition of "elearning professional"

-


- "learning"
- "the acquisition of knowledge or skills through experience, practice, or study, or by being taught"
(Apple Dictionary Version 1.0.2 (1.0.2))


References;

Warrior, B. (2002) ‘Reflections of an educational professional’ [online], Journal of
Hospitality, Leisure, Sport and Tourism Education, vol. 1, no 2. Available from:
http://www.heacademy.ac.uk/assets/hlst/documents/johlste/0030_warrior_vol1no2.pdf
(accessed 28 July 2008).

Sockett, H. (1985) Towards a Professional Code in Teaching. In P. Gordon (1985) Is Teaching a
Profession? University of London, Institute of Education, 26-43.

Tags: learning e-learning professionalism elearning professional definitions profession warrior sockett

Why are professionals more highly valued than other workers?

24 Nov 2008, 12:18

Edited by Jose Martel Penate, 24 Nov 2008, 12:19

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[Unfinished but I'll add it here]

Why is it we value "professional" occupations (egs??) over farmers, refuse-collectors or hairdressers, when these workers have a far greater effect on our daily lives as concerns our continued ability to stay alive, our continued health and our continued sense of self-esteem and confidence.For most people, do doctors or lawyers or accountants have much of a direct influence on their daily lives?

We might state that professionals learn and train for years. But don't car mechanics as well. Why is the training a lawyer has more "professional" and therefore more important than that of a car mechanic? Doesn't the professionalism of our car mechanic have a direct and immediate effect on our own safety, that of our family and the safety of thousands of other people we might drive past every day? The continued professionalism of a lawyer, accountant, even a doctor rarely protects or affects our lives on a daily basis.

Professional occupations are the higher profile (white-collar?) jobs that are, or can be, critical to us at particular times in our lives. We take for granted the many other occupations, trades, work, labour upon which society relies to function. Why is this? Why is it we don't value the 70 hour weeks and professionalism that the office-cleaner, bus-driver, sandwich-maker puts in? Is it because "professionals" are the judge of the extraordinary value of "professional professionalism" and the commonplace/mediocre value of "unskilled/less skilled work"?

Tags: reflection professionalism professional unit 6 unskilled worker

Re Perkin's "The Third Social Revolution"

24 Nov 2008, 11:38

Edited by Jose Martel Penate, 24 Nov 2008, 11:44

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Perkin in 1996 states that "The modern world is the world of the professional expert" (Perkins 1996, p1) as opposed to the industrial world dominated by capitalists. Perkin maintains that professionals' "power, prestige, influence, and
incomes stem from their possession of specialized knowledge, based on education, competitive merit, and experience on the job–in a word, on their human capital." (Perkins 1996, p1). Perkin states that "the key players are the professional managers of the great corporations and their counterparts ingovernment, the state bureaucrats" (Perkins 1996, p6). These professionals deal in "knowledge-based
services" (Perkins 1996, p6), "sophisticated services which have transformed human life" (Perkins 1996, p6). Perkins maintains that "As long as the particular expertise is scarce [...] the expert can command a rent as surely as the landlord or owner of industrial capital" (Perkins 1996, p7).

Stan (2008) points out that "Perkin’s view of society is closely related to the concept of the information society since an important part of being a professional is having information and being able to make use of it. This is one reason why the centrality of higher education is one of the major trends that Perkin attempts to explain."

Perkin warns that the more powerful professionals "are the elites who will make or break modern post-industrial society" by their "intelligence, enlightenment and integrity" though the unique cultural inheritance, social structure, and political ingenuity of each advanced country" is also a factor (Perkins 1996, p7).



References:

From: Philippa Perry 2 18 November 2008 19:00:26
Subject: Is this a professional society?
To: Alan Clarke
Cc: H808 ac6 Unit 6
http://en.wikipedia.org/wiki/Network_society


From: Mitchell Stan20 November 2008 13:51:53
Subject: Core Activity 6.1 on Perkins
To: H808 ac6 Unit 6

Perkin, H. (1996) Chapter 1 of The Third Revolution: Professional Elites in the Modern
World, London: Routledge. Available as a course resource.

Tags: student professional perkin unit 6 perry stan the third social revolution

Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08

30 Oct 2008, 12:48

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Saturday, October 25th, 2008, 5:17 AM

Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Training or development
Title for training or development Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Organisation or provider OU
Type training course
From date 06/09/2008
To date 25/01/2009
Ongoing Ongoing
Actions and dates to action
Action / Date
Outcomes
Learning objectives
• Familiarise self with debate about learning objects including respositories, metadata and IMS standards
• Gain insight into guiding online discussions and key factors for developing online communities
• Try out more audio-visual tools such as Skype (eg Netmeeting)
• Familiarise self with a variety of models for elearning
• Gain further ideas for online activities and an awareness for situations where they would be appropriate
• Look into how sensitive and critical comments are given to others (students and tutors) in an online environment, improve own techniques
• Familiarise self with some of the research behind elearning
• Try out a selection of common elearning platforms
• Familiarise self with methods for tackling plagiarism and digital copyright issues
• Look into ways online games are used in learning
• Develop working knowledge of, and ability to effectively use, key elearning technologies (e.g. eportfolios, wikis, blogs, learning journals, etc.)
• Improve, and document, own Critical Personal Reflection

Skills and/or expertise developed
• First experience with:
- (Skills) an eportfolio: MyStuff (Ongoing)
producing eportfolio items
tagging items
filling out first Training and Development Form
- (Skills) electronically annotating a pdf file (Unit 3)
- (Skills) creating a Local Area Network (LAN) (Unit 3)
- (Skills) editing a wiki (Unit 4)
- (Skills) making and publishing a podcast (Unit 4)
- (Skills) adding subtitles to video (Unit 4)
- (Skills) using a mind-mapping tool: FreeMind (Unit 4)
- (Skills/Proactivity) producing HowTo guides (Unit 4)
- (Proactivity) attempting to lead, inform or otherwise motivate others in an elearning context (Ongoing)

• Continuing experience with:
- (Skills) using and publishing a blog (Ongoing)
- (Skills/Proactivity) using/collaborating in online forums (Ongoing)
- (Skills) editing video (Unit 4)
- (Reflection) critical self-reflection (Ongoing)
- (Critique) analysis and critique of the practice of others (Ongoing)
- (Proactivity) attempting to lead, inform or otherwise motivate others (Ongoing)


General
Notes A lot of the above taken from:
- Barritt, O. (2008) "MOADE - H808 The Elearning professional", shared MyStuff item, (accessed 25th October 2008)
- Open University, (2008) "H808-Assignment guide 2008.pdf", (accessed 3rd October 2008)
- Open University, (2008) "H808-Course-guide-08.pdf", (accessed 3rd October 2008)
- Stan, M. (2008) "Personal development Objectives for H808", shared MyStuff item, accessed 25th October 2008
Tagged with H808 . PDP . training and development . reflection . skills . proactivity . critique .

1 comments
Alan Clarke on Sunday, October 26th, 2008, 11:29 PM says (privately)

Hi Jose

A well presented and detailed plan - it is clearly ambitous in the range and scale of the objectives - however, it demonstrates enthusiasm and motivation. You have tried to identify skills and knowledge already acquired through the course amd acknowledge sources. A very good effort

Cheers

Alan

My daughter's now 3 months old

24 Oct 2008, 11:13

Edited by Jose Martel Penate, 24 Oct 2008, 11:14

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I've just been looking through my blog searching for stuff for the TMA01 essays, and I reread my first post. In that post I mention that my daughter is 2 months old. It suddenly struck me that I've been keeping this blog for only a month! It seems so much longer...

I think I've lost much of the energy I had when I started - or perhaps I should say that the energy has changed. There was a kind of fun naivety in some of my posts, and now I tend to doggedly stick to the topic; a curious, inquisitive step has turned into a determined trudge.

Am I learning to act my age? In some ways I hope not. But I do think I'm learning to give the answers that are expected of me - instead of the ones I'd want to give. Does this mean I'm becoming more of a professional??

(New) CA3.1-My strengths and weaknesses as an elearning professional (from 12-10-08)

24 Oct 2008, 09:10

Edited by Jose Martel Penate, 24 Oct 2008, 09:12

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From: Jose Martel Penate 12 October 2008 08:50:18
Subject: (New) CA3.1-My strengths and weaknesses as an elearning professional
To: H808 ac6 08 Unit 3

Alan asked me to try to use my face-to-face teaching experience in this activity.

So I made a combined PDP needs analysis grid (please see "Jose-CA3.1-PDP combined needs analysis grid.pdf" that was shared with everyone in Alan's tutor group on 11/10/08).

Strengths

I tend to be good at analysing situations and providing solutions.
I'm not really a people-person, but I see the value of getting along and much prefer to.
Given the choice, I prefer not to lead, but if I have to, I will.
I'm comfortable with reflection, however, I sometimes forget that other people aren't.
I'm willing to put in the time to pass this course and my wife supports me.
I believe I have the reflective ability, language skills, mental agility...and...uhmm?...to pass this course.
I value a professional attitude and prefer to strive toward professionalism.
I prefer to do things well.
Pressure can often help me excel.
I'm comfortable using computers, and having used and owned macs and pcs over a number of years has helped me be, and feel, more proficient.
I'm good at abstract thought; I'm a good listener; I can be good at seeing things from other people's point of view.
I enjoy learning and thinking.
If I know what I'm talking about then I'm usually ok at meetings, discussions, etc.
Being bilingual and having lived in a number of different societies/cultures helps me relate more easily to people.
For such a negative person at heart, I can be surprisingly positive.
I have theoretical and practical knowledge of teaching techniques, methods, approaches, etc.
I have face-to-face teaching experience with up to 65 students per class.


Weaknesses

I can be a bit of a perfectionist: given 8 hours to finish, I will finish in 8 hours. But given 2 hours, I will finish in 2 hours and possibly more creatively.
I'm currently living in a society that values appearance, networking and bureaucracy. I'm not sure that the Western concept of professionalism is understood here. This means that I have little external motivation to work toward professionalism here.
A lot of what I'm learning on this course is new to me, and I've never studied at this level before.
Sometimes I seem to have a kind of mental block when learning something new. I can talk about the thing, I can have the idea in my head, but I feel no connection to it. I sometimes think I need to experience in order to learn.


Well, a bit of a mixed bag (is that a strength or a weakness?).
And was that reflection or just description?

Jose



---------------


From: Alan Clarke 12 October 2008 23:59:24
Subject: Re: (New) CA3.1-My strengths and weaknesses as an elearning professional
To: H808 ac6 08 Unit 3

Hi Jose

I would judge the paper as overall reflective in character rather than simple description

Cheers

Alan

Email to my tutor

23 Nov 2008, 03:32

Edited by Jose Martel Penate, 26 Dec 2008, 02:33

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Hello Alan,

The guide for unit 6 says: (http://learn.open.ac.uk/mod/resourcepage/view.php?a=25887)


The learning outcomes we hope you will achieve in Unit 6 are to:

- understand and engage with current debates about elearning practitioners as an
emergent professional group

- understand how systems of professional certification might apply to your own
development as an elearning practitioner.


I really have no interest in these outcomes. I accept that elearning practitioners are/should be professionals. It's obvious from the reading and from the existence of H808 that many other people believe this also. I have virtually no prior development as an elearning practitioner.

Will not going into depth on unit 6 be harmful to my understanding of H808 as a whole?

I've read the papers and looked at the websites but feel little interest in doing the activities. I've compiled some of the other students' work and will make summaries of it. But I can't bring myself to do my own from the original texts. Is this somehow cheating, or is this working smart?

Hopefully I'll find the next units interesting/relevant to me. I certainly don't plan on simply using other students' notes.

The FCC crashes don't help. Helen says they may not be the OU's fault. I only know the crashes are happening and are negatively affecting my ability to communicate with the other students. Btw, Jianfan, on his blog, says that he has problems

If busy, don't read this. But if you're busy, why are you in the cafe?

19 Oct 2008, 14:57

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From: Jose Martel Penate 19 October 2008 14:42:38
Subject: If busy, don't read this. But if you're busy, why are you in the cafe?
To: H808 08I Cafe

Some unpolished reflections

Some of the altercations/troubles/run ins that I have experienced on the forums could be attributed to my lack of a professional attitude. Though some people might say it boils down to a lack of consideration of other people's time. I sometimes favour a relaxed getting-to-know-people attitude, but others on the forums prefer to just get on with their lives, and don't want to have to waste time reading stuff they don't need to know.

When I first started H808 - seems like a very long time ago, but only about 5 weeks - I was expecting (at least hoping) for there to be lively debate and a strong sense of community. Today, I simply doggedly carry on with that ideal, but without the expectation. I've accepted that most students on H808 don't have time for "chitchat" and don't seem amused by my attempts at lightheartedness. In fact, I think that most of the 67 students that are enrolled on the course don't even log onto the forums at all! (And OU, is that really 67?? Are you sure you didn't mean to say 6 or 7?!)

I see the same few names again and again. And when the names do change it's only to say that they're too busy to participate any further. Surely this must happen with every presentation of this and other intensive course geared toward professionals. Why don't the OU build in a greater element of collaboration? Maybe the OU knows that more pressure to collaborate would simply result in fewer people enrolling on the course. People are busy, they have just enough time to study and prepare a paper or two, and that's it. Optional collaboration, though it has many educational benefits just isn't going to be achieved or even attempted by most people. Those who lose out are not those that choose not to collaborate, it's the ones who want to build a lively community and can't.

Another issue is that of the range of personalities, backgrounds, intelligences, even time zones. People who are very different quite simply don't want to bother getting to know each other. But are they confusing the issue of getting to know each other with that of academic debate? Still, I get the distinct impression that professionals on this course don't want to mix with the less professional. Maybe it's because the professionals can't think down to my level and I can't operate on theirs.

Jose

Some initial thoughts on tutor blogs...

16 Oct 2008, 01:01

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I was starting to look though the blogs again (I haven't for a while) when I came across a post by Nigel S that caught my eye, Tutor perspectives - Interesting!, available from: http://learn.open.ac.uk/mod/oublog/viewpost.php?post=2886

Below is my reply to his post:

Hi Nigel,

Thanks for posting this, it hadn't occurred to me to peek into our tutors blogs, though I had noticed the links on the blog index page - I think I'll take a look after posting you this.

A thought that comes to mind is, does it help a student to see that their tutor is questioning their own actions/reactions/thoughts/etc? Would a student prefer to feel they have an "expert" tutor, omniscient, infallible?

I suppose being able to view a tutor's ponderings and perceived flounderings can be educational for the student as a "walk the walk" role model. But would this still be the case if the tutor was doing some serious professional-self-questioning/doubting and didn't find a suitable solution? In this case, I assume the student would not be allowed to see the tutor's musings, as, though they may be educational, they would also (perhaps) undermine the student's confidence in their tutor's professional ability.

And following on from that thought, if the tutor does censor their reflections (for student-viewable posts), would their reflections continue to be good role-model material? The student would only be seeing the tutor's Hollywood-happy-ending posts, and the student may be always feel only 60 minutes in - stuck in unfortunate plot twist, with no happy ending in sight.

Of course, maybe a good tutor will always find the right solution...

Jose

Hmmmmmmm...? Thought to follow up later...

14 Oct 2008, 01:51

Edited by Jose Martel Penate, 14 Oct 2008, 01:52

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Jim left me a comment on the preceding post (Reflections on my strengths and weaknesses as an elearning practitioner), which led me to thinking about whether professionals find it harder to be sincere and reflective. Jim said that the way I write (using an "honest" and "humble" tone) invites others to reciprocate. In the past, I have found this to be true.

A couple of years ago I had a blog and I wrote in the sincere, unpretentious, friendly style that I tend to favour. In a very short time people were reciprocating. However, that community was very different to this OU VLE. There, the environment encouraged risk taking: no-one's "real-life" identity was readily available; people were not being urged to reply; people's comments/feedback were not going to be analysed; etc.

To be continued...if I have time and remember.

Reflections on my strengths and weaknesses as an elearning practitioner

10 Oct 2008, 14:20

Edited by Jose Martel Penate, 10 Oct 2008, 14:24

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Well, I'm not an elearning practitioner.


But let me trudge on anyway...


Strengths:

NONE - I have everything to learn
ALL - I will learn everything from my grounding in professionalism gained from H808

Weaknesses:

I have everything to learn



Notes written as I prepared the PDP grid:

Yourself compared with other "teachers"(?). Or should I compare myself with (what I perceive to be the abilities of) the other students?
Might it be better to compare myself with where I should be when I'm an elearning professional?
I may as well compare myself to an ideal standard.
I suppose I should be comparing myself to elearning professionals - the ideal elearning professional.

*************************

I have had big problems doing this grid. I think it's because I have no (clear) frame of reference.
I'm doing this course (and the rest of the MAODE) because I hope it will be useful for me in the future.
But I'm not sure what exactly I will learn on this course, and I'm not sure what exactly I will need to know to be an elearning professional.
I also assume that I will learn as I go along. Of course knowing is better than assuming.
I have no-one to compare myself with - my fellow students are words on a screen, and my colleagues are happy ambling along.

Jose Martel-H808-CA2.3-Reflection and learning-FINAL DRAFT

4 Oct 2008, 07:00

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Jose Martel-H808-CA2.3-Reflection and learning

Oh dear, I have been pushing myself quite hard in an effort to catch up and be in a position to interact (in a timely manner) on the forums. But that has meant - as Agatha Christie's well known Belgium detective, Hercule Poirot, may have put it, "Mon amie, ze leetel graie cells, zay are in need of ze taim to cogitet!". Reflection benefits greatly from time (Moon, 2001); are we - paradoxically - learning quick time the virtues of careful reflection?

- Moon (2001) affirms that when it is assumed "that reflection has a valuable role to play in higher education", the curriculum designer should have a clear understanding of the desired reflective outcomes and how those outcomes should be brought about; this is especially so if the reflective activity is to be assessed. Moon comments that reflective learning has found particularly strong support in professional-education and development.

- I think it is common knowledge that some people (e.g. both teachers and students) are better at reflection than others (Moon, 2001). I take this to mean that the perception of a problem (on which to reflect) can be different from person to person. Some people perceive a particular problem and immediately "see" the solution - with no laboured reflection - while other people - with reference to the same problem - may need guidance and time to reflect. Moon (2001) points out that there are different types of reflection that may be more or less effective when applied to different situations. Within our learning context an "academic" reflective style - characterised by a higher level of structure, formality and depth - is the most suitable. This depth of reflection is enhanced when reflective dialogue and feedback is maintained between students, and students and teachers.

After reading Moon (2001) I now have a greater store of reflective techniques I can apply to situations or problems that arise. Both in a learning or a professional context, I would imagine that I would try to use techniques that seem/are most suitable. As to whether there is a qualitative difference between reflecting on professional practice and reflecting on learning, perhaps a difference could stem from the importance one ascribes to each reflective event.

- At the moment I type this, I think that writing may be the most practical way to reflect (and communicate reflection) on this course. Unless one is proficient in the use of the various electronic media that could be used (recording/editing/conversion/storage devices and types of image/sound/data files) then valuable time could be wasted in trying to produce reflections of a similar calibre to that which could be more immediately/readily produced via a pen and paper or keyboard. Of course, as already mentioned above, Moon (2001) indicates, that the time spent on the reflective activity is, itself, of great value, and so using unfamiliar media/devices can help provide the time factor - and also a new range of tools - with which to interact with/tackle the subject of our reflection. New/different tools can provide new/different approaches and insights, furthering and deepening our reflection. However, when time is a major constraint, one may opt for the familiarity and immediacy of text, eschewing the uncertainty of learning to use a new media sufficiently well (in the given time) to develop reflections of worth. Another concern that comes to mind is that other possible forms of recording reflection (camera, video, sound) are so, or too, immediate and perhaps not expressive or precise enough or lack a common language with which to guarantee communication of a particular reflection. The saying goes, "A picture is worth a thousand words", but can that apply to our postgraduate learning context where lack of time for reflection (and to prepare for reflection) is an important factor? The "picture" in question would need to be loaded with so much (viewer-perceptable) value that its conception and realisation could take substantially more time than simply sitting down at one's table to write. In an ideal world would I prefer to experiment with multimedia?...Yes. But the realities of my world are such that I think I may not venture far from the tried and trusted.

The above notwithstanding, I hope that the Open University (OU) eportfolio "MyStuff" will prove to be a valuable resource for providing structure to the powers of reflection I have developed over the years, as well as to help produce alternative reflections to those that I may now take for granted.

In my opinion, the OU's Blog and Wiki could be valuable community platforms and resources, but I think the nature of study in the OU may limit their effectiveness beyond the minimum course requirement for use and interaction. At the moment I feel that the OU Forums are the only place with the sufficient sense of community for effective, reflective interaction to occur.


References:

Moon, J. (2001) ‘PDP working paper 4: reflection in higher education learning’ [online], The Higher Education Academy. Available from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id72_Reflection_in_Higher_Education_Learning.rtf (accessed 29 June 2007).

CA2.3 Reflection and learning-FIRST DRAFT

3 Oct 2008, 16:44

Edited by Jose Martel Penate, 4 Oct 2008, 00:59

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The following has turned out to be a very brief, personal impression - together with hearsay - of what I perceive as the present general state of conversational-English teaching in China, education in China and Chinese students. I am certain there are many foreign teachers in China who would have very different things to say:

As many of you will already know, I work as an oral English teacher at a university in Shanghai. This is the beginning of my 3rd academic year in China.

When I first arrived here I had high hopes of making a difference and of developing my teaching practice. However, a crude reality for many foreign oral English teachers in China is that they are employed by schools as the foreign-passport holder that helps ensure parents will pay higher school fees. The foreign teacher's job is to be the English expert for classes once a week. Ostensibly, this 90 minute class, 16 times a semester, will redress years of teacher-centred, grammar-translation English lessons and even more years of systematic obliteration of students' self-confidence, individuality and creativity. In practice however, course leaders and the school administration will probably have little or no interest in the foreign teacher's activities in class, provided s/he actually does turn up for class; does not offend China's honour; or bore the students too much. The teacher may be asked back for a second term if the students actually enjoy the class. Students' enjoyment of class may involve playing games; listening to amusing anecdotes or popular music; watching DVDs, being allowed to talk in Chinese, do other course work, play with their mobile phones, sleep, or skip class - every class. Despite this apparent lack of oral english learning or practice, students typically do not fail oral English exams; once school fees have been paid, parents can expect certain returns on their money.

But, even within this climate, there are those Western teachers who do try to improve their students' level of English. A problem they find though, is that Western methods often don't translate well. Student-centred lessons with task based and communicative activities that foster self-confidence, individuality and creativity regularly fail in China and Asia. New foreign teachers can often be heard to complain about the "unwillingness" of their students to participate in class or to even answer the simplest of questions. Why? Students are taught to conform not stand out, and the Chinese have an acute sense of "saving face"; students prefer to say nothing in class than to risk embarrassment by making a mistake. Other factors are that the teacher is seen as the expert that will tell students what they should know; students are passive "sponges" in a learning environment that is largely memoristic in nature (students here do have amazing powers of recall). Students on the whole have little to no sense of ownership of their learning; little initiative, and (seemingly) little desire to reflect on their learning, personal development or life. I would guess that the average 20 year old Chinese student has the mental age of a 14 year old British student. English is taught as 4 unconnected subjects: reading, writing, listening, and speaking (oral/conversation). Typically, only speaking class has a foreign teacher (who may or may not be a native-level English speaker, qualified, proficient, or conscientious). The other classes have a Chinese teacher who will probably give the class in Chinese. The focus of (Chinese) teacher and students is on learning (just enough) to pass the exams. Little, if any, attention is paid to effective communicative ability in English. Students who are good at speaking English are generally those who have a personal interest in the language. I think many Chinese English teachers see the need for a change in methodology/policy, but change seems to be very slow and implemented from the top down. Those with power to decide and effect changes at schools may not be the most suited for the job (of implementing effective educational reform). Those with the power are (Communist) Party members who are often/usually aged, with Party agenda to promote and protect and perhaps no knowledge or understanding of, or concern for, the educational issues at stake.

How does all that fit in with what I'm learning on this course? How can I possibly change my students' learning behaviours?! And how could I try to encourage a cohort of slightly above average Shanghainese students to use an eportfolio system when only 2 weeks ago I gave up trying to get them to even use email? These students/classes are actually the best I have had here though. Students do not sleep in class, many are eager and willing to participate/learn, most bring pen and paper to class, the class sizes are small (about 20 students, not 60), each of my classrooms is large enough with furniture that can be moved; a pc I can use, with internet connection, projector, dvd player,...But the 90 minutes of class a week is all the English practice most students will get, despite a general consensus that English speaking skills are an important factor influencing a student's future employability.

Well, I'd better go to sleep so that tomorrow I can write a more relevant attempt at the CA2.3 Reflection and learning.

CA2.1-eportfolios-my interest

1 Oct 2008, 20:29

Edited by Jose Martel Penate, 1 Oct 2008, 20:34

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As already stated elsewhere, my reasons for learning about eportfolios are career related - in that this knowledge/skill will, hopefully, further and broaden my future employability. However, I have no immediate need, requirement, or real opportunity to put my new expertise to any practical use. This means that my interest in eportfolios is purely academic at the moment (no pun intended...but left in).

This, at times, rather laboured intrinsic interest is in stark contrast to the healthier extrinsic motivation that pushes some of my fellow students to enthuse about, delight in, and, more importantly, relate to their studies. Vague, general interest cannot match actual need. But I plod on.

I have hardly started experimenting with our eportfolio, Mystuff. This is mainly because I find it so annoying to use. I keep reading about how it is vital for the individual to feel in control of the eportfolio environment and be able to individualise it, or else they will quickly lose interest. Is Mystuff the OU's attempt to help us deep-learn by doing? Oh, we can intellectualise, we can assimilate the theory, but one learns so much more profoundly if one emotionalises - is there anything quite as effective as actually experiencing the frustration!?

But now that I am reading Stefani (2005) discuss CPD in a higher education context, I do feel that I could use an eportfolio (that does not annoy me) to help motivate myself; help me reflect, perhaps, more effectively; and help counteract the apathy that sets in when working in an education system where, though excellence in teaching is paid lip service, entertainment value rules.

Jose

Sorry I didn't participate in the drivers template (@20th Sep08)

29 Sep 2008, 05:11

Edited by Jose Martel Penate, 29 Sep 2008, 05:39

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From: José Martel Penate 20th Sep 2008
Subject: Sorry I didn't participate in the drivers template
To: H808 08I Alans Group


Hi group,

Sorry I didn't get here in time to help with the activity, but I can see that there's been some excellent collaboration and you seem to be making some ground rules. You seem a sensible and efficient group so I'm sure I'll agree with any rules you decide, but if I don't I reserve the right to offer alternatives and then abide by the group's decision.

Kim, I did notice (too late) that you suggested that I include some reference to China. While I appreciate the attempt to inculde me in the activity, I don't feel that my personal experiences and impressions over the last 2 years are enough to allow me to speak with any kind of authority about the Chinese education system. Yes, I have my views, that may or may not be shared by other foriegners here, but that still doesn't mean I have any real idea that is a true reflection of what the authorities are thinking or planning. That said, every Chinese teacher I have spoken with on the subject has agreed that the education system needs to be overhauled, but none seem optimistic that that will happen any time soon. And your average Chinese teacher doesn't want to disrupt the status quo. They NEED their pay at the end of the month, there is no welfare state and the pensions are not great. A wage earner can be supporting their spouse, child, parents and two sets of grand parents. Chinese teachers just keep their heads down and hope that their course leaders and school (Communist) Party leaders find no fault with them. I've heard it said that a major obstacle to reform in the Chinese education system is that those with the the power to make reforms or decide policy are Party leaders not educators.

So, anyway, I hope I'll be of more use in the next group activity.

Jose

What is an eLearning Professional: my thoughts (@19th Sep08)

29 Sep 2008, 05:04

Edited by Jose Martel Penate, 29 Sep 2008, 05:07

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From: José Martel Penate 19th Sep 2008
Subject: What is an eLearning Professional: my thoughts
To: H808 08I Alans Group

Hi all,

I’m going to try and write down my thoughts on what I feel being an elearning professional is.
It’s quite hard because up until a few weeks ago I’d never really thought about elearning as a profession at all.

Like Robin Goodfellow, I ‘tend to view elearning as primarily about teaching”. It seems to me that Gill Kirkup shares that view when she states the UK Acadamy’s set of 5 professional values. However, I’m not sure that I fully agree with Robin Goodfellow’s “big P, little p” distinction. Is actually belonging to some self-regulating professional body a guarantee of professional conduct or of a particular learning outcome? Couldn’t a little p professional be just as, or more reliable, or effective a practitioner, as a big P Professional with all their pomp and circumstance?

Of course, if, or should I say, when, I become an elearning professional I’m sure I’d prefer to be able to set a clear distinction between the proficient amateur and their more learned counterpart represented by yours truly. After all, how else could I justify my fee?

But, yes, I would hope that the knowledge and expertise I gained, from the money I paid, for the education I received, that with some effort I converted into a sheet of paper, does make me stand out from those with lesser knowledge and skills.

So what is an elearning professional? I suppose, since there is no regulating body, it’s whatever you want it to be. However, I have the sneaking suspicion that I’m expected to give a less flippant reply. So I’ll say that an elearning professional is what I’m going to be.

My forum introduction (v1.1) (@19th Sep08)

29 Sep 2008, 05:00

Edited by Jose Martel Penate, 29 Sep 2008, 05:11

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From: José Martel Penate 19th Sep 08
Subject: Fwd: Jose's introduction v1.1
To: H808 08 ac_UNIT 1 INTRO


Hi all,

Firstly, apologies for my late arrival; hope I can catch up fairly soon.

And now the intro...

I'm Spanish, and grew up in England.

For the last couple of years I've been employed as an oral English teacher in China. Currently I "teach" 2nd year students at a university in Shanghai.

My doing a MAODE stems more from wanting to move onto a different, hopefully more satisfying career path here in China.

Why China in particular? Well, my wife is Chinese and we live in Shanghai with our lovely 8 week old, baby girl.

This is my first module of the MAODE. And my first time studying at this level. And my first online course.

I seem to be the least "professional" of my tutor group (Alan’s) which, initially, I find a little intimidating. However, this does mean I have a great opportunity to learn from my fellow members’ experience and expertise in related fields.

Some of you may have noticed that I'm having problems accessing messages on First Class. I'm not sure if this is because I'm (usually) using a Mac, coz I'm in China, both, or neither. But please bear with me while I try to sort out these problems.

By the way, you may already know that my being in China means I'm (usually) 8 hours ahead of UK time (GMT+8). This probably won't be too inconvenient for my tutor group and still allows for real-time IMing or talking over the internet at sociable hours if the need arose or the group decides it may be beneficial.

Over the next few months I hope we all have a stimulating, productive, and enjoyable time on this course together.

Jose

Ok, I've just read Alan's welcome and I think I need to expand this intro a bit.

Unlike most or all of you, I don't plan on using the knowledge and skills gained on the course at my current school/place of work. It's not that I think the kids wouldn't benefit from some sort of online support programme or PDPs, etc, or that my uni has any such programmes in operation or even planned (though a foreign oral English teacher is perhaps the last person to know about such things on a Chinese university campus, with any of the Chinese teachers coming in only slightly ahead). No, the kids would benefit from such programmes, and I might even say they (desperately) NEED them. The problem is that there would be no support from the administration on any level, and it goes without saying that the students would reject the slightest suggestion that they should take resonsibility for their own learning. And don't even mention the word "lifelong"!
So, at the moment I have a pleasant, vague sort of plan in which I hope that the MAODE can lead me away from state-run schools entrenched in their ways, while helping me steer clear of private schools obsessed with profit. Where I'll end up I'm not sure, but hopefully some place where learning is still or newly valued.

Attempted focused musing and rumination

27 Sep 2008, 22:53

Edited by Jose Martel Penate, 27 Sep 2008, 23:01

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Do we need to prove something in our messages to each other?

Do any of us (students) want a sense of community? Or is it enough to simply comply with the course requirement to communicate with each other, since it seems that many of us have little in common and have no need, or desire, to befriend our "peers". When I talk about blogs I keep referring to a sense of community, but we're not here for community, we're here to learn/get a qualification.

Does professionalism breed contempt?

Does the use of 'professionalese' promote an increasing intectuallisation of our OU environment and manner, intelectuallisation that some of us need to in order to pass this course?

One of my first contributions to the forums was an attack on professional-elitism. However, now some days later, I'm wondering whether a professional can be anything but an elitist. And it's a fact that academia does have its requirements for precise language use - a precision that does make sense to me.

Hmmmm...Ok, maybe I should think about things that are more relevant to the actual course...