What feedback models or processes do you prefer?Question 2 for assessment 3

What feedback models or processes do you prefer?

I read and connected immediately with the I.C.E. model (FostatyYoung & Robert J. wilson 2000) for assessing and thought of how it had similarities with Kolb's (1984) cycle of Adult learning. See my earlier post, Link to activity Eight.  His suggestion is that there are 4 stages to learning which link in a circle.
Concrete experience - reflection - abstract conceptualisation - active experimentation - and back again.
If this is a basic concept of how a person learns, then having an assessment model that aligns closely with this cycle e.g; formulating ideas or facts - making connections - and applying it (I.C.E.), follows the learning patterns and behaviours of adults , in theory should have a process of growth and deeper learning.  If the assessment type aligns and matches the learning outcomes then the process of feedback is an important component of the procedure.  Matching the type of feedback given and at the appropriate time would be important factors to consider.

Much of the facilitating I do is practical based and I assess by observing an interaction or activity.  I find the best process of feedback in these situations is an immediate verbal, one on one interaction.  Hattie & Timperley's (2007)  table would show this as feedback at Task level, correcting at a surface level.
One of the techniques I use I learnt from a colleague who has an outdoor education background and finds this useful to feedback in the first instance and then to encourage the learner to use it to self monitor their progress as they develop the skill(s).  By encouraging the learner to use this process themselves this would help with their deeper learning. (Self regulating).

• Start - I would like to see you start doing........
• Stop - I would like to see you stop doing......
• Keep - I would like to see you keep doing.......

( Similar to Start,Stop,Continue)

Another form of feedback I use which has a reflective component to it is in a similar vein to the previous example;

• What ( What did you do?  How was your performance?)  Task
• So what ( What does it mean?)  Process level
• Now what ( How can this be improved? what can you do differently?) Self regulating

Adventure Education, Miles & Priest (1990)

Why is feedback important?

It is an important part of the learning process, gaining effective feedback helps the learner to reflect on the experience and improve next time.  If there is no feedback then there would be no opportunity for self regulation or awareness of where improvements/changes/adaptions where needed and change would not happen.

What are the challenges or issues with assessment feedback?

1. Often difficult to give feedback in a timely manner, particularly if it is verbal, if not given at the right time then the moment is lost
2. It is easy to be too general with feedback, 'great job' doesn't really offer any real information for improvement 
3. It can be hard to get the right mix of positive and negative feedback without being too nice or too harsh
4. 'By being honest and straightforward, and by offering balanced feedback, the people you influence can build skills and confidence at the same time. ' Gail Anderson Giving and receiving feedback

How do you balance how much feedback to give?

This is difficult to do especially if there are big classes and many practical activities. There must be an effective feedback process that is easily adaptable and straightforward.   One that can be used to produce a consistent outcome for the learner.

Evaluation of an existing course assessment

The assessment I have decided to concentrate on forms one of twelve small evaluations within the Hospitality Operations course in the Certificate in Applied Travel and Tourism.  A one year, level three programme with minimum level 2 NCEA and an interview prior to entry.

1st Semester (All papers)
Day in the life of a Tourist
Day in the life of a Conference coordinator
Day in the life of a Travel agent
Day in the life of a Tour guide

2nd Semester (Choose 2)
Hospitality Operations
Travel agency
Tour guide
Each paper must gain a pass mark in order to obtain the Certificate in Travel and Tourism.

The paper is an introduction to the Hospitality Industry with an emphasis on Front Office and Reservation roles.  The students have access to the course outline, information, activities and assessments through Wiki educator http://wikieducator.org/Hospitality_Operations and a computerised virtual Hotel reservation system.  This system enables them to check customers into a hotel, add expenses to their account and check them out, this is assessed by providing role play opportunities, written assessments and a virtual hotel closed book evaluation.

A brief outline of all the assessments within this paper;

• Unusual Hotels (presentation)
• Impacts of mass Tourism (case study)
• Hotel packages (presentation)
• Hotel reservation/cancellation policies (word processed)
• Reception Theory assignment (word processed)
• Telephone reservations (role play)
• Checking guests into the hotel (role play)
• Checking guests out of the hotel (role play)
• Business correspondence (word processed)
• Alcoholic beverages (practical/closed book written assessment)
• Virtual hotel assessment (closed book computer assessment)

Grading; The course is set up in a logical, sequential manner so that there is rich learning on the way and there are opportunities to build on and reinforce their learning opportunities at different stages.  As the emphasis is on building on what they have just learnt rather than the final outcome the grading is pass or not passed.  

( Having said that, with the move towards statistical outcomes and lecturer accountability, I do struggle with the ethics of pushing students through at the last minute just to catch them up, how much learning has been done along the way for them? )

My focus for this topic is the 3rd assessment in the group namely, Hotel packages.  The students are required to do some background research, collect evidence and explain their own hotel package in the form of a presentation.

 http://wikieducator.org/Hospitality_Operations/Activities/Packages

 What is the purpose of this assessment?

Good question as often I think to myself, I know what I want to achieve but does this actually do it?

The aim of this assessment is twofold and hopes to provide an opportunity for the students to do some

research and to start to create an awareness of where and how these packages are advertised.

Secondly, to create their own package and present it in such a way as to sell the dream to their audience.

I see this assessment as a fair way to test their 'understanding by explaining their ideas and concepts'

(Bloom's revised Taxonomy;2001)which, with the appropriate level of feedback will provide
opportunities for the students to 'apply their understanding in another familiar situation'. (Bloom, 2001).

Does this happen?
In general, the quality of the presentations is very high and the students really enjoy producing
their own package, however some do find that doing a presentation and having it marked at the
time quite stressful, I think this is an area for improvement.  I would like to create a clear feedback
form to be used during the presentation so that guidance can be given one on one rather than in the group.
To extend this further I would like to design a simple peer feedback form for the other students to use 
during the presentation, which may help to focus their attention while their colleague is speaking.

How does it enhance students' learning?

I think the concept of this assessment helps to enhance the students learning if adequate research

is done and adequate exploration of hotel packages is pursued. The assessment is relevant

in helping the students to understand why packages are produced, the importance of

creating a sales concept to actively promote the hotel during the slower months/periods.

Formative feedback is given directly after the presentation, I may need to work on my technique

for this after Bronwyn's workshop on Friday!

How effectively does it measure student's learning outcomes?

This is where I feel I need to do some work on revising the assessment. The concept is good but the way

the assessment is laid out and the wording needs work. I do not think it is very easy to understand and

it needs to align with the learning outcomes more closely. The marking sheet needs to offer a better

guideline for the students in its layout and design.

Example of marking sheet;

http://www.scribd.com/doc/104841431/Marking-Sheet-Hotel-Packages

I think that the assessment has a reasonably good basic structure but the instructions are not clear
and the marking criteria is not accurate enough to enable feedback to be given in an easy, clear and
transparent manner.  There is confusion with what is required for the other questions in the assessment
and work handed in has sections missing and has to be handed back for re-sits.  This is time consuming
and unproductive. 

2nd Paper;Assessing and Evaluating for learning; Discussion1 for assessment 3

What does cultural diversity in relation to assessments mean to you?

What factors need to be considered? • How can consideration of diversity benefit the learner? • What are the challenges?

Whilst reading Maori Approaches to Assessment, I found myself identifying with the principles and approaches that the Te Whariki  Early Childhood Curriculum advocates, 'that children" grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society" (Rameka, 2007).
The underlying principle here is that all children will grow up and integrate under the guidance of the bi cultural curriculum into this modern society no matter what their cultural diversity is, e.g. ethnicity, gender, sexual orientation, differently-abled, etc.

Within the pre-school curriculum the concept of the inter-woven mat as an analogy recognises the importance of respecting the language, culture and knowledge of the individual and using portfolios to illustrate their growing skills and knowledge while actively participating in their own learning.

Using this concept as a guide to constructing assessments it is important to give a variety of choices to our learners helping them to integrate into the group using team based activities drawing on the strengths of each individual in different situations.  Analyse the most effective way of assessing for each situation ensuring it meets all of the values e.g. authentic, fair, transparent, etc.

If diversity is considered then there will be choice within the curriculum for the learner to explore their own method of being assessed, if the learning process has led them to that point .

The challenges are relying on the facilitator to try, test and try again if the processes are not working, something we are all doing all the time.  

Summary of my Flexible Learning Plan

Flexible learning presentation2

View another webinar from hgeytenbeek

This is in the form of a powerpoint presentation, comprising 7 slides.

Slide 1;  Definition of flexible learning  - Link to Activity 2

Slide 2 ;     What is the Plan? - Link to Activity 6

Slide 3;      Why have I chosen to do this?  - Link to Activity 4
Creating a safe environment where students have equal access to course materials, activities, interactions and assessments.  Within an environment that fosters respectful behaviour, inclusive of different cultures.  Using Ice breakers activities to help the groups go through the process of forming, storming, norming and performing

Slide 4;      Who are my Students?  - Link to Activity 3

Slide 5;      Honey and Mumford; Typology of Learners - Link to Activity 8
Within Kolb's Learning Cycle.  4 stages of learning which follow on from each other, Honey and Mumford have built learning styles around this sequence, identifying individual preferences for each stage.

Slide 6;      How will I do this?   - Link to Activity 7
Socio-cognitive learning perspective, Vygotsky's(1978) Zone of Proximal Development, embedded in this perspective is the idea that understanding results from personal interactions in social contexts.  Thus, students are viewed as participants in the construction of meaning through their interactions with others (Black, 2005).  To promote a higher level of thinking (critical), students will provide feedback to each other, and thus, co-construct knowledge and understanding(Roehler & Cantion,1997), which is the Active experimentation part of Kolb's Learning Cycle.
This will sit within the framework of Otago Polytechnic's Strategic Plan and the process for inspiring capability in our students.

Slide 7;      References


Thanks, Bronwyn for all your advice and guidance, I have learnt so much in a short space of time, lets just hope I can pass it on to my students now!

Good luck to all those that are yet to present!!  Its not that bad really!!

Activity Twelve - Organisations

How do your ideas for flexible learning, and those of your organisation or consultancy fit (or not) with the TES for NZ?

My Son had his cross country today and I could see the relief on his face when he could see the finish line, I know how he feels!!!!
I think this post title should be 'losing the plot! me or them, or both!

The Government's vision is that all New Zealanders should have ;
'Access to high-quality tertiary education (that) enriches people's lives, increases their employment opportunities and helps to build a productive skills base to drive economic growth.'

Part of that vision is to move New Zealand away from being a low wage economy, with many people doing unskilled jobs.
The strategy is how the government proposes we get there and whether the organisation I work in provides relevant and efficient processes that support that strategy for the future.  The TES and many other sectors will need to 'live within its means and do more with less', which prompts us to be proactive and look at new and innovative ways of teaching many people with fewer resources, less contact time and less man-power, is flexible learning the answer?  It certainly provides opportunity to think outside the box and be resourceful with new technology so that the same quality education is provided in new and surprising ways.

After reading the TES, OP's strategic plan/charter, the Maori strategic plan and the Literacy/numeracy one, I got a sense that they all aligned very neatly, in fact almost intertwined with each other in their visions and strategies.
Accessible learning for all, any time, any place, any where;


'We will continue to develop our courses for flexible delivery to facilitate learning in regional centres, in workplaces and in people's homes. ' OP Charter.


What do you need to include in your plan to fit with the TES for NZ?

• Continue to work with Industry to ensure that the learning meets Industry needs. (PEAC)
• A reliable and relevant moderation process that ensures Industry relevant skills
• Continue to offer STAR (Secondary Tertiary Alignment Resource) programmes to encourage the flow of secondary students into further education
• Continue to embed literacy, language and numeracy skills throughout the plan

I need to ensure that I continue to enhance my teaching role with up-dated quality resources, self moderation to ensure that the training/education is providing skills for employment, and creating a flexible approach where learning new technological skills will provide the flexibility to access  the wider community. 

Short and sweet, now on to weaving it all together!!!!!

References;

http://www.minedu.govt.nz

http://www.otagopolytechnic.ac.nz

The Otago Polytechnic Charter.

http://www.tec.govt.nz/Tertiary-Sector  Draft Literacy and Numeracy Implementation Strategy released

Activity Eleven; Indigenous Learners

How can you include examples of New Zealand's indigenous culture in the design of your eLearning courses - language, society, history, political issues etc.?

The Hospitality and Tourism programmes within Otago Polytechnic attract a small percentage of Maori and Pasifika students and the continuing challenge is to retain those students to success and completion, within those programmes.

Designing an eLearning course in regards to incorporating language of the indigenous culture could mean initially incorporating key words in the titles of the course, so that there is a bilingual component to it. Introduction to Tourism looks at NZ history and culture, exploring the domestic attractions and the way they are being marketed before expanding globally to other cultures. There would be opportunity to incorporate more indigenous History of the local Otago region and the local tribe of Nga Tahu
 
What approaches can you utilise to meet the needs of indigenous learners?


Otago Polytechnic recognises the need to equip its staff with' knowledge of culture, heritage and language skills'( Greenwood, J.,& Lynne- Hairata, T. A. (2009), by encouraging all lecturers to gain the Certificate in  Mata a Ao Maori.  I have recently completed a certificate in Te Ara Reo Maori and found the learning journey very inspiring as it involved;

• Introductions, singing and welcoming speeches
• Maori protocols, customs and processes
• Large and small group work
• Relationship building
• Repetitive, cognitive rhyming games
• Laughter, fun and support (from lecturers, students and Wananga)
• Participation in a safe environment
• Scenarios provided for us to connect the learning
• Weekly singing and prayers
• Role plays e.g. buying groceries at the shop
• Noho Marae, sharing of food
• Weaving and learning our Whakapapa
• Course books, CD roms and dictionaries
• Preparing and presenting a 15 minute speech in Maori 

Emphasis was placed on a holistic and full immersion of the language with each member feeling part of the family.  We collaborated and attended to the oral and spiritual nature of the language, we learnt about our history and culture.  I listened to their stories and they listened to mine. There was respect, hospitality and reciprocal attending to needs.  It was an emotional farewell at the end of the year.  This process of learning is outlined in the video; Te Whare Tapa Wha, all the domains were attended to and I made a journey of safe passage through the course,  "Students and teachers worked as a whanau".(Greenwood, J.,& Lynne-Hairata, T.A. (2009).
My experience has led me to incorporate some of these sections into my teaching to meet the needs of indigenous learners, there are support staff and technical help available as I have come to understand that "Academic goals are not separated for the holistic development of the people who are to be its graduates". (Greenwood, J.,& Lynne-Hairata, T.A. (2009).

 Outline any experiences you have had working with indigenous learners.


On average approximately 3% of our learners are indigenous.  Generally speaking they have low literacy and numeracy skills, so are offered the support at the beginning of the programme, having been through the orientation process.
Attendance is important for group work, learning practical skills and assessments, these students fall behind often because of commitments to family or other personal reasons.  This is where on-line assessments give that flexibility but for Hospitality/Tourism Industry practical skills are obviously very important.


What were some of the challenges that you and the learners faced?


The challenges for us as educators are to fully engage the learners at the beginning of the course and for the learners to feel safe and supported in a new environment. (Powhiri process).


How did this affect their learning?


If attendance becomes an issue then the process becomes disjointed, it is then easy to get behind with work and many of these learners do not achieve their certificates.


References;

Greenwood,  J., & Lynne-Hairata,  T.A. (2009). Hei tauira: summary document. Wellington, New Zealand: Ako Aotearoa.

Knowing your Learner - Engaging Maori Learners.  http://literacyandnumeracyforadults.com

Neal, T. & Collier, H (2006).  Weaving Kaupapa Maori and e-learning.  Journal of Maori and Pacific development, 7 (2): 68-73.

Clayton, J.F., Rata-Skudder, N., & Baral. (2004).  Pasifika communities online: and implications.

Activity Ten; Sustainability

The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate.  Our goal is that every graduate may think and act as a “sustainable practitioner”. 

Education for Sustainability at Otago Polytechnic

Sir Ken Robinson said in his 'Are school's killing creativity' speech ,' that children starting school now (2007) will be retiring in the year 2065 and we have no idea what sort of a World that will be, and how do we equip them with the skills to be able to deal with that World?  The speed with which technology is advancing makes me feel that the World is on fast forward mode all the time and that advances in education, knowledge and intellect does not necessarily mean improvements in the way decisions are made regarding the sustainability of our Planet. We have not learn't by our mistakes and sustainability globally for our children means trying to give them practical skills to survive!!!


How can I become a more sustainable practitioner? (Me)

• Analysing the workload and spreading it out
• Providing study skills
• Offering support networks within the programme
• Offering on-line readings and opportunity to email assignments
• Marking on-line
• Being aware of students outside influences
• Having a life and trying to get lots of sleep

Firstly, I wanted to look at the Tourism Industry (the sector) that we are educating our students to enter.  It, like so many other sectors has been profoundly and massively affected by the growth of the Internet, which in turn has an affect on the way the our Tourism programme is designed, implemented and facilitated.  The Travel Agent's role, for example, has changed considerably and will continue to evolve possibly into more on-line or phone interactions rather than the traditional face to face encounters.  
The Tourism Industry has a foundation in relying on being sustainable particularly ecological and adventure tourism, without some sustainability processes in place these sectors would not exist.    


So what are we equipping our students for?


Taking many of these factors into consideration the courses have been embedded with opportunities for discussion, opportunity and demonstrations of sustainability, locally, nationally and globally.  Trying to provide 'authentic participation in the study of local issues'

Education and Sustainability: Responding to the Global Challenge.  Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge, UK.  By keeping it local this provides more of a sense of ownership.

• Volunteering within the community 
•  http://wikieducator.org/Sustainable_Tourism  
• Living campus 

What sort of learning and teaching strategies meet your philosophy of sustainability?

A quote from the Commission on Education and Communication, IUCN, Switzerland and Cambridge, UK, sums my philosophy up well;

'a focus on developing environmental thoughtfulness, a commitment to the ethic of human interdependence with nature and each other, and a sense of collective responsibility for community development.'

References;

Education and Sustainability: Responding to the Global Challenge.  Otago Polytechnic's policies   Do schools kill creativity?  student workload - Lockwood, F. (2005).