Will they get a job? How can we help?

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:

Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:
Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)

Access and Equity

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:

Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)

Mind shift: Hold Lightly!

It has taken me some time to figure out a good image that I think reflects me as an educator.

I see the potential created by not only allowing for self directed learning but by actively encouraging it, 'holding lightly'. To encourage creativity we as educators need to create tension between the control and chaos. Balance (and often patience) is key.

This type of approach may not work for all learners from various cultures and mindsets as it requires the learner to embrace a certain degree of responsibility and opportunity. However majority of the individuals I work with are adult learners in sustainable practice that I facilitate through a process of discovery and hopefully through a mental shift. Majority of the time these learners merely require some light guidance and the chaos creates a certain degree of excitement in treading unknown territory. My perception is that if I did hold on too tightly they would never challenge their thinking and things would their thinking would remain the same, constrained by unsustainable mental models.

A Day in the Life ...

Jack is the newest participant of Towards Sustainable Practice, a unique online course to support individual’s understanding of sustainable practice and its ability to become embedded in a business or organisation. Although Jack has only just signed up, he is already concerned that it could be difficult to find time to complete the assignments.

Towards Sustainable Practice is a course that has been designed for flexible learning particularly that that the course is already completely online. The course has been designed to give the participant a solid understanding of why a business or organisation should move towards sustainable practice, how to use and apply the Framework for Sustainable Practice (FSP), how FSP differs to others as a strategic decision-making tool and how other well-known tools support the framework.

Requires a framework
Jack is passionate about supporting his organisation’s move towards sustainability. He works for a multi-national engineering firm, Engin-eer, which has its head office in Christchurch. As with many multi-nationals Engin-eer have some environmental standards but lack a broad understanding of sustainable practice. Jack has a lot of information about sustainability but lacks the framework to practically apply his learning. The course uses a fictional case study to apply the participant’s learning as they work through the course. Unfortunately it requires using your imagination to develop this case study. Jack has limited imagination. The second assignment allows participants to research their a case study of their choice which fits Jack’s lack of imagination better.

Over-committed
As a practitioner jack has a long list of previous qualifications from a degree in engineering to management courses and workshops. Therefore jack is a highly sort after individual within Engin-eer because of his varied background and therefore finds himself over-committed. He requires a course that will give him the understanding he requires whilst being short and succinct.

Course timeline
Jack signed up almost 5 months ago and has only just completed the second assignment. There is no deadline for the course to allow flexibility, however this also means there are few motivators to get things done. A possible way to get around this is to have participants create their own timeline so they can reach their own expectations. In addition, the course facilitator can encourage late assignments by reminding Jack of his own expectations.

Slow-download connection
The course uses the technology platform Blackboard and various multi-media functions for providing the information and experience to the participants. This includes powerpoint presentations with voice-overs, interviews on TED TV and YouTube, printable readings, interactive games and reflection diaries. These are great for people who have access to broadband however Jack tries to work through the course from home where he does not have a strong web connection. This becomes very frustrating when he has to start downloading a leave the computer for 15 minutes before he can complete the next part of the course.

Lack of experience in online environment
Although Jack has had plenty of education and training he has not done this type of online learning before. He seems to be finding this extremely difficult. For one the technology is unlike anything he has used before. He has followed the instructions carefully but gets frustrated again because of the slowness of the machine and his lack of experience. Jack does not have time to go to a community learning centre to get support this way. He needs it on his own time schedule. More interactive training would be appreciated.

Secondly, Jack is not used to working alone. He often works in teams and finds it hard to motivate himself. He gets a little bored by the readings although the interviews and videos are good. He thinks he would benefit from using the communication tools available on Blackboard, however so far none of the other participants have used it. He does not want to be the first to put himself out there!! Jack would like to see the facilitator add some comments to the communication page so he does not feel so exposed.

Happy and excited
Other than that Jack is excited about the course. He is in touch with the facilitator to work on how they can both work to overcome some of these issues.

Welcome to the Premier Launch

Welcome to my blog!

As mentioned above this blog has been set up as a learning tool for myself and colleagues of a course exploring Flexible Learning styles. As an educator/facilitator in Sustainable Practice I am particularly interested in how an array of learning sytles can support people's understanding of and progress towards a sustainable future.

This is very exciting as it is my first blog here in the virtual world. Looking forward to it.