Reflections - Critical finding from Activity 5.3 readings

What did I glean from the articles?

A need to closely examine the roles and related competencies of an online instructor / elearning practitioner. This would lead to a better understanding of what an elearning practitioner does first.. in effect to learn from other practitioners (those more experienced) ... essentially learn from their own research / experience. Then incorporate that research / experience into my own reflections on my own practice ... to then inform my own practice. To me that may be one important and distinguishing characteristic that differentiates a practitioner from a professional - this connection with other practitioners.

That was a critical finding for me.

I've tended to go to research, perhaps to validate a specific project or approach .. rather than approach it from a much broader point of view. Perhaps such reading on a routine basis would build in me a better understanding of my roles and be incorporated into my practice as part of my practice rather than an "after the fact" add on.

Summary - CEN / ISSS Workshop on Learning Technologies: Project Team Quality Development ; Providing Good Practice for ELearning Quality Approaches"

Source

Dondi, C., Moretti, M., Husson, A.M. and Pawlowski, J.M. (2005) ‘Interim report: CWA 1 - providing good practice for elearning quality approaches’, CEN/ISSS, [online] Available from: http://cms.eun.org/shared/data/pdf/cwa1_20051118.pdf (Accessed 6 November 2008).

Interesting read of what appears to be a system for assessing submissions looking for a stamp of approval or recognition as "quality work" or an emerging "good practice".

Criteria for "quality work" includes the need to demonstrate the following

• has been "field' tested and trialed
• is culturally appropriate, contextually relevant
  
• addresses a current need, issue, problem that required monitoring for quality improvement
• is well documented
  
• demonstrates improvement and effectiveness
• can be used in an new context but in a similar field
• invites continuous improvement (promotes improvement)

In short, a good practice

• has been tried and tested in the field
• clearly targeted and adapted for a specific user group (takes the user into consideration)
• relevant or current (deals with current issues being faced in the field by other practitioners)
• is presented transparently so that it can be clearly understood by other practitioners
• demonstrates its benefits
• has broad support from other users who have used it
• is transferable to others ( it can be used by others in a new context)
• promotes improvement (quality sought after via feedback loops)

It would seem to me that these are qualities to be looking for and using to realize a good poster presentation.

Summary - Promoting excellence in HE - Hillier article

Source

Hillier, Yvonne (n.d.) ‘The quest for competence, good practice and excellence’, The Higher Education Academy, [online] Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id494_quest_for_competence.pdf (Accessed 11 November 2008).

Attempts made to identify qualities of excellence. To formally recognize it and in doing so promote good practices to realizing it.
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NTFS (National teaching Fellowship Scheme - UK
criteria for rating submissions for teaching excellence

• ability to inspire students
• ability to inspire colleagues
• ability to inspire broader community
• enable Ss to achieve learning outcomes
• demonstrate reflective practice in their teaching
• innovation
• promotion
• presentation
• sharing and promoting good practice

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Research on the subject by Vielba and Hillier, 2000.
Administrators focussed on organizational qualities

• planning
• resources
• explicitly stated outcomes

Teachers and students focussed on affective / personal qualities

• enthusiasm
• creativity
• interpersonal skills

Students noted the importance of "communication skills"

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So using criteria for judging excellence is dead.. long live the role of research and reflection in promoting excellence (?)

That's sort of what I'm left with here after reading the Hillier article. So there is not true set of criteria to realize what is deemed to be "excellence" in teaching. Rather we know what is needed to encourage personal and professional development to make anyone a better educator - namely "research" to inform "reflection on our practices" and this to inform our "professional practice".

Seems to support my earlier opinion about using the term "expert" - calling myself an expert on anything. I am more comfortable declaring myself someone who is a reflective practitioner thus continually under development. The alternative? To stay the same .... to not grow .. to fossilize.