Planning & Designing Flexible Learning (E-Learning)

Of a lesson … how to start a Blog or Wiki (Fully on-line) / in-line skate (Blended)
May be useful for distant learning implementation of PS-CSM Course as well as courses which involve NSmen (SAFWOS Courses), modules which require constructivist learning (conceptual thinking), allows clarification / formative evaluation, eSILK Lite & LMS,

1. Introduction to Flexible Learning

Any time (at personal convenience), any place, any way & meet desired objectives within stipulated duration as compared to personalised learning (to suit to individuals), differing levels of rigidity (continuum of flexibility) given progressive learning requirements (?), self directed (ownership of learning left to individual)

Types of Flexible Learning: Printed materials, Radio/TV Programs, Recorded Audio/Video, Computer & Web Based Training (Interaction).

Limitations: Information Accessibility, Organisational Objectives, Time, High Level of Directed Learning in SAF, Impractical means to transfer tacit skills / values / people skills, Self-Motivated Mature / Adult Learners,

Opportunities: Options for on-line self study (eSILK Lite) / LMS (knowledge acquisition) for pre-course learning & preparation

2. Asynchronous On-line Discussion & E-Learning. Conversion of lessons / courseware into online course (introduction, lesson & evaluation), how to make it more interactive,

Harmon & Jones: 5 Levels in 2000; Informational (info for admin), Supplemental (info for course notes & handouts), Essential (necessary course materials for learners), Communal (classes meet face2face & online), Immersive Web Use (fully done on line). Blended Learning Environment (from Level 1 to 4)

Asynchronous (Podcasts, On-Line discussions, Forums, Wikipedia, LMS)
Synchronous (Constructivist group learning / sharing, SMART Classrooms (?), modular based learning)

Face2Face Environment: Pros (Human factor - Understanding nuances in learning / body language, Immediate Clarification, Captures less motivated learners, learning as a function of social interaction); Cons (Need to synchronise schedules (location & time), unable to give individualised attention due to many learners (more outspoken individuals get more attention) , Limited to what is discussed in class, Lack of anonymity)

Online Environment: Pros (Not limited by location or time, Can be conducted asynchronously, Able to ask personalised questions, Bountiful information environment, Allows reflection & thoughtful discussions, Removes social barriers); Cons (Response time, Lack human touch (isolation), Dependent on Internet Accessibility, Less motivated learners may not gain as learning is Learner Driven)

Planning & Designing Flexible Learning

Today was my first day of the fourth module in Specialist Diploma in Learning Science. Started out rather discouraging looking at the lecturer and the way he had strated to present the materials... the past two lessons were more intreseting and well managed ... at least compared to this lesson, thus far. Trying to attach my first set of notes in the blog for fellow learners ...

Session 4 Assessing Our Classroom Learning Environment

Finally ... we get down to assessing the learning environment. It was back to good old SPSS ... last one I used was SPSS 8.0 now it is 15.0! It's been sometime ...

It was interesting how Dr Quek attempted to get the class to use Excel & SPSS to analyse the research data without going into the details of statistical analysis... I thought that the 'template' or scaffolding done to ensure the learners did not get lost was useful, though it helped little to provide a guide on how to develop the recommendations.

SPSS 15.0 was a handy tool which required getting used to ... but fundamentally was similar to 8.0. Unfortunately my memory on statistics had gone to the gutters as I struggled with the different tools for results reliability (cronbach's) and significance of differences (sample paired T test).

For recommendations, although there was no significant differences between preferred and actual means, I thought that it did not mean that the learning environment was perfect. There were means that could still be improved and several sub-items which notched significant differences. Putting focus on these variables and sub-items would contribute the most value to improving the learning environment given the available room for improvements.

Session 3 Case Studies

Reviewing what was done in the assessment of 3 school learning environments, it was interesting to note the challenges faced by our teachers and that the mechanics of our education system is very much alike to my organisation. The issue of communication within the school staff, need for achievement given the measures put in place by the ministries and the challenges of new generation of students echoed very much with what the military faces.

Going back to the actual learning of how much Moos' scheme could be applied in assessing the learning environment, the case study proves clearly how the validated instruments could be easily used as effective measures. I am definitely convinced, given the validated instruments had undergone the required factor analysis, the questions would provide an effective and easy means to understand the learning environment in any situation.

I look forward to proposing the use of these validated measures within my organisation.