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. . . . . The Opportunities . Education over the Internet is going to be so big it is going to make email look like a rounding error. JT Chambers (Cisco Systems)E-learning has a compound annual growth rate of approximately 111% and is expected to reach $18 billion by 2003 Merrill Lynch .
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1. Thank you for joining me in this online presentation. Having participated, but not presented in an online forum before, this is going to be an interesting and perhaps steep learning curve. So, lets get started and see where the journey takes us.
The format of this activity is as follows:
Day 1: The opportunity for your to read through this presentation and download the Framework of Review. (If you choose to print the presentation, please note that all pages end with a bold, italic leader
to the next slide. If you have not got this at the bottom of each printed page, you may need to alter the font size of the notes to match your printer specifications and reprint the affected slides)
Day 2-4: Reflect on the concepts and ideologies raised, then challenge yourself (and your organisation) by completing the Framework of Review
Day 3-5: Join me in a threaded discussion where we will look at a series of questions including:
Arguments for the affirmative: Cultural diversity is a positive feature of our online learning environments that needs to be actively encouraged
Arguments for the negative: Diversity is todays borderless platforms is an irrelevant ambition.
Application of the Framework of Review
Effecting Change at a personal and organisational level
It is without doubt that communities are the lifeblood of our society
Much of this conference is focused on the many ways in which we can strengthen the commitment to our educational goals by tapping into and strengthening our sense of community
With the advent of the www, we now have the opportunity to expand our communities to more effectively operate on a global level
In light of this globalisation, the particular focus of this presentation will be on the issues of cultural diversity in online communities
Just to give you some background to my topic
Thank you for joining me in this online presentation. Having participated, but not presented in an online forum before, this is going to be an interesting and perhaps steep learning curve. So, lets get started and see where the journey takes us.
The format of this activity is as follows:
Day 1: The opportunity for your to read through this presentation and download the Framework of Review. (If you choose to print the presentation, please note that all pages end with a bold, italic leader
to the next slide. If you have not got this at the bottom of each printed page, you may need to alter the font size of the notes to match your printer specifications and reprint the affected slides)
Day 2-4: Reflect on the concepts and ideologies raised, then challenge yourself (and your organisation) by completing the Framework of Review
Day 3-5: Join me in a threaded discussion where we will look at a series of questions including:
Arguments for the affirmative: Cultural diversity is a positive feature of our online learning environments that needs to be actively encouraged
Arguments for the negative: Diversity is todays borderless platforms is an irrelevant ambition.
Application of the Framework of Review
Effecting Change at a personal and organisational level
It is without doubt that communities are the lifeblood of our society
Much of this conference is focused on the many ways in which we can strengthen the commitment to our educational goals by tapping into and strengthening our sense of community
With the advent of the www, we now have the opportunity to expand our communities to more effectively operate on a global level
In light of this globalisation, the particular focus of this presentation will be on the issues of cultural diversity in online communities
Just to give you some background to my topic
2. The Opportunities Education over the Internet is going to be so big it is going to make email look like a rounding error. JT Chambers (Cisco Systems)
E-learning has a compound annual growth rate of approximately 111% and is expected to reach $18 billion by 2003 Merrill Lynch over the last few years, I have had the opportunity to share and exchange ideas with colleagues on the topic of flexible learning from the UK, the United States, Canada and the Middle East
as the pictures suggest, the experience was extremely enjoyable, but educationally, the experience starting me thinking about the issues of cultural diversity in online learning environments
For many educators in both VET and Higher Ed, increased focus on globalisation, has perpetuated itself in increased pressure to penetrate this expanding global e-learning market. More and more we are being asked to go online
over the last few years, I have had the opportunity to share and exchange ideas with colleagues on the topic of flexible learning from the UK, the United States, Canada and the Middle East
as the pictures suggest, the experience was extremely enjoyable, but educationally, the experience starting me thinking about the issues of cultural diversity in online learning environments
For many educators in both VET and Higher Ed, increased focus on globalisation, has perpetuated itself in increased pressure to penetrate this expanding global e-learning market. More and more we are being asked to go online
3. If you read the articles in the IT magazines, the predictions are rampant
Merrill Lynch predicts that E-learning has a compound annual growth rate of approximately 111% and is expected to reach $18 billion by 2003
And as the chairman of CISCO JT Chambers suggests, Education over the Internet is going to be so big it is going to make email look like a rounding error
However despite the enthusiasm that our Institutes may have for these opportunities, as educators, there are definite
issues
Challenges, and
responsibilities that we face in preparing to pursue these economic opportunities
It is my goal to focus on some of these issues, challenges and responsibilities, as part of this five day activity
If you read the articles in the IT magazines, the predictions are rampant
Merrill Lynch predicts that E-learning has a compound annual growth rate of approximately 111% and is expected to reach $18 billion by 2003
And as the chairman of CISCO JT Chambers suggests, Education over the Internet is going to be so big it is going to make email look like a rounding error
However despite the enthusiasm that our Institutes may have for these opportunities, as educators, there are definite
issues
Challenges, and
responsibilities that we face in preparing to pursue these economic opportunities
It is my goal to focus on some of these issues, challenges and responsibilities, as part of this five day activity
4. The benefits of acknowledging and accommodating diversity in our electronic learning communities
AND
How to assist in preventing neutralisation within the context of the borderless technologies
One of the challenges we face is how we can raise the cultural competence of our students and we can do this by ensuring an enlightened citizenship both technologically and globally. Undisputedly, the Internet, underpinned by the www, has opened the horizons to unlimited educational opportunity for our students
As is the case for everyone when they have the chance to travel, the experience helps you develop a stronger appreciation for the diversity and richness of the many different cultures that make up our global community. in the early stages of my exploration of these opportunities, I started to be concerned about the possible threat that some of todays technologies may represent to the rich cultural fabric of our global community
With the emergence of the 'borderless' technological platforms I begun to be concerned about the potential for this cultural fabric to be sanitised or neutralised by these seamless technologies. As a society, were we valuing or denegrating this diversity?
You may be aware that there has been considerable research on the benefit of creating a deliberate third culture or third spaces that purposely seeks to create a culturally neutral environment for business purposes (Gundry, Pennycook, etc.)
This should not be confused with Oldenburgs concept of third spaces which relates to physical spaces people are seeking to create to pursue learning, eg, the café between work and home
But in reviewing this research, I started to ask, what is the relevance and impact of this approach to education and learning and more notably, it is appropriate to overlay these theories onto our education models?
So
over the period of the next few days, I would like to share with you my findings about the benefits that I believe we can derive from acknowledging the value of diversity in todays global e-learning community
AND
What we can do to assist in minimising the neutralisation of this diversity within the context of the borderless technologies supporting online learning communities
One of the challenges we face is how we can raise the cultural competence of our students and we can do this by ensuring an enlightened citizenship both technologically and globally. Undisputedly, the Internet, underpinned by the www, has opened the horizons to unlimited educational opportunity for our students
As is the case for everyone when they have the chance to travel, the experience helps you develop a stronger appreciation for the diversity and richness of the many different cultures that make up our global community. in the early stages of my exploration of these opportunities, I started to be concerned about the possible threat that some of todays technologies may represent to the rich cultural fabric of our global community
With the emergence of the 'borderless' technological platforms I begun to be concerned about the potential for this cultural fabric to be sanitised or neutralised by these seamless technologies. As a society, were we valuing or denegrating this diversity?
You may be aware that there has been considerable research on the benefit of creating a deliberate third culture or third spaces that purposely seeks to create a culturally neutral environment for business purposes (Gundry, Pennycook, etc.)
This should not be confused with Oldenburgs concept of third spaces which relates to physical spaces people are seeking to create to pursue learning, eg, the café between work and home
But in reviewing this research, I started to ask, what is the relevance and impact of this approach to education and learning and more notably, it is appropriate to overlay these theories onto our education models?
So
over the period of the next few days, I would like to share with you my findings about the benefits that I believe we can derive from acknowledging the value of diversity in todays global e-learning community
AND
What we can do to assist in minimising the neutralisation of this diversity within the context of the borderless technologies supporting online learning communities
5. Understanding cultural diversity in todays borderless global village:
Detectable attributes
Underlying attributes
Over the period of time that I have been researching this topic, I have had to re-think what cultural diversity constitutes in the context of the borderless global village we now live in
Too frequently we rely on those detectable attributes that can be easily recognised in a person, such as age, gender or national/ethnic origin
In virtual communities, these detectable attributes are lost or unobservable
However the issue of diversity is important, so as educators, when we are working in online learning environments, we need to work out ways to both observe and be sensitive to these underlying attributes
Attributes such as values, perspectives, attitudes, beliefs, conflict resolution styles, socio-economic and personal status, education, past work experiences, etc
all come together to assist us in understanding cultural diversity
Over the period of time that I have been researching this topic, I have had to re-think what cultural diversity constitutes in the context of the borderless global village we now live in
Too frequently we rely on those detectable attributes that can be easily recognised in a person, such as age, gender or national/ethnic origin
In virtual communities, these detectable attributes are lost or unobservable
However the issue of diversity is important, so as educators, when we are working in online learning environments, we need to work out ways to both observe and be sensitive to these underlying attributes
Attributes such as values, perspectives, attitudes, beliefs, conflict resolution styles, socio-economic and personal status, education, past work experiences, etc
all come together to assist us in understanding cultural diversity
6. The Goal
Bringing new ideas and technologies together in a way that celebrates our differencesbut at the same time, respects old traditions.
What changes are necessary
for this to happen?
It will be through the understanding and application of these expanded definitions, that we will move closer towards our goal of discovering how to bring new ideas and technologies together in a way that celebrates our differencesbut at the same time, respect old traditions.
This is consistent with the concept of social capital which has long been a popular notion amongst academics and is now being considered by politicians in their planning
So if you can accept for the purposes of this presentation the concept that consideration of diversity has merit (and can tolerate my seemingly utopian approach)
What changes do we need to make as educators to ensure that we are able to create quality practices that respect diversity
It will be through the understanding and application of these expanded definitions, that we will move closer towards our goal of discovering how to bring new ideas and technologies together in a way that celebrates our differencesbut at the same time, respect old traditions.
This is consistent with the concept of social capital which has long been a popular notion amongst academics and is now being considered by politicians in their planning
So if you can accept for the purposes of this presentation the concept that consideration of diversity has merit (and can tolerate my seemingly utopian approach)
What changes do we need to make as educators to ensure that we are able to create quality practices that respect diversity
7. The Need for Change The ways of the majority are superior where the approach to inclusivity' has often been deficit driven
The largely Anglo-Saxon/Western paradigms of our current breed of flexible learning models may be disenfranchising culturally diverse students
Education, as an impetus for social change, may be the most effective strategy for eradicating ignorance and promoting understanding
Firstly, I believe there is the need to move away from what appears to still be the subtle belief within educational circles, that the ways of the majority are superior
It seems that we have often take a deficit driven approach that suggests that those students from different cultures, need to be brought up to a normal standard by redressing these differences
We seem to expect these students to assimilate and conform to the dominant Anglo-Australian culture
Now I recognise that some of the current international market demand is specifically for these features
learning how to do business in an anglo Australian setting, so my criticism is inappropriate for these sorts of courses which effectively encourage and nurture that neutrality
But in general, when it comes to resource development and delivery for cross-cultural groups, whether they be across borders or within our local communities, we still have a strong reliance on predominantly Anglo-Saxon paradigms that emphasise things such as
active participation amongst class members and interclass competition
may means that we are possibly disenfranchising some of our culturally diverse students
Still taking the liberty of arguing that diversity has merit, what further can we do as educators to make sure that we are able to create quality practices that respect diversity
Firstly, I believe there is the need to move away from what appears to still be the subtle belief within educational circles, that the ways of the majority are superior
It seems that we have often take a deficit driven approach that suggests that those students from different cultures, need to be brought up to a normal standard by redressing these differences
We seem to expect these students to assimilate and conform to the dominant Anglo-Australian culture
Now I recognise that some of the current international market demand is specifically for these features
learning how to do business in an anglo Australian setting, so my criticism is inappropriate for these sorts of courses which effectively encourage and nurture that neutrality
But in general, when it comes to resource development and delivery for cross-cultural groups, whether they be across borders or within our local communities, we still have a strong reliance on predominantly Anglo-Saxon paradigms that emphasise things such as
active participation amongst class members and interclass competition
may means that we are possibly disenfranchising some of our culturally diverse students
Still taking the liberty of arguing that diversity has merit, what further can we do as educators to make sure that we are able to create quality practices that respect diversity
8. The Challenges
Establishing quality standards that will:
distinguish our products in the marketplace
protect the rights of the learner in the race to claim a share of the growing global e-learning market
Developing more culturally sensitive flexible (online) learning environments
Within the VET sector, we have a nationally driven agenda that provides us with consistency of both product and policy although some see this as a negative, it does give us a necessary leverage against some of the major players in e-learning
I believe that one of the ways to distinguish ourselves is to focus on quality issues that ensure that we respect the cultural integrity of the learners,
But what about that last challenge? How do we go about developing culturally sensitive flexible learning models?
A question some of you might be asking right now is, is this really necessary in the global village that has emerged as a result of the world wide web?
I started this presentation by talking about my concerns about sanitisation and neutralisation being perpetuated by the borderless technologies and the issues of harmonising versus homogenising (Gundry)
The question I would like to pose to you is
am I just being old fashioned and should I catch up with the times?
The main goal of the discussion boards is to give you a chance to respond to these questions. But for now I will continue my argument for the affirmative
Within the VET sector, we have a nationally driven agenda that provides us with consistency of both product and policy although some see this as a negative, it does give us a necessary leverage against some of the major players in e-learning
I believe that one of the ways to distinguish ourselves is to focus on quality issues that ensure that we respect the cultural integrity of the learners,
But what about that last challenge? How do we go about developing culturally sensitive flexible learning models?
A question some of you might be asking right now is, is this really necessary in the global village that has emerged as a result of the world wide web?
I started this presentation by talking about my concerns about sanitisation and neutralisation being perpetuated by the borderless technologies and the issues of harmonising versus homogenising (Gundry)
The question I would like to pose to you is
am I just being old fashioned and should I catch up with the times?
The main goal of the discussion boards is to give you a chance to respond to these questions. But for now I will continue my argument for the affirmative
9. Why is this important? The creation of hybrid learning models devoid of cultural affiliations, ignores the fact that learning is essentially a social process that occurs in a cultural context. Attention to cultural background can no longer be a luxury. Ziegahn 2001 & Martsulf 1999
I believe that while the economic drivers are obvious as we saw in the earlier slides, the primary reason why we should be considering cultural diversity, goes well beyond economics
As I mentioned earlier, there has been considerable research on the benefit of creating a deliberate third culture or third spaces that purposely seek to create a culturally neutral environments for business purposes and the www goes a long way to assisting in this process because of its universal uniformity.
However my findings suggest that diversity, and in this instance cultural diversity, is in fact a key success factor in education and that cultural neutrality is an appropriate educational goal
I believe that while the economic drivers are obvious as we saw in the earlier slides, the primary reason why we should be considering cultural diversity, goes well beyond economics
As I mentioned earlier, there has been considerable research on the benefit of creating a deliberate third culture or third spaces that purposely seek to create a culturally neutral environments for business purposes and the www goes a long way to assisting in this process because of its universal uniformity.
However my findings suggest that diversity, and in this instance cultural diversity, is in fact a key success factor in education and that cultural neutrality is an appropriate educational goal
10. Cultural Diversity and Flexible Learning What we see is a contradictory phenomenon for the individualstandardisation versus diversification.
Pincas 2001
As this slide suggests, what we are starting to see today, is a contradictory phenomenon for the individualstandardisation versus diversification (Pincas 2001).
Further to this, Wilson in 1992 showed in his studies that
As this slide suggests, what we are starting to see today, is a contradictory phenomenon for the individualstandardisation versus diversification (Pincas 2001).
Further to this, Wilson in 1992 showed in his studies that
11. Cultural Diversity and Flexible Learning Learning from experience may be a catalyst, learning in experience, that is, the physical and social experiences in which learners find themselves, is ultimately more powerful.
Wilson 1992
learning from experience may be a catalyst, but that learning in experience, that is, the physical and social experiences in which learners find themselves, is ultimately more powerful (Wilson 1992)
Most peoples learning occurs with or from people because learning is primarily a social process (Dr. Faris, 2002)
But I think the next slide best sums up my views on this issue of diversity in learning
learning from experience may be a catalyst, but that learning in experience, that is, the physical and social experiences in which learners find themselves, is ultimately more powerful (Wilson 1992)
Most peoples learning occurs with or from people because learning is primarily a social process (Dr. Faris, 2002)
But I think the next slide best sums up my views on this issue of diversity in learning
12. Cultural Diversity and Flexible Learning Students who learn in an environment where multiple and diverse perspectives are fostered and appreciated, become better critical thinkers, communicators, problem-solvers and team players.
Sugar & Bonk 1998
Students who learn in an environment where multiple and diverse perspectives are fostered and appreciated, become better critical thinkers, communicators, problem-solvers and team players.
Better critical thinkers, communicators and problem solvers? As an educator in the VET sector, I know this is what industry is demanding of VET in Australia?
So if you can accept the hypothesis that diversity is a positive feature in education modules, the question is
.
how can we ensure its continued existence in our online learning communities in light of the culturally neutral learning platforms that we are working in?
Just identifying it as a goal is probably not enough to effect change
Students who learn in an environment where multiple and diverse perspectives are fostered and appreciated, become better critical thinkers, communicators, problem-solvers and team players.
Better critical thinkers, communicators and problem solvers? As an educator in the VET sector, I know this is what industry is demanding of VET in Australia?
So if you can accept the hypothesis that diversity is a positive feature in education modules, the question is
.
how can we ensure its continued existence in our online learning communities in light of the culturally neutral learning platforms that we are working in?
Just identifying it as a goal is probably not enough to effect change
13. The Tools
Framework of Review an evaluation exercise for policy makers, developers and deliverers of flexible learning
Over the period that I was reviewing and researching this topic, I collected interview tapes, readings, textbooks that all made reference to positive ways in which we might address this problem. The challenge for me was how to convert all this information into something useful for practitioners in similar circumstances
What I came up with is what I have referred to as a Framework of Review
A copy of this document has been included with this presentation. It can also be downloaded from the 2001 flexible learning leaders site where it is an appendix to my report (www.flexiblelearning.net.au/leaders) for the year 2001. If you have any difficulties accessing this document, please contact me and I will email it to you (goodearl@swtafe.vic.edu.au)
The content of this document was constructed from my readings, but most notably, from my discussions with practitioners who are currently involved in flexible delivery to culturally diverse groups
It was their passion and commitment towards sustaining diversity in our learning communities that I wanted to capture in this document
If you could stop at this point and download this document, I will walk you through it
Over the period that I was reviewing and researching this topic, I collected interview tapes, readings, textbooks that all made reference to positive ways in which we might address this problem. The challenge for me was how to convert all this information into something useful for practitioners in similar circumstances
What I came up with is what I have referred to as a Framework of Review
A copy of this document has been included with this presentation. It can also be downloaded from the 2001 flexible learning leaders site where it is an appendix to my report (www.flexiblelearning.net.au/leaders) for the year 2001. If you have any difficulties accessing this document, please contact me and I will email it to you (goodearl@swtafe.vic.edu.au)
The content of this document was constructed from my readings, but most notably, from my discussions with practitioners who are currently involved in flexible delivery to culturally diverse groups
It was their passion and commitment towards sustaining diversity in our learning communities that I wanted to capture in this document
If you could stop at this point and download this document, I will walk you through it
14. The Tools
Framework of Review an evaluation exercise for policy makers, developers and deliverers of flexible learning
You will see that is comprises a series of statements and questions. The aim of the questions is to challenge the theories upon which todays FLMs are being developed. It is designed to assist a range of people from developers and deliverers, to policy makers
Although there is no clear deliniation, if you look at question 10 for example
this is directly talking to content developers of FLMs that are trying to cater to culturally diverse student groups. This question arose when I was interviewing some people in Canada who are working with their aboriginal population and the project of integrating their studies into the higher ed curriculum. They stressed how easy it is to at times compromise content as part of the integration process, but how inappropriate it is to the long term goals.
Question 27 is directed to the teacher, challenging them to ensure that the FL environment is safe. Too easily our FL classrooms can become untidy and undisciplined unless we have clear codes of conduct upfront that the participants can either mutually develop as a communal activity or at a minimum agree to an existing code of conduct
Question 38 takes a slightly different focus and attempts to highlight the benefits of online learning models in allowing for iterations if properly maintained. The issue of maintenance is a perpetually challenging one because so many of our funding models have development and delivery components, but fail to adequately recognise the need for ongoing maintenance. In a technological setting, the opportunity to incorporate change is greater, if the processes are in place to capture the need for change and have the resources to implement the required change
At the end of the document, I have incorporated an assessment scale. I felt it would provide a greater incentive to work through the questions rather than just reading them
To date I have received some very constructive feedback from organisations who have used it to review their organisations achievements in this area, then assess the need for change. As with any aspect of my presentation, I would appreciate your feedback
As you have just seen, the framework is not just focused on developers
You will see that is comprises a series of statements and questions. The aim of the questions is to challenge the theories upon which todays FLMs are being developed. It is designed to assist a range of people from developers and deliverers, to policy makers
Although there is no clear deliniation, if you look at question 10 for example
this is directly talking to content developers of FLMs that are trying to cater to culturally diverse student groups. This question arose when I was interviewing some people in Canada who are working with their aboriginal population and the project of integrating their studies into the higher ed curriculum. They stressed how easy it is to at times compromise content as part of the integration process, but how inappropriate it is to the long term goals.
Question 27 is directed to the teacher, challenging them to ensure that the FL environment is safe. Too easily our FL classrooms can become untidy and undisciplined unless we have clear codes of conduct upfront that the participants can either mutually develop as a communal activity or at a minimum agree to an existing code of conduct
Question 38 takes a slightly different focus and attempts to highlight the benefits of online learning models in allowing for iterations if properly maintained. The issue of maintenance is a perpetually challenging one because so many of our funding models have development and delivery components, but fail to adequately recognise the need for ongoing maintenance. In a technological setting, the opportunity to incorporate change is greater, if the processes are in place to capture the need for change and have the resources to implement the required change
At the end of the document, I have incorporated an assessment scale. I felt it would provide a greater incentive to work through the questions rather than just reading them
To date I have received some very constructive feedback from organisations who have used it to review their organisations achievements in this area, then assess the need for change. As with any aspect of my presentation, I would appreciate your feedback
As you have just seen, the framework is not just focused on developers
15. Technology doesnt cause learning!
It is vital that we move beyond the false perception that technology causes learning and to do this, we need to engage the policy makers in the understanding the complexities of flexible delivery and online communities
I am sure that there are no teachers participating in this forum who need convincing of this fact, but the reality is that we still have policy makers who believe that good technologies by default, mean good learning
Just so you can understand where I am coming from, when I talk about flexible learning, I like to think of it as an equation that has three variables
people, processes and technology. In this way, you are able to encompass all the players-- learners, developers, teachers and administrators
I view it as a process and not just a product and clearly put technology where it belongs
a facilitator for our educational goals. As someone said recently at a conference I attended, technology is really just a bunch of innovations and should never be viewed as a single fixed item (Laxmi Ramasubramanian)
In relation to the cultural diversity within the flexible learning community, it is clear that, in part, this is reliant on the cultural sensitivity and preparedness of the people who are members of that community
It is vital that we move beyond the false perception that technology causes learning and to do this, we need to engage the policy makers in the understanding the complexities of flexible delivery and online communities
I am sure that there are no teachers participating in this forum who need convincing of this fact, but the reality is that we still have policy makers who believe that good technologies by default, mean good learning
Just so you can understand where I am coming from, when I talk about flexible learning, I like to think of it as an equation that has three variables
people, processes and technology. In this way, you are able to encompass all the players-- learners, developers, teachers and administrators
I view it as a process and not just a product and clearly put technology where it belongs
a facilitator for our educational goals. As someone said recently at a conference I attended, technology is really just a bunch of innovations and should never be viewed as a single fixed item (Laxmi Ramasubramanian)
In relation to the cultural diversity within the flexible learning community, it is clear that, in part, this is reliant on the cultural sensitivity and preparedness of the people who are members of that community
16. The Learners
If we start with our Learners
As a first point of reference, consideration needs to be given to the appropriateness of the flexible learning environment in meeting the learners needs
In a study undertaken in 1999, it was identified that 95% of VET students did not have the skills to cope with independent learning
Irregardless of the support structures you create within your online learning community, it still requires a high level of independent operation and management
In August last year, an article in campus review reported that more than four in every five TAFE students prefer to study on campus in formal classes especially among 15-24 age group. Campus Review (August 2001)
I dont think that we should be under any illusion that online learning is the learning model of choice. Even Microsofts own white paper suggested that people tend to prefer instructor led courses
So it is critical to identify whether the FLM is an appropriate medium for the learners, irrespective of the obvious geographical and economical benefits it offers. Just because it is available online, doesnt necessarily guarantee a positive learning opportunity for all learners. Flexible learning is not the best model for all students, irregardless of how good we think the product may be
The next group to consider is the deliverers of the learning
the teachers in the FLM
If we start with our Learners
As a first point of reference, consideration needs to be given to the appropriateness of the flexible learning environment in meeting the learners needs
In a study undertaken in 1999, it was identified that 95% of VET students did not have the skills to cope with independent learning
Irregardless of the support structures you create within your online learning community, it still requires a high level of independent operation and management
In August last year, an article in campus review reported that more than four in every five TAFE students prefer to study on campus in formal classes especially among 15-24 age group. Campus Review (August 2001)
I dont think that we should be under any illusion that online learning is the learning model of choice. Even Microsofts own white paper suggested that people tend to prefer instructor led courses
So it is critical to identify whether the FLM is an appropriate medium for the learners, irrespective of the obvious geographical and economical benefits it offers. Just because it is available online, doesnt necessarily guarantee a positive learning opportunity for all learners. Flexible learning is not the best model for all students, irregardless of how good we think the product may be
17. The Deliverers
When we speak of diversity in a classroom, we are often considering only the diversity of the students in the room.
We need to also consider the teachers cultural sensitivity in terms of detectable differences (eg, race, colour, sex) and undetectable differences (eg, political opinion, sexual orientation, teaching and learning styles, regionalism, class, family history and religion)
We are often read the term
critical reflective thinking. Well here is a chance to do just that!
I would you to take a few minutes to reflect on a couple of questions that might help you evaluate your capacity, or your colleagues capacities, to work in culturally diverse learning communities
The first question Id like you to think, is
When we speak of diversity in a classroom, we are often considering only the diversity of the students in the room.
We need to also consider the teachers cultural sensitivity in terms of detectable differences (eg, race, colour, sex) and undetectable differences (eg, political opinion, sexual orientation, teaching and learning styles, regionalism, class, family history and religion)
We are often read the term
critical reflective thinking. Well here is a chance to do just that!
I would you to take a few minutes to reflect on a couple of questions that might help you evaluate your capacity, or your colleagues capacities, to work in culturally diverse learning communities
The first question Id like you to think, is
18. Question One
Take a minute to do this exercise by just jotting down your thoughts in relation to this question
And the second question to contemplate
Take a minute to do this exercise by just jotting down your thoughts in relation to this question
And the second question to contemplate
19. Question Two
I hope in our discussion we will have the chance to draw out your thoughts and share them with the group
The primary point of this short exercise was to re-enforce the critical role that teachers play in the educational community and how easily our opinions can influence a learning environment irregardless of the quality of the learning environment or educational content
Clearly our personal experiences, both past and present, affect our teaching and our tolerances. What is a little frightening is that the research suggests that our capacity for emphathy is largely set by age eight!
The next group I want to talk about are the policy makers (having already discussed the learners and the teacher members of the learning community)
I hope in our discussion we will have the chance to draw out your thoughts and share them with the group
The primary point of this short exercise was to re-enforce the critical role that teachers play in the educational community and how easily our opinions can influence a learning environment irregardless of the quality of the learning environment or educational content
Clearly our personal experiences, both past and present, affect our teaching and our tolerances. What is a little frightening is that the research suggests that our capacity for emphathy is largely set by age eight!
The next group I want to talk about are the policy makers (having already discussed the learners and the teacher members of the learning community)
20. The Policy Makers
I commenced this presentation by quoting some of the projections in relation to the e-learning potential
Cleary the policy makers have been reading the same journals and articles as I have, because I am sure you are feeling the same pressure we are experiencing in the VET sector to get out their and service this global market
I have added that last comment about not giving up because my research was funded by the policy makers (ANTA) and as such, I would like to believe that they do care about these issues, not just the bottom line
The challenge for all of us will continue where we are trying to make the distinction between the often-conflicting goals of trying to reach more students and markets, while at the same time providing better quality learning resources (not to mention making a profit!)
The final group I want to talk about are the developers
I commenced this presentation by quoting some of the projections in relation to the e-learning potential
Cleary the policy makers have been reading the same journals and articles as I have, because I am sure you are feeling the same pressure we are experiencing in the VET sector to get out their and service this global market
I have added that last comment about not giving up because my research was funded by the policy makers (ANTA) and as such, I would like to believe that they do care about these issues, not just the bottom line
The challenge for all of us will continue where we are trying to make the distinction between the often-conflicting goals of trying to reach more students and markets, while at the same time providing better quality learning resources (not to mention making a profit!)
The final group I want to talk about are the developers
21. The Developers
Having spent a considerable part of my presentation expressing concern about the possible damage our modern technologies might have on our global communities, I want to talk about the positive side of the technologies because I firmly believe that the potential to create positive, culturally sensitive online learning communities is enormous
Never before have we had access to such multi-dimensional learning tools. They provides us with the opportunity to purposefully construct flexible learning environments that are capable of meeting the multi-dimensional needs of our learners
So as long as we never presume that the technology can generate this sense of community, sensitivity and flexibility in its own right, and it is up to all members of the community to work towards preserving those vital social and cultural elements that enrich the learning community
In relation to online learning platforms, I believe that the flexible qualities of our learning communities are directly correlated to the way in which we develop and deliver the learning
The framework of review is just one small way to assist in make sure that our development is purposeful versus default or technologically driven. Our goals should be to promote inclusion and participation (notwithstanding bandwidth!)
So what about the future
Having spent a considerable part of my presentation expressing concern about the possible damage our modern technologies might have on our global communities, I want to talk about the positive side of the technologies because I firmly believe that the potential to create positive, culturally sensitive online learning communities is enormous
Never before have we had access to such multi-dimensional learning tools. They provides us with the opportunity to purposefully construct flexible learning environments that are capable of meeting the multi-dimensional needs of our learners
So as long as we never presume that the technology can generate this sense of community, sensitivity and flexibility in its own right, and it is up to all members of the community to work towards preserving those vital social and cultural elements that enrich the learning community
In relation to online learning platforms, I believe that the flexible qualities of our learning communities are directly correlated to the way in which we develop and deliver the learning
The framework of review is just one small way to assist in make sure that our development is purposeful versus default or technologically driven. Our goals should be to promote inclusion and participation (notwithstanding bandwidth!)
So what about the future
22. The Future? Culture and technology have one thing in common
they are both subject to constant change
As with most research, you come away knowing that there are no easy answers. You set out with such high expectations and enthusiasm that you think you can change the world. Along the way you get a little disheartened to learn that you ability to effect change is limited
To further complicate this, I think in relation to the topic of cultural sensitivity in online learning communities, the future challenge is significant because culture is not staticit is constantly changing
And when we combine that with rapid technological change we are constantly subject to then the challenge is even greater
But that doesnt mean we shouldnt aspire to great heights
. As with most research, you come away knowing that there are no easy answers. You set out with such high expectations and enthusiasm that you think you can change the world. Along the way you get a little disheartened to learn that you ability to effect change is limited
To further complicate this, I think in relation to the topic of cultural sensitivity in online learning communities, the future challenge is significant because culture is not staticit is constantly changing
And when we combine that with rapid technological change we are constantly subject to then the challenge is even greater
But that doesnt mean we shouldnt aspire to great heights
.
23. Our Responsibility To create more sensitive flexible learning communities that are capable of acknowledging and valuing difference.
As a group appreciative of the benefits of communities, our mutual goal should be to seek to create more appropriate and sensitive flexible learning communities that are capable of acknowledging and valuing differences within our global community
And in my opinion, it would serve us well in the highly competitive e-learning market to set QUALITY alongside CULTURAL SENSITIVITY as our trademarks in the online learning market
Maybe all Ive done in the short time Ive had today is show off my travel photos and admit to a personal paranoia
As a group appreciative of the benefits of communities, our mutual goal should be to seek to create more appropriate and sensitive flexible learning communities that are capable of acknowledging and valuing differences within our global community
And in my opinion, it would serve us well in the highly competitive e-learning market to set QUALITY alongside CULTURAL SENSITIVITY as our trademarks in the online learning market
Maybe all Ive done in the short time Ive had today is show off my travel photos and admit to a personal paranoia
24. Benchmarks
Quality and cultural sensitivity our trademarks in the global e-learning market.
But hopefully this presentation has set the scene for the next few days of activities.
Your next task is to work through the Framework of Review, firstly on an individual level, then at an organisational level.
From there, we will move to the discussion thread that have been set up where we can share views on the benefits of cultural diversity in online learning communities.
I look forward to seeing you in the discussion room!
But hopefully this presentation has set the scene for the next few days of activities.
Your next task is to work through the Framework of Review, firstly on an individual level, then at an organisational level.
From there, we will move to the discussion thread that have been set up where we can share views on the benefits of cultural diversity in online learning communities.
I look forward to seeing you in the discussion room!
25. However I hope that this presentation has made you think about some of the social and cultural implications to our communities as we forge ahead with online technologies in education
I hope that this session might encourage further discussion, reflection and debate on this issue of cultural diversity in our online learning communities
You may be able to apply the framework of review as a way of measuring your effectiveness or your organisations effectiveness in considering cultural diversity.
From the url on this slide, you will be able to access the report I was required to complete and the F of R. The study that I completed was not formal research, but the process I adopted allowed me to draw upon a wide range of readings and experience that I have tried to capture in this report.
So with the formal part of the presentation over, I would be happy to answer any questions and hear your thoughts on this topic.
However I hope that this presentation has made you think about some of the social and cultural implications to our communities as we forge ahead with online technologies in education
I hope that this session might encourage further discussion, reflection and debate on this issue of cultural diversity in our online learning communities
You may be able to apply the framework of review as a way of measuring your effectiveness or your organisations effectiveness in considering cultural diversity.
From the url on this slide, you will be able to access the report I was required to complete and the F of R. The study that I completed was not formal research, but the process I adopted allowed me to draw upon a wide range of readings and experience that I have tried to capture in this report.
So with the formal part of the presentation over, I would be happy to answer any questions and hear your thoughts on this topic.
