Premier’s TAFE English Literature, Language and
Communication Scholarship
The classroom on the other side of the
camera – using technology to overcome
distance in educational delivery
Sally Delaney
TAFE NSW - Western Institute
Sponsored by
One of the highlights of my teaching career has been receiving the 2006 Premier’s TAFE
English Literature, Language and Communication Scholarship. At the time of being
informed that I had received the award, I was delighted to think that my extensive efforts
in preparing the application had been rewarded. What I know now is that this stage was
merely the beginning of an incredible journey of learning and professional development
– an opportunity of a ‘teaching’ lifetime.
Focus of the study
The broad focus of my proposed study was to examine aspects of blended delivery1
models of education in the United States of America which better service students’ needs
in the area of English Literature, Language and Communication. The time frame was
four weeks during April-May 2007.
The particular focus of the study was:
 the incorporation of e-learning technologies such as videoconferencing and
online study for distance learners
 how these tools of delivery might improve student access, participation,
engagement, learning outcomes and completion rates for vocational training and
education.
 the strategies used to train and mentor staff using e-learning technologies in
blended models of learning.
Significant Learning
A learning experience: Iowa Distance Learning Association Annual Conference
I had the great experience of attending two seminars delivered by William A. Draves who
is a quoted expert on lifelong learning and online learning. Bill is the president of the
Learning Resources Network (LERN) www.lern.org and authored several books.
William A.Draves and Sally Delaney, IDLA Conference,
Cedar Rapids, Iowa
Bill's first seminar focused on 'a different kind of teacher' for the new teaching
environment. Today's teacher needs to respond to individual learning styles; to focus on
outcomes and knowledge; find strengths in the individual's skills; be aware that there are
different learning styles for the different generations.
1. Blended delivery is a non-traditional teaching/learning model. It can be defined as distance educational
delivery which incorporates a variety of teaching methods and tools. These may include print-based
learning material, online delivery, videoconferencing teaching/learning, face to face support and telephone
support.
In the second seminar, Bill explained the generational learning styles: the veterans <1946;
the baby boomers (1946 – 64); Generation X (1965- 1979); and Generation Y (19802000). The latest generation > 2000 hasn't been named as yet. The point about the
learning style is that each generation has lived through a particular time where things are
done or thought in a particular way. Bill gave some excellent tips for teaching Gen Y one
of which was to 'make learning relevant'.
Conference Day 2 - Main day of Conference
Bill Draves gave the keynote address entitled "Nine Shift: Work, Life and Education in
21st Century" www.nineshift.com. This address focused on how the internet is changing
how we live and that by 2020 a way of life as we once knew it will be over - the internet
will be predominant. In the afternoon I delivered my presentation "Distance Education An Australian Perspective" in a breakout session to a small group of interested and
interesting educators. Two of the participants at the session are very keen to set up
videoconference session between our students and theirs!
I attended another breakout session on the latest digital tools for teaching: digital pens; ebooks which have an embedded video chip; dynamic software demonstrating calculus
and trig; virtual calculators; tablet PCs. I also saw a portable digital whiteboard system
demonstrated, which is a cheaper option to smartboard www.mimio.com. I was
delighted to be present at the Conference and be welcomed so warmly by a great group
of people. Thank you to Donna for liaising with me to help me coordinate my
attendance at the Conference.
A learning experience: Videoconferencing and all
things e-learning
My contact in Wisconsin was Dan Gross. Dan is the Executive Director of SWING
(Southeastern Wisconsin Instructional Network Group) www.swing.k12.wi.us. Dan
coordinates communication technologies in many K-12 schools and other institutions in
this area. He also works with the Museums to bring schools and museums together. We
drove through different areas: tourist, farming, industrial with Dan acting as a wonderful
guide. We also discussed all manner of things American including education, technology,
politics, religion, culture, food and Boy Scouts! I gained a marvellous insight into one
perspective of life and times in Wisconsin thanks to Dan's depth of knowledge, educated
opinions and sense of humour.
Our first stop was Carthage College www.carthage.edu where Dan introduced me to
Prisca`Moore, Associate Professor of the Teacher Education program. Prisca focuses on
a variety of technologies in the program including videoconference training. These
students then on completion can be leaders in the fields of instructional technologies.
The student teachers combine with school children in videoconferencing sessions which
include programs from NASA and museums. These sessions then act as models for the
student teachers. We also visited the Gateway Technical College in Burlington. Here
Dan introduced me to Kathy and Gerry who are instructors in the Adult Learning
Centre. Kathy and Gerry deliver ESL and the GED (which is very similar to CGVE –
a TAFE NSW Year 10 equivalent course).
Dan put an enormous amount of effort and energy into my visit. It was a fantastic day
and such an excellent opportunity to learn about the how, what and why of education.
Dan’s innovative and enthusiastic approach to education can only enhance
communication technology within the system.
A learning experience: Blended learning meets technology
meets true hospitality
My visit was to Illinois Central College was coordinated by Patrice Hess, Director of
Organisational Learning, who unfortunately was unavailable on the day of my visit.
Patrice left me in the hands of Janice Kinsinger, Associate Dean Instructional Innovation
and Learning Resources. We began at 9am with an informal meeting with Instructional
Technology and English Faculty. Stimulating discussion followed regarding Distance
Learning, and in particular online learning. Two motivating forces drive the growth of
online courses: competition and student demand. Teachers are placing more and more
courses online to meet the demands. The technology infrastructure at the College was
amazing. If you opt to place a course online, there are specialists to help you.
I was then given a tour of the technology studio. This centre services the College for all
of the videoconferencing. Janice and I then took part in a videoconference to downtown
Peoria Campus with educators involved in Health Careers and Public Services. The
video-conference system is housed in a 'smart' classroom with touch screen control and
drop down large screen. I was then invited to attend a Curriculum Committee Meeting
were I was once again warmly welcomed and which provided an interesting insight into
how this works. A final session of a 'Blackboard' training program was my last session
for the day. 'Blackboard' is the Learning Management System (ie Janison Toolbox) which
appears to be preferred here.
Apart from the learning about all things relating to Distance Learning, I also experienced
hospitality and friendliness that is definitely first class. Nothing seems too much effort;
hard work is the norm; pride in your institution and love of your jobs are commonplace.
Learning experience: research into online learning
Purdue University, West Lafayette, Indiana, first opened its doors in 1874 with 39
students. It now enrols 40 000 students and is a beautiful Campus which covers 2 300
acres. One of its esteemed graduates is Neil Armstrong www.purdue.edu. My contact at
Purdue was Dr Jennifer Richardson, Assistant Professor in the Educational Technology
Program. Jennifer is in charge of the teacher education program. Jennifer and her
colleagues have completed extensive research in distance learning especially online
learning and videoconferencing. Jennifer is currently researching peer feedback in the
online environment, specifically the discussion room.
Dr Jennifer Richardson and Sally Delaney, Purdue University,
West Lafayette, Indiana
Jennifer provided me with a paper relating to videoconferencing which I know will
provide some wonderful research information for us.
Learning experience: ‘inquire, learn and reflect’
Kent State University in Ohio is Ohio's second largest University with a total student
body of 38 000. It was first established as a public university 94 years ago. Part of the
history of the University includes a shocking student massacre. On May 4, 1970, protests
against the Vietnam War ended in confrontation with the Ohio National Guard, leaving
four students dead and nine wounded. A memorial to this incident in the University
grounds encourages all who visit to 'inquire, learn and reflect' on how differences may be
resolved peacefully.
My visit to the University allowed me the opportunity to learn about and witness current
research into technology in the classroom. Dale Cook, Summit Professor, Founder and
Director, Research Centre for Educational Technology, met me and explained the work
that the Centre is doing (www.rcet.org). RCET 'explores the uses and influences of
technology in education through rich collaborations among researchers and practitioners,
to help improve teaching and learning in today's classroom ...'. Live research takes place
in an authentic classroom setting which can be viewed, recorded and analysed by
researchers through a one-way screen. Groups of students from K-12, along with their
teacher, are brought to the classroom for a six week period. The students are provided
with state-of-the-art technology in the classroom.
I viewed a Kindergarten class working with their teacher on a unit on weather. They were
using microphone, document camera, lap top computers, weather probes, and video/still
cameras as tools for their learning. It was a fantastic sight to see! These were children
who did not have a lot of technological skill at the commencement of their six week
period. Two research findings which Dale discussed with me are: the low incidence of
behaviour problems in this technology rich classroom; the enhancement of skills for
students with special needs.
I then spent some time with Albert (Chip) Ingram and Lin Lin, both of whom are
Associate Professors, Educational Foundations and Special Services. We had a rich and
interesting conversation regarding online and blended learning. They showed me the
Distance Learning Centre which is equipped with 'smart classroom' features. I was in awe
of the level and capacity of research that has been set up at Kent State.
Learning experience: E-learning in New York
I met with Alison Rice, at Hunter College, City University of New York. This is a
University right in the heart of Manhattan - just a buzz of students and life. Alison is the
Director of Hunter College's IELI (International English Language Institute) and ELT
(English Language Teaching) Institute. Alison and I had an interesting discussion about
online learning and the differences in our two teaching environments. We were joined by
Anne Ediger, Chair, Department of Curriculum and Teaching. The three of us
exchanged lots of worthwhile information about education and living in New York City.
Anne is coming to Australia later in the year and may even come to Cowra to visit us and
see what we do. I did mention that Cowra is quite a bit different to New York City!
Learning experience: (Mor)E-learning in New York
I travelled by subway out to the Bronx to meet with Dr Kathy King and her colleague Dr
Barbara Heuer. Kathy is a Professor of Adult Education and the Director, Regional
Educational Technology Centre (RETC) for Professional Development at Fordham
University. Barbara is Assistant Professor at Fordham's Graduate School of Education
and also coordinates the Masters program in Adult Education and HRD. Kathy has
written ten books and completed significant research about distance education. Since
2005 she has been researching the area of podcasting. Kathy's research into
podcasting in the classroom has found that it motivates students because digital
technology is such a part of their lives. The use of technological tools such as iPods
and other mp3 players needs to be 'captured' in a classroom because students already
have these devices already 'attached to their bodies'.
Using technology to create podcasts also 'empowers' the student. A student (especially
students with low levels of literacy) can produce an oral text in the same way a written
text is created: plan, draft, edit, final copy. This gives the student a 'voice'. You can tune
in to Podcast for Teachers from the RETC at http://www.podcast for teachers.org.
Kathy's latest book has just been released 'Podcasting for Teachers' and is available
online at www.bxmedia.net. I had a fascinating morning of learning in a beautiful oasis in
the middle of the Bronx: Fordham University.
Sally Delaney & Dr Kathy King, Fordham University,
The Bronx, NYC
I attended part of the Adult Basic Education Conference in New York City. This was
unplanned but I couldn't refuse Kathy King's invitation to attend. Kathy was presenting.
Her session was entitled 'Capturing iPods and the MP3 Craze for Learning: Helping
Students Tell their Stories'. This was a stimulating and energetic session which has
convinced me even further of the fantastic use of this tool for teaching.
Learning experience: education meets the 21st century
My final visit was to the University of North Texas at Denton, Texas. Denton is located
near Dallas. The University has 34 000 enrolments with 2 500 enrolments being totally
online courses and 12 000 partly online. My contact at the University of North Texas
was Dr Philip Turner, Vice Provost for Learning Enhancement. Dr Turner leads all
types of innovation with e-learning at the University; he leads the Centre for
Teaching, Learning and Assessment and he also heads an innovative project at the
University entitled the UNT Quality Enhancement Plan.
The Quality Enhancement Plan (QEP) is all about 'Next Generation Web Design'
http://QEP.unt.edu is 'designed to help faculty members and support staff to work
together to transform the student learning experience in large enrolment undergraduate
classes'. Interdisciplinary teams work together to upgrade existing online courses, or
place existing face to face courses online 'engaging, encouraging and enabling faculty
members to investigate and apply innovative and instructional techniques'. I was
privileged to see some of the incredible instructional design techniques being used with
subject content.
As part of my visit, Philip invited me to attend a production meeting at the Centre for
Distributed Learning Production. The meeting was attended by Faculty and staff from
the Centre for Distributed Learning and the Centre for Teaching, Learning and
Assessment. I gained such an insight into the team work that obviously occurs at CDL. It
was inspirational listening to subject specialists and technological experts sharing ideas;
making decisions; moving forward with projects and work; in Philips' words 'bringing the
21st Century to the University'.
Conclusion
My Study Tour to the United States has been a once in a lifetime opportunity. It has been
an exceptional journey of professional development where I had the opportunity to meet
and learn from incredibly knowledgeable and passionate fellow educators. The efforts
and planning undertaken from my contacts in preparedness for my visits was astounding.
I was so warmly welcomed in each and every site – almost a celebrity (with a small ‘c’)!
I have gained an insight into the use and research of technology in education at a level
beyond my experience. There has been more of a growth than a change in my insights/
skills. My newly upgraded knowledge has given me a confidence to validate my beliefs
and personal teaching philosophy: that e-learning is here and will not go away; that its use
as an essential tool for teaching and engages students, especially young students who are
at risk. The Study Tour now enables me to confidently advise and confer with fellow elearning advocates about what practices to pursue, what strategies to think about for elearning planning, what tools, equipment and software to investigate to enhance learning
opportunities for distance learners.
I was especially encouraged at the level of interest that researchers and educators in the
US showed in the work that I do. An exchange of information and practice was a regular
occurrence. I also learnt a lot about America as a country from my visit – from the
questions I asked, the things that I saw, the places I visited. It is a unique and complex
land with an incredible financial infrastructure for (among other things) education; yet
there are people living on the streets. The country is so diverse and I was able to capture
some of the impact of this as I travelled from the mid-west to New York to Texas.
I was encouraged by the effort and passion given to the growth and development of
education; of making a better teacher in the 21st Century. But at the same time, it was
comforting to note that some problems with education are universal: class sizes;
encouraging the ‘resistors’ to use technology; recognising that today’s learners are an
entirely different group of learners to twenty, thirty or fifty years ago.
Endnote:
To view a blog of this Study Tour go to:
http://www.blogabond.com/TripView.aspx?tripID=701