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FLL FINAL REPORT FLEXIBLE LEARNING LEADERS 2001 Greg Crowe Territory Health Services (now known as the Department of Health and Community Services), Alice Springs Professional Development Plan The program will be made up of three areas. 1/ An analysis of multi-lingual, visual approaches to cross-cultural education. The “Beyond the Eclipse” Learnscope 2000 project will be used as a case study. This will focus on analysing pedagogical approaches used within “Beyond the Eclipse”, including; - Issues concerning the predominant use of spoken English in cross- cultural situations, and its effects on learning outcomes. - Issues concerning the predominant use of written English to present, record and retrieve information, and its effects on learning outcomes. - Use of visual approaches, which can be re-iterated in the Indigenous language of the learner, and can provide a „Visual Recall System‟. - Use of visual approaches to present information in cross-cultural situations via emerging technologies such as CDROM / DVD. - Use of visual approaches to present information in cross-cultural situations involving a flexible approach, integrating different delivery modes including, video, „visual‟ books, CDROMs and sand paintings. Projects, such as the 2000 Learnscope project, “Beyond the Eclipse”, which experimented with new pedagogies and which drew excellent evaluations, need to be studied to establish general principles and practices, which can be adopted in other similar situations. 2/ A comparative study and survey of other best practice approaches to cross-cultural education. This will examine best practice that has already been achieved in new pedagogies. Examples of successful (best practice) teaching in the new technologies will be explored, experienced and reported on. These examples will have to be tested against some of the unique challenges of the Central Australian region in which we live and work. Explanation of similar projects or other successful innovative practices in Australia and North America will build up a folio of best practices. 3/ Exploration of effective „Stepping Stones‟ strategies to assist staff incorporating new pedagogies into their work practice. “Teachers teach the way they were taught”. This axiom is under challenge today because of the difference between the last generation of teachers and this generation. An on-going activity during the project is the work with other educators. Most educators are new to the emerging technology as a teaching medium. A staged, progressive introduction of new teaching methods which maximises the use of technological tools will be attempted. From evaluation of such attempts, a stronger framework of pedagogical principles and practices will emerge. Introduction of new pedagogies to the staff members will allow for their creative responses to their experiences. Thus, the principles of adult education will foster collaborative formation of best practice techniques adapted to local conditions. In the different, new world, teachers don‟t have the capacity to teach as they were taught. The need for a new pedagogy is paramount. Places visited in U.S. and Canada. Location Date Institution Contact Investigation Las Vegas 27/08/01 Uni of Nevada, Martha Knack, Dan Indigenous Cross Cultural Las Vegas Bannechek, Education Charlotte Farr Distance Education and creative Services Las Vegas 28/08/01 Uni of Las Vegas Rose Yake Teaching and Learning Centre Shiprock N.M 30/08/01 Dine Navajo College Clay Slate Navajo Health Education Alburquerque 31/08/01 Uni of New Mexico Loretta Brown Organisational Learning & Donald Fischer, William Instructional Technologies Bramble, Mark Galbraith Technology & Education Centre Chicago ILL 5/09/01 Arthur Anderson Dirk Tussing Professional Development & Instructional Co. Jerry Miller Learning Harold Washington Pam Lattimore, Peggy Centre for Distance Learning. Community College Rademaker, John Wozniak Bellingham, 10/09/01 Western Washington William Demmert Woodring College of Education Wash University, Marv Klein Sub-polar education forum Bellingham, Wa. Vancouver 11/09/01 Native Education Centre Dan Guinan Urban Indigenous Education Vancouver 14/09/01 Uni British Columbia John Gilbert Instructional Support James Andrew Instit. Aboriginal Health. Vancouver 15/09/01 Langara College Ruth Lamb Health Studies. Vancouver 14/09/ 01 Vancouver Community Yan Yan Wong, Allan Distance (Continuing) Education. College Clarkson Vancouver 14/09/01 British Columbia Laurence Parisotto Health Sciences Continuing Institute of Technology Bryan Fair Education Flexible Learning Unit Vancouver 14/09/01 Justice Institute of B.C. Natalie Clark Social Services and Community Safety Division. Los Angelas 17/08/01 L.A City College Instructional Television (Cancelled) Quisic Educational Technology Hawaii 19/09/01 Honolulu Community Rob Edmondson Cable TV to (Cancelled) College Outer Islands University of Nevada Las Vegas (UNLV) Martha Knack, Dan Bannechek ~ Anthropology Dan is a medical anthropologist. He was greatly interested in the concepts behind Health Icons and the Learn-scope projects. There is a need to challenge the biomedical model of health education and make allowance for cultural differences. Minority groups, without large financial resources have to be provided with reasonably easy access to relevant educational products. Lesson for DHCS: . Support research of local Learnscope projects. Follow the ideas in latest “Newsround”(October 2001) – Language support for patients at RDH by way of a Patient Educator; Book review of Forgetting Compliance: Aboriginal Health and Medical Culture, by K. Humphrey, T. Weeramanthri & J. Fitz. “…the continuing need to improve providers‟ communication and cross- cultural skills and refashion decision-making around the goals and values of the patient, not the provider.” (p.6) Charlotte Farr, Director, Distance Education and Creative Services Charlotte emphasised the recognition of the “human” and social aspects of technology in education. She referred to The Social Life of Information by Seely-Brown and Duguid as a worthy statement of the need to keep technology as a servant, not a master. Rose Yake stressed the need to have available a large range of educational resources. These had to be accessible and affordable. Rose had a useful chart showing the various media and technologies with an estimate of their cost in time and money, and their advantages and disadvantages. Lesson for DHACS: Use Rose Yake’s chart as a basis for information technology resource development in Workforce Development training. University of New Mexico Albuquerque The Organisational Learning and Instructional Technologies Program (OLIT) offered Professional development course and in-service to the academic staff. There was limited response to the opportunities offered and there was discussion as to the best way to implement change in this area. The OLIT team have managerial support but are hoping for infiltration into the larger staff group by those who already attend courses. William Bramble, Director, Technology and Education Centre (TEC) Donald Fischer, Manager, Administration and Special Projects (TEC) The Technology and Education conducts numerous courses in Information Technology. Most interesting was the contribution of the University to the Navajo Nations Education Consortium. The graduate IT students worked to prepare lessons for on-line delivery to remote Navajo schools. US $20 million was given to the consortium. I was able to attend a consortium meeting. Professor Bill Bramble co-ordinates a program for teacher education (Teach to the Future). Sponsorship by major companies was a feature of their work. Lesson for DHACS: Work with significant people as each possible change occurs. Work through the District Executive after going through Workforce Education Committee (WEC). Combine with interested agencies to work towards an Arrernte educational resource Centre in Alice Springs which would become the basis of a learning community. Combining with CARHDS to develop learning communities in the rolled out zones. Dinè (Navajo) Community College Shiprock Campus, New Mexico Clay Slate, Director, Teacher Education Stressed: Competencies in computer skills Graduated progress through competencies Competencies measured against performance indicators Digital age has increased flexibility Authorship of everything gives authority Competencies are linked to problem solving Schools supported by Navajo consortium Lesson for DHACS: Establish graduated training into computer competencies at a reasonable price. Combine with NTDE for use of LATIS in remote communities with shared competencies. Andersen Company Chicago Illinois Dirk Tussing, Jerry Miller Andersen supplies training to large multinational companies, mainly on-line. Dirk and Jerry offered possibilities of funding foundations. Their educational arm is now Quisic, based in Los Angeles. It was a glimpse into the multinational, multi-million corporate education world. Lesson for DHACS: Follow up contacts for support funding for training initiatives. Harold Washington Community College Chicago Pamela Lattimore, Peggy Rademaker, John Wozniak Distance Learning Centre The college has established flexible deliver to a range of Chicago students and military students across the world. It covers the full range of technology assisted learning. Management of the college has asked Pamela and Peggy to bring the whole college to the level of flexible learning achieved by the Distance Learning Centre. However, no extra resources were offered at that time. Possible link with Alice Springs US military. Lesson for HDCS: Develop a plan for increased use of technology-assisted learning so that all staff are aware of stages of the plan and the plan is adequately resourced. Vancouver Community College Yan Yan Wong, Co-ordinator of Distance Learning Their distance education is based on print material, faxed and mail. Lesson for DHACS: Maintain a variety of training delivery, including print-based material. British Columbia Institute of Technology Open Learning Agency (OLA) Laurence Parisotto, Health Services, Distance Education Flexible delivery for a very large range of courses Bryan Fair, Flexible Learning Unit Justice Institute of British Columbia Vancouver Natalie Clark, Program Co-ordinator Delivers to some remote communities in area of welfare/trauma. One course is by on-line delivery. Links with “C2T2” Curriculum Development project and Dennis Anderson. Made links with Alice Springs FACS unit. Lesson for DHACS: Support FACS to investigate links. Native Education Centre Vancouver Dan Guinan, Academic Dean Community College for First Nation students. Traditional building and symbols. Very similar to Batchelor College. Out reach to some remote but mainly for Vancouver based students. There is strong context and language to support learning. Lesson for DHACS: Maintain support for ACAP. Support AECDS to build stronger groups of Indigenous staff. Langara College Vancouver Ruth Lamb, Co-ordinator of Health Program Holistic health program – combining eastern and western tradition. Large Chinese student body so courses are accessible in Mandarin. Cross-cultural context is recognised. Lesson for DHACS: Support the link between ASH and the Arrernte healing centre. Respect learning styles and languages of ALL learners. Western Washington University Bellingham WA William Demmert, Professor, Teacher Education Marv Klein, Dean, Wooding College of Education Professor Demmert discussed the links with a variety of Indigenous committees and organisations he belonged to. Also gave sources of funding for Indigenous research. Greg Hoffenbacker co-ordinates Blackboard (One faculty uses Web CT). Professional Development tried big and small groups. One-on-one works best for ITPD. Lesson for DHCS: Try to include on-line learning and computer based learning as a dimension of Professional Development and Performance Management. Be aware of the historical realities that impact on learning opportunities within Indigenous staff. Support Indigenous staff forums and links with other groups. University of British Columbia Vancouver Professor John Gilbert, Co-ordinator of Health Sciences James Andrew, Institute of Aboriginal Health Video phones used in orthopaedic section of Women‟s and Children‟s Hospital Liase with First Nations through Institute of Aboriginal Health. Special cross-faculty division to foster cross-disciplinary communication. Lesson for DHCS: Maintain links with Institute of Aboriginal Health to compare educational resources and programs. Places visited AUSTRALIA Melbourne: Chisholm Institute: Ken Gooding, Online Learning and Virtual Campus Unit William Angliss Institute of TAFE: Mary Stewart-Craig, Angliss On-line. Nth Melbourne TAFE Adelaide: TAFE SA e-Learning Centre: Centre for Adult Education: Sally Drummond, E-Learning Manager. Remote Education Centre. Flexible Learning Fellow, 2001. Darwin: NT University: Wanda Jackson, Interactive Learning Division Alice Springs: Centralian College: Fred Richardson, 2001 Learnscope Project-Remote Delivery. Centre for Appropriate Technology: Bruce Walker, Director. Centre for Remote Health: Pam Davies, Flexible Learning Unit. Conferences: ODLAA Technology Centre, Sydney Major event: Presentations by Dr Tony Bates, who specialises in the way whole organisations can be brought to embrace flexible learning strategies. Videoconferencing Conference Noosa, Queensland Major recommendation: Investigate the use of Videolinq for on-line videoconferencing to remote communities. This system is based in Queensland Department of Education and used "streamed video" to cope with the minimum band-with for transmission. NET working 2001 Southbank, Brisbane (Associated with final meeting of FLL 2000-2001) Each FLL made a short presentation to the combined group. Major observation: The available technology to make video links and presentations from overseas. Northern Territory University Darwin, NT Major impacts: 1. The exposition of the three projects NTU has undertaken to introduce e-learning. 2. The contribution of the visitors from Twentye University, the Netherlands. These have implemented a University-wide approach to e-learning.
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