Tag Archives: skills

ability to apply knowledge

Lets be critical: Re-examining technology affordances and digital literacies for professional education

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A recent article by Smith, Kahlke and Judd (2020), reminds me of how almost a decade ago now, a colleague and I created an engaging learning design for a competency based programme: combining technology affordances, pedgagogy and digital literacy. We went the extra mile in planning and designing for the proper integration and use of technologies in the Pharmacy Practice programme, without making any assumptions about students’ digital literacy. Our approach (see Datt & Aspden, 2011) was based on the contributing elements of design for socio-constructivist learning environments: authenticity, motivation, scaffolding and skills development. We too focused on “two key questions: (1) what affordances are offered by a given technology that will support learners in developing their professional competencies, and (2) what broad range of knowledge and skills do learners require in order to effectively integrate a technology in their learning and practice?” (Smith et al., 2020, p.6)

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The RIGHT to write

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Reflecting on my experience in ACADPRAC 704: Research Writing – a course which is part of my PGCert Academic Practice journey.

Introduction
Most important concerns of my early career publishing are the confidence to express my ‘voice’ and develop a preferred style.  Part of the issue is having the ability to identify and capitalise on the existing strengths of my writing. The journey in ACADPRAC 704 became the rite of passage into writing for me. Taking a bullet train to arrive at the destination much quicker than what the usual journey would have taken. As a budding writer, I had three objectives:
To make use of the increased awareness of research writing – politics, pleasure and style – and develop as a research writer.
To develop a template for my style and a psychological approach to publication that will boost my confidence and success in publishing.
To join a community of practice (CoP) within 704 and/or the Centre for Learning and Research in Higher Education (CLeaR) to become more disciplined and productive in writing through support, advice and feedback.

Aligning my strategy (RIGHT) to the foundations (BASE) of writing. Key: B-behavioural, A-artisanal, S-social, E-emotional
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Dressing and styling

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A search on writing, dressing and style, revealed a rather humorous, unrelated article on styling and dressing, in the sense of, you guessed it, fashion! What resonated with me, however, was the implied message in the article. Irrespective of the designer style or label, the height of the wearer has an impact on the overall impression of the garment. Much like the stage we are at in our research career, has an influence on the liberty we have to make bold statements with our writing. This post is very much a reflection of my own writing journey, not research writing per se but writing in general.

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Connections: MOOCs, CoPs and the conversational framework

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How can the conversational framework influence the design of a cMOOC? Can a cMOOC be an advantage for elearning professional development? Can rethinking the classroom in the digital age be a good example of a cMOOC where the aim is to provide access, increase flexibility while supporting the development of a community of practice where ideas and experiences are shared among individuals who may maintain contact beyond the course. This will be the focus of my design of the mooc on rethinking the classroom-every aspect of the course will be largely dependent on the connection and communications on the course. The Personal Knowledge Management (PKM) skills model will still come in handy as there needs to be initiative and motivation for enrolling and maintaining a presence in the course…

Academic life: finding the balance

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This is a reflective post on the concept of balance (wellbeing and productivity) introduced in ACADPRAC 702: Academic Citizenship (PGCert Academic Practice).

“…for students it would be better to be clear about the purpose of what they are studying and identifying the high-priority areas rather than simply reading more or reorganising their notes” (p244). Who would dare tell this to their students? Aren’t we in the process of churning out mass graduates to keep our revenue lines healthy?

Kearns & Gardiner (2007)

Is it time well spent? The relationship between time management behaviours, perceived effectiveness and work related morale and distress in a university context (Kearns & Gardiner, 2007)
I really liked this paper and have already started thinking about how I can get onto my PhD without further procrastination! Procrastination is considered a “bad habit” (p236). The standout value of this paper was the fact that they had given student life some consideration and balanced the view on workloads by comparing students and teachers alike. “Today’s students will tell you that, with demands of lectures, study… there is barely any time for life” (p236). However, what intrigued me most was the behaviour that they prioritised most ‘having a clear purpose in your career’. I am sure, early career academics would agree with me that in the early days, irrespective of the focus and sense of purpose one has, it comes down to sink or swim and time management becomes an unknown issue. I also thought that being organised was an all-encompassing behaviour rather than something at the bottom of the pyramid. For example, for me planning and prioritising is part of being organised.

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