Table 5

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Thoughts for the morning - Opportunities of a Flexible Future
  • Shift from teacher-focused to student-focused learning - how good are students at learning/learning to lean; need to think about range of learning backgrounds and cultures that students come from and/or epxerience; how can that be best facilitated.
  • How do we teach people to filter online content effectively? That can depend upon the subject/discipline.
  • Personalised learning - what does that mean, what do we understand it to mean? Individuals can have own goals/learning objectives; assessable learning content vs. exams; how do online
  • Library - should be reliable : want to be able to trust the information provided, that it is sound and valid; physical library - need to trust that Library has done work to ensure resources are sound and of good quality; digital natives may not have grounding in a reality which is based on sound scholarly practice - should they learn this before they get to university; are schools the connection between tanglible



Thoughts for the afternoon - Challenges of a Flexible Future
What is evidence that sts are not thinking / are thinking?
  1. reflective journal - but how is this measured? how do sts learn how to reflect? how impt is teacher or peer feedback?
  2. getting stdts to create multi choice questions - peer-wise learning. stdt is like the teacher bcse makes them think about the nature of the subject etc
  3. authentic tasks - criteria specific and understandable; e.g. Peter Loom's podcast tasks for Master's stdts
  4. stimualate creative learning and apply their learnt principles to new problems
  5. multi v mono tasking - effect on our ability to reflect deeply without distraction. Cf thinking in the shower - still a place where people can still think (altho now shower radios!)
  6. peer teaching - stdts teach other stdts

Throwing the baby out w the bath water?
  1. we still need content in our brains - still need some rote learning so we have content we can pull on quickly that is easy to tap into
  2. bombarded by technology - endless distractions which leave us no time for reflection or deep thinking.
  3. loss of face to face replaced by online discussion forums. But how to encourage participation? Same as in 'real' life - make the groups smaller so all feel obliged to contribute, make contributions compulsory, give feedback etc

NCEA / Cambridge exam systems - how do they prepare us for for independent tertiary learning?

Personalised teaching and learning:
  1. reflective journal
  2. stdts apply the assessment principles to their own chosen context
  3. personal discipline and time management required
  4. how is it possible with large stdt cohorts in a subject + time constraint?
  5. tension betw educating the individual so they can improve upon their personal best (primary school model) or acreditisation ie tertiary model where stdts must reach a certain external std