Supporting open distance learning challenges through conventional teaching and learning practices. A comparative retrospective participatory action learning and action research study. A project in progress

Outline Introduction My teaching praxes Methodology ODL Pedagogical Framework Community of teaching practice A new teaching style Case study 1: Conventional T & L Case study 2: ODL T & L Summary Conclusion

Introduction Hypothesis: Unisa’s ODL focus secondarily on teaching and learning and primarily on assessment. Contend-based teaching rather than student-centred learning activity Assessment linked with quantitative rather than qualitative throughput rates Assessment cannot be an ultimate goal to 'drive student learning' Complex, contextualised thinking and action Construct meaning and praxis and create practical knowledge Peer collaboration and interactive student-centred learning and teacher communities of practice

My teaching praxis Previously at a residential university Currently at UNISA Challenge: surface instead of deep learning Reflective transformative education to move away from surface learning Anticipation-learning of disjointed facts or knowledge-banking (Freire 1973) Meaning-forming learning – development/creation of new practical or functional knowledge

Methodology Aristotle’s practical philosophy X positivistic knowledge (Carr 2006) Participative action learning and action research Changing teaching and learning action by changing thinking in re-changing educational practices (Carr 2009). Critically collaborative enquiry, by reflective practitioners, self-evaluation of practices and engagement in participative problem solving and continuing self development (Zuber- Skerrit 2007)

ODL Pedagogical Framework [DE] multidimensional construct: geographical distance, time, economic, social, cultural, educational, epistemological, and communication distances (Heydenrych & Prinsloo 2010): ODL challenges supported by conventional teaching and learning practices Context-specific education and role of the immediate community. Context- and community-based student support and facilitation Peer collaborative groups and communities of practice Blended learning options – students design their own learning Learning is practice- and inquiry-based and embedded in real- life and societal contexts Generic and open content from multiple ICT platforms

ODL Pedagogical Framework... Theory of constructive alignment Constructive alignment systematically aligns teaching, learning and assessment to intended learning outcomes Students apply their own learning activity to construct 'practical' knowledge Verb expressed learning activity in the intended learning outcomes Assessment task verifies if the intended outcome has been achieved (Biggs & Tang 2007).

Community of teaching practice Avoid linear teaching of unrelated facts and ideas Coordination of courses Communal teaching approach (Palmer 2007) Creation of a circular, interactive and dynamic teaching and learning environment Highlighting meaning and conceptual formation for appropriate application Development of new conceptual frameworks and praxes as core focus Interconnection between scientific knowledge/practices through technology and humanity

A new teaching style Connect teaching and learning with students’ future roles and impact on daily life Engage students in active and relevant learning processes Deep learning - appropriate assessment - correlates with relevant and practical concepts, philosophies, technologies... The lecturer’s identity and integrity supports students’ efforts rather than abilities Constructive alignment - a structured reflective framework to anchor teaching decisions - the intended learning outcomes

Case study 1: A Conventional T & L Practice Conventional teaching - redevelopment of all the course offerings Facilitation of Learning in Practice (School of Higher Education Studies) Liberating teaching activity; creative and innovative reflexivity Constructive alignment Formation of student learning tasks through peer study groups Students organised themselves in smaller study groups to effect reciprocal communal learning Study workloads were shared and reduced Increased active and meaningful participation in learning activities PowerPoint/Facebook/Movie presentations Interactive class discussions on shared learning experiences in their own communities Improved student participation, competencies Improved formative and summative assessment Fostered solidarity among students and the lecturer

Promising signs of deep learning... Some students engaged in deep learning (Dames 2012). 5 th year students model their learning experience to 4th year students Constant interactive dynamic, critical and reflective class environment, communal environment

Case study 2: ODL T & L Practice ODL teaching: Advanced short course in outcomes-based assessment in HE and ODL Focuses mainly on assessment tasks than on peer collaborative learning activities Develop foundational, practical and reflexive competencies Complex e-learning access challenges Poor study preparation; insufficient or absent critical analysis Limited/no access to or an unwillingness to make use of technology; degree of incompetency; preference to use hard copy learning material Isolation in learning tasks and preparation of assignments or examination Current proposed solutions/tools: Video broadcasting; podcasts; tutor support; blended mix system for entry and exit of studies

Summary Blended educational approach - conventional and ODL practices Technologically constructive aligned deep learning, teaching, learning outcomes and assessment Embedded or integrated peer collaborative peer study groups Peer student learning engender reciprocal communal learning; increase active and meaningful participation What and how: context-specific education and role of the immediate community? Social media, interactive learning, especially creative ways of knowledge development (Ivala & Gachago 2010). Local communities; former public/private schools; church leaders, employers... Conventional educational practices support ODL re challenges of affordability, content access, context-specific and community-based student support Constructive alignment within an ODL environment requires e- learning practices to be aligned with student peer group virtual networks

Conclusion Assessment does not guarantee student retention or deep quality learning A means to an end to support peer learning collaboration through techno-constructive alignment and intentional learning outcomes Complex and contextual cognitive levels of knowledge and praxis only possible through social interactive human and virtual communities of practice

Philosophy, Practical and Systematic Theology Gordon Dames 5 September 2012 This work is licensed under a Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License.Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License