MindLab Practice Blog

This blog uses Gibbs’ model of reflection with the five levels of reflective practice noted by Zeichner and Liston (1996, in Finlay, 2007) to deepen the analysis and conclusion phases.  For more information on Gibbs’ model and the five levels of reflective practice , link to my previous blogs. Description & Feelings: When MindLab moved to online professional learning (and away from classroom sessions), it was unsurprising to see comments appearing in the G+ communities suggesting people were struggling, lacking motivation, or feeling isolated.   Overwhelmingly, it was the lack of physical interaction that was identified as the issue.   I have felt the same way on occasion, struggling to get on task and remain on task in the face of promoting work/life balance. Why have we felt this way?   Analysis: Sun & Chen (2016) identify three key features of best practice in online learning forums: Social presence , cognitive presence , and teach

There is no doubt that online learning has grown in popularity amongst students and teachers alike in recent times.   The global e-learning market has grown by 7.9% per annum from 2012-2016 and is valued at around USD $51.5 billion in 2016 (Rana & Lal, 2014).   Asia (including New Zealand) is the fastest growing market in this respect. This is hardly surprising when we consider the advantages inherent in online learning over traditional delivery methods.   Less investment in bricks and mortar, increasing flexibility of programmes and delivery platforms, development of technology, the ability to share knowledge, increasing equity of access regardless of age, race, gender or socioeconomic status, the ability to provide education to the masses, economic survival, and being responsive to the changing requirements of society and those within it (Capra, 2011; Blitz, 2013; Rana & Lal, 2014; Nguyen, 2015; Sun & Chen, 2016). Teaching is an inherently social process.  

The ethics of digital collaboration/collusion has been an evolving field of inquiry throughout the MindLab course - personally.   Digital 1 explored scaffolding academic writing through the lens of knowledge construction.   Digital 2 considered the issue of collaboration and collusion by asking, “Am I consciously/unconsciously engaging in it with my students?”   The Literature Review explored how teachers can navigate the murky waters of digital collaboration and collusion in high stakes student academic writing.   The TAI assignment looked at putting into practice the learning from the three previous assignments.   This blog considers it from an ethical point of view. In Scholarship PE, students complete a 30-page portfolio on an issue of their choosing.   It requires a high level of academic writing.   Informed by previous assignments, the process for knowledge construction with respect to academic writing is well established.   Digital collaboration is used to develop un

“Abandon the urge to simplify everything, to look for formulas and easy answers. Begin to think multi-dimensionally, to glory in the mystery and paradoxes of life, not to be dismayed by the multitude of causes and consequences that are inherent in each experience -- to appreciate the fact that life is complex.”  M. Scott Peck In the face of increasing complexity, it seems somewhat instinctive to try and create order from chaos and simplify things to make it more understandable.   However, in doing so we find ourselves reducing the nuances or shades of grey to stark black and white. Ehrich et al (2010, p.174) points out that, “education is a moral and ethical activity that is heavily value-laden”.   However, ethics are based in morals, values, and beliefs and are intrinsically personal, shaped a s a result of cultural, social, digital, environmental and professional interactions over time.   Consequently, they evolve.   Ethics are fluid, never static.   It therefore bec