Diversity

Abbotsford Community Services diversity mural by University of the Fraser Valley

By now, you need to have decided on a working definition of flexible learning and started exploring the flexibility of your course(s) using Casey & Wilson's (2005) Flexibility Continuum.  If you have managed to explore some examples of flexible learning that is even better.

How are you going with the learning objectives for the topic: What is Flexible learning?

• Define flexible learning in your context.
• Explore principles and processes of flexible learning and teaching.
• Investigate multiple dimensions of flexible learning.
• Critique a variety of examples of existing flexible learning and teaching options.
• Reflect on how the dimensions of flexible learning could be applied in your context.

Activities, two and three relate to the first topic. 
Reference: Use the flexibility grid - Table 2.2, p. 7 & 8, and also Appendix 3, p. 41-44 in A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005). 

If you are following the schedule, Diversity is the topic you need to be working on now. However, the schedule is only a guide so don't be too hard on yourself if you are at a different stage.

Why do we need to have a grasp on diversity to understand the 

concepts of flexible learning? 

Understanding who your students are, how they learn and what will encourage them to engage with your subject will optimise equitable access to the learning environment. Is it true to say that only by acknowledging difference can we be inclusive? Or is it fairer to say that good learning design is inclusive by default? What is diversity? What is culture? How is cultural diversity relevant to your teaching?

Where to start? 
Check out the materials on WikiEducator about Diversity. Activity Four will guide you. Check out this short four minute video about how diversity can impact on learning.

Flexible Learning: Getting started

Isolation and the falling stars by 802

To get started in the course and find out how to set up your learning portfolio, please go to Getting Started on WikiEducator.  If you need assistance, please get in touch as soon as possible, otherwise weeks can go by if you don't get over the hurdle of setting up your portfolio. 

The schedule and assessments are in the 2014 Course Outline

Remember you can make your blog or ePortfolio space private if you prefer and invite just the course lecturer. I can supply email addresses if you wish to give course participants access as well. If you do feel comfortable having your work in a public forum, the advantage is that others can interact with you, and give you feedback. 

In class today, we looked some examples of blogs and ePortfolios from other classes - links on the right of this post. We also began talking about what flexible learning means - the first module - What is Flexible Learning? - and discussed the five dimensions of flexibility and ratings on the flexibility continuum (Casey & Wilson,  2005). We also made a start on thinking about how flexible participants' course design was with regard to these dimensions.

On Moodle, you can find material that was given out in class:

• a reading  Collins & Moonen (2001) Flexible learning: it's not just about distance, and 
• the diagram of a Flexibility Continuum,
• Three-Step Reflective Framework template - to assist your reflective writing in your portfolio.