In topic 2 of the Moodle, I discuss a number of emergent technologies which are being made use of extensively within a number of classrooms abroad. One of the emergent technologies is the concept of sharing global resources for teaching. One project which I used to work for, an EU funded project with the name of CLARIN, looks at providing a one single repository for language resources, (for example an automatic speech to text translator for every existent known language) to be able to be shared amongst all the researchers at the European level. Researchers include not just scholars from academia, but educators, who are for example teaching a language or the history of a language at school. There were various examples of how this created what is called as an "interdisciplinary" approach to research.
What do you think if in Malta on the local scale we would have a repository where people can share a number of resources which they use during their own teaching? There is a possibility that the same resources can be used for different topics within an entirely different range of subjects. How do you see this fit in with the nature of your teaching experience at MCAST?
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In an ideal world it would be great to have a repository of resources. I mean, there are already numerous lesson plans, hand outs etc that you can find on the internet. The snag about it is that you might be planning to use a resource and once in class, you find out that students had already done that work the year before. Since levels are different in Europe, it is very difficult to be sure that teachers use resources at the right level.
ReplyDeleteWith regards MCAST and the local scene...I teach English so in class I usually have students who do not have an O-level so the level I teach is usually similar to Form 5 in many cases. Even when choosing a text for comprehension, sometimes students say they did that last year. In subjects like English, one has to be very careful not to duplicate. Situation as it is at MCAST, without a syllabus for English, without specified outcomes for English at 1st Diploma Level, without standardization, it can be a bit tricky to have a repository for resources.
Another element is that there would always be those people who never contribute anything which is hardly fair on the others!
Tatjana Chircop
I agree with such a system because comparing the different topics that we lecture, one can note similarities. Therefore, the sharing of ideas can increase the effectiveness of our lecturing. For example, the sharing of case studies and exercises. Here we can mention the fact that team work is being highly promoted even in industry. Thus we can use team work even in a teaching environment. Technology can help ! However, the system will need to be managed as any other database so that the shared information will be valid and reliability.
ReplyDeleteHmmm... quite an interesting concept.
ReplyDeleteThe advantages of having a repository can be various like:
• non-duplication of material
• fine tuning of available material
• standardisation
• better quality assurance
But there are also disadvantages (as Tatjana mentioned) like:
• need to track which lessons have been delivered to which class/student
• contribution by different teachers can vary a lot in volume and quality
• copying of material / copyrighting
I believe that eventually repository systems must be created in education (as for other sectors) since it is fundamental for evolution of the education system. Only in this way can academics fine tune and improve on the teaching material they deliver. In industry this is already being done and is now a standard requirement of the ISO and other quality auditing systems. Typically it is called DOCS (Document Control System) whereby users can access files and specifications of how to do something (manufacture a product, set-up a process etc) rather than having to re-invent the wheel. Optionally they can improve upon the files and specifications after approval from document owners.
In the case of education therefore it makes sense to create a repository, but first and foremost a clear structure or framework must be set up will rules clearly defined. These should include:
• document ownership (only a few select qualified people can approve material editing/modification by users [teachers])
• record keeping (a database) of what students have already been taught from the repository. In this way one would avoid delivering the same material over and over again to the same students or class.
• A database of repository contributors and users to ensure that everyone contributes to the repository for the sake of fairness. Reports can be issued to indicate an index of contributions made to the repository to numbers of material “uses” by a teacher
These are just a few thoughts about this very interesting subject. I am sure other colleagues will add to these ideas and develop this discussion further.
I agree with what Louis Aquilina has said about the standardisation of documents and procedures in the industry and how this can be linked to education.
ReplyDeleteIn my opinion such online material should be saved in a standard format where the teacher can have folders where he/she can post say presentation in the main folder, and then say videos, photos, online assessments, results etc in respective sub-folders. I would also add a small database where the teacher once ready will fill in some details including the title of the inputted material pack and a brief description. Finally a log of the people who use it with a particular class would be a form of history for other lectures to monitor accordingly.
I think that this should be organised within the institute in a central place and then everyone can access them in the classroom or with special permission even for the students.
In my opinion, if it is organised within an institute and ideally even dedicated to a particular specialised group within the institute (ex electrical engineering folder within the institute of electrical and electronics engineering) than the risk of duplication etc is reduced/controlled.
All this is so new to us at MCAST that we seem to be creating something from scratch. I am sure there are a lot of institutes and universities abroad that have their own methods.
Has anyone got any experience from working abroad or through research??
I think that it would be a good idea if each institute at MCAST has a collection of resources, as was mentioned previously.
ReplyDeleteThis would make it much easier for teachers to prepare the lesson plans especially if they are new to that particular module. Also it will leave more time for teachers to be creative and find ways of how to motivate the students.
Having said that, if such a sysyem is implemented one needs to ensure that there is a balanced input from all teachers involved. It would be unfair if it is just a few teachers who share their work.
The above inputs are all valid and interesting.
ReplyDeleteComing from industry myself I did come in close contact with document & forms repository usually storing standard forms or documents that do not need updating. In that sense these documents are extremely useful.
Scanned Books and other reference material are quite useful however these do not need any updating but rather replacement when new editions come out.
Mind you if the colleague would standardize its numerous forms and application a whole lot of time wasting and double/triple work would be avoided…
However here lies my query, shouldn’t teaching material be constantly updated hence this should be a live document?
If teaching staff were given free hand to introduce notes and other data onto an online repository, this repository without monitoring, could end up as the dumping ground for obsolete data, since people would introduce new data without removing the older ones. Hence such a system would always need close monitoring and a designated person to follow it: implying further ICT resources.
One possible go around such a problem would be the use of such tools as google docs. This platform uses a system where you have constant updating of the same documents since updates are time recorded as layers and different individuals can update the same documents.
I do not however know the possible utilisation of such systems in moodle systems, I would leave that in the hands of or ICT colleagues…
Very interesting topic...
ReplyDeleteIn one of the subjects which I lecture in we briefly touch upon the subject of Knowledge Management. This basically revolves around encouraging people within an organisation to develop knowledge and to make it available for others when then need it, in order to avoid re-inventing the wheel. Technological tools can brilliantly facilitate this context. For example, in a meeting which we recently had with an External BTEC trainer, I suggested that given that several institutions around the world are affiliated to BTEC, it would be great if there was an online system which all persons lecturing in BTEC courses could access. Onto such a system, one could upload the assignments which one drafts and the utility of the idea is that one would be able to see how others have gone about tackling the same subject, perhaps in a different way. This would surely lead to a cross-fertilisation of ideas, and in the case of new lecturers/institutions joining BTEC such an easily available pool of knowledge would greatly help to quickly bring one up to speed.
He he he, it is like that Vee knows very well what hurts us here at MCAST! I agree with many arguments presented by my colleagues here but I would like to focus a little bit more on the way this field is exploited by MCAST administrators.
ReplyDeleteWell, in a globalised village it only makes sense to globalise resources too. Sometimes, governments refer to this as ‘Centralisation of Resources’. This happens everywhere; in Malta and at MCAST too. MCAST is currently on a plan of centralisation. It is aiming to centralise all (except one) of its institutes in one place so that they share RESOURCES. So, sharing resources is not only a matter of sharing notes!!
Nonetheless, sharing notes is a direct measure which affects us lecturers so it is worth sparing some time to discuss. Recently, MCAST attempted to collect model course notes for some of the Foundation level subjects. Indeed, MCAST did not manage to collect anything at all. I guess that MCAST fished for this inappropriately and did not explain the significance of this ‘Centralisation of Resources’ to its contributors. It only attempted to steal the baggage of knowledge and experience which lecturers built up in their own free time; even before they joined MCAST. So here, I suggest that this collection of resources shall be started from now onwards through appointed people whose work is being paid. Ignoring the financial bonus, I think that this system of ‘Resource Sharing’ is well managed at the Institute of Communication and Technology, MCAST.
Crisby
I think it is great concept! That said, I do agree with what my colleagues have emphasised with respect to standardisation,renewals and a commitment toward equal collaboration on all sides.
ReplyDeleteFor example, I teach a short module entitled Scientific Method. Whenever I try to search for innovative ideas how to present my lectures, the info is either too basic or too in-depth. Perhaps I am conducting my researches in an erroneous manner because admittedly i am not a pc pro.
Through this collaboration, we may learn of other lecturers who are teaching the same or very closely related units. I believe that brainstorming and the "cross-fertilisation of ideas" between us, as J Sammut rightly states, can only enhance our delivery. Am I being too naive, given that my comment happens to follow so closely to Crisby 's?! Perhaps!
In my opinion, the sole sharing of resources does not a lesson make. One still needs to input motivation, enthusiasm and positive attitude. These will go a long way toward giving the shared resource that personal touch - unique to each and every one of us!
To continue on what Jonathan said about BTEC pooling of resources. It also helps to keep a common level or benchmark overall. We had often asked the external verifier to see some assignments by other countries. To see how we compare especially as regards level. BTEC criteria (depth) is very subjective. But we were never given anything. We found a site called freestudy which has some of our btec subjects and we found some good material as regards assignments. At least we could gauge the level we were using to assess.
ReplyDeleteI must say I like the idea that we have common teaching resources were possible. To me even more important is the time hopefully allocated to discuss together, pool ideas and build up the material. I feel as if we all have pieces of a puzzle which when we each place our pieces in the correct position would produce a wonderful picture. We do this sometimes on a small scale with the verifier but it is too little. Through such collaboration I have learnt to use a number of e-learning tools much faster than if I had done it on my own.
As Carmen said, one can find various resources online. I agree with her though that trying to match the existing resources with one’s own learning objectives and teaching level can be very difficult.
ReplyDeleteAs Crisby said, at IICT we do share resources amongst us. This form of resource sharing is more effective as resources are created by a colleague who is teaching the same subject at the same level and with the same restrictions as you. Indeed this method saves us a lot of time, and I cannot imagine how I could prepare for so many lessons were it not for this resource sharing.
The problem, on the other hand, is that the material is mostly relevant to its author, and the lecturer who is sharing resources finds himself in a very uncomfortable position if he has to teach material that he does not like (for example, material of low quality).
It`s one thing speaking of the ideal world, it`s another thing creating it! I feel I must bring this blog back to basics since the data repositary idea at the stage when e-learning is at best still in embryo, is neither practicable nor feasible at MCAST at the moment. Some things are best said at this stage to clear matters.
ReplyDeleteLecturing remains an individual effort no matter what and the research involved has to be made by the lecturer concerned.
Ordering a lecturer to hand over the fruit of his/her labour to be shared is a delicate matter involving both legal and ethical considerations. There is a current Union directive to MCAST academic staff not to hand over notes etc to administration and this is understandable under the present circumstances.
I believe that first e-learning has to be solidly set up in consultation with all the stakeholders. Once agreement has been reached, the necessary equipment has to be installed and each lecturer given a laptop to connect to it.
Then and only then should discussions take place as to the creating of shared databases in consultation with all stakeholders to ascertain that a fair system is in place. A system where conscientious lecturers post data and others just benefit from it is just not on. It is fairer if each lecturer is contract bound to post data as part of his/her yearly appraisal. But then again MCAST has not yet come to an agreement with the Union on an appraisal system.
Its complicated................ We should try to come up with more ideas how an ideal system can be worked out so that when the time comes we can present a strong argument.
I do find the idea very interesting since we all know how time-consuming preparation for learning resources can be.
ReplyDeleteAt ICT, we already share teaching resources through Moodle and it is definitely a great help for all teachers. Common resources help teachers teaching the same unit to keep to a common scheme of work, making sure to tackle particular topics while not going into unnecessary detail. Having said this, I still think that many times, additional notes still need to be created by the teacher since a teacher may feel that the material prepared might not be clearly explained for students to understand. Sometimes, the way that a unit’s resources have been prepared by one teacher might not necessarily suit another teacher since different teaching methods may be used.
Having mentioned these problems, I still think that sharing of teaching resources is still beneficial, even if the resources are only used as a guideline.
Another benefit is that this system leads to pooling of ideas leading to improved learning resources. Ultimately, that extra effort still has to be made by each and every one of us to make the material interesting to the students.
I would just like to comment on the issue of copyrighting or 'pinching' of one’s ideas by others. I think that IF anyone who has ever created anything, was apprehensive of showing it to others, we will not be benefiting from the inventions/creations/knowledge which we have today. After all sources of information owe a lot to their predecessors' contributions. Would we have Brittanica, or Wikipedia for that matter (although I have reservations when using the latter for academic purposes), if it were not for Pliny, Diderot/D'Alembert and many other contributors of knowledge and information?
ReplyDeleteThe issue of making one's research material available to others is indeed a delicate one, and respect for intellectual property has to be observed. I think that the difference lies in how one rides on others’ backs:
-as a parasite?
-or as an equestrian?
Actually I find it rather intriguing that others may find my lesson plans/techniques so good that they are worth copying. I also think that competition is healthy.
I feel that whoever chooses to avail her/himself from others' lesson plans will still need to adapt them before adopting them. I think that if we as teachers are hesitant to share what we find (that works well), we would be failing to fulfill the core scope of teaching – that of disseminating knowledge.
I too am a lecturer at ICT, and agree with my colleagues that the system of sharing of resources saves us a lot of time. This allows us to spend more time on the notes/slides/handouts of the subject that we are coordinator of.
ReplyDeletePersonally I think (at least that's how it works on me) that knowing I would have to share the material with other lecturers, I feel I owe my colleagues good notes, and therefore I put better effort into them, and make sure that all of the stuff is well organised.
What would bother you sometimes, as Ranier well mentioned, that not everyone sees it this way, and notes produced by one teacher can be perceived as having low quality to another teacher. I also agree with Caroline in that not every teacher might feel comfortable with someone else's notes, due to different teaching styles. Sometimes you even have to adapt material for different groups/classes. But still, it is always better to have some notes to modify/build upon rather than starting from scratch.
Finally I also believe that by having this notion of sharing of resources, helps in the interaction between lecturers. Finally, using other lecturer's notes has helped me learn about new ways of teaching or creating notes, especially from the notes of those lecturers who are more experienced then I am. Some of these new ways, I then used when creating the notes of the subject I coordinate.
I agree that we all should share teaching resources. I believe that this would create a network of teachers helping others through exchange of effective teaching strategies, methods and projects.
ReplyDeleteHowever, some teachers may bring out the idea of “stealing ideas”. I think that we do not actually steal ideas. As long as there is a balance and it is for the benefit of our students, why not? I see nothing wrong in it. At least by sharing resources with each other, we can easily improve our teaching. I always make use of other teachers’ ideas and contribute to others.
We should all encourage sharing of resources in our institutes, however as Carmen said, “...the system will need to be managed well”, however I should add a comment to do this, that only teachers in that area of teaching should have access.
E-Learning and technology can certainly help to facilitate the sharing of resources between lecturers and as was previously said, in a ideal world, there would be databases of resources where everyone could contribute and keep improving on the resources. This would avoid the need to constantly re-invent the wheel.
ReplyDeleteHowever in the real world, especially in Malta, I am not sure if this works as people seem very territorial and secretive, no doubt stemming from the poor opportunities that exist on a small island.
Still the concept is a very important one that should be invested in. I think that for it to work at MCAST, first it needs to start officially where administration purchases resources such as BTEC in a BOX (for example this one: http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/BTEC/BTECNationalsinHealthandSocialCare/ISBN/TeacherResources/BTECinaBoxNationalHealthandSocialCare.aspx
and put them online on a database and keep updating them as needed. I believe that seeing this goodwill, lecturers will follow suit, especially if they see investment coming from administrators. But as things are, with all (or most) of us having to use their own computers, their own personal books and in their own personal time to create material, I think its only normal to have most people shy away from contributing towards such a repository / database.
Since we seem to be the only trainers in the early years covering age 0 – 3 years, we have built our own resources based on the BTEC syllabus. It would be an excellent proposal if we could have a repository from other study bodies especially from other countries. When it comes to training practitioners to work with children aged 3 – 5 years, I am sure we would benefit from other trainers’ ideas in Malta. I do suggest that resources need to be monitored by a professional in the field so we make sure everybody is working on the same criteria. Unfortunately we have to make sure that the work is not done by the same person, we do have this wrong mentality of not sharing resources however giving an example is a positive way of commencing this proposal.
ReplyDeleteI think a common repository of resources would be very good on a national scale. It would be interesting if this repository would not only be accessible for all, but also extendable by all. Of course, any new resources in the repository would be monitored by experts, as josette above me said.
ReplyDeleteThe only problem I see with this is that some people may find this to be an unfair system. There will inevitably be people who would contribute to the repository, and others who would just make use of its resources and nothing else. The former group of people might not like it when this happens.
This shouldn't deter people from not committing themselves to this idea, however, as I believe that its advantages far outweigh its disadvantages.
This idea is very good as it eliminates waste of time in creating resources which already exist.
ReplyDeleteHowever, one should always consider the infrastructure and NECESSARY organisation required for such system to be effective, particularly when considering the type of files uploaded, their categorization, level for application, etc... It would otherwise turn out to be more time-consuming to find the document/presentation/video which you really need, rather than developing one yourself. Thus a set of standardised procedures would have to be created.
The same applies for the students' (or other stakeholders')perspective. If resources are not properly catalogued and vetted before being posted, the whole system could end up in a mess. Data overload, particularly created through boom in internet use, has led to the availability of 'too much' material when researching a particular topic, with questions about validity being raised! Thus all students should be properly trained in Research Practice, so that they can develop proper skills in filtering the data and resources available according to their needs.
At MCAST IICT a common Public Folder was used (and is still available) before implementing Moodle two years ago. The organisation of folders was network-controlled, but still, due to different versions of Presentations, Worksheets, etc...which used to be uploaded year after year some confusion was always created. A versioning system of files would have surely helped.
In my opinion a repository system where everyone could share resources is a good idea for MCAST so that we avoid overlap across lessons and resources could be improved. I think that both lecturers and students would benefit if we share resources. In fact, I teach English to Foundation in Care and Hairdressing students and I work hand in hand with lecturers of Care and Hairdressing at ICS in order to make sure that my resources and my lessons are of vocational relevance. Despite all the advantages of a repository system, I think that it has to be managed well and everyone has to contribute the same amount of work.
ReplyDeleteAs I see it,we now have the views of those lecturers who have been using Moodle over a number of years and those who were not accorded such privilege for I don`t know what reason. I belong to the latter category.
ReplyDeleteI can see the advantages of a repositary of data but I am getting aware that most bloggers are not sensitive to such delicate issues as copyright, allowances for research purposes, research done on own time and equipment etc etc
A total change of mentality must first take place at MCAST starting from the main governing body downwards. Are MCAST lecturers to be put at par with University lecturers and be obliged as per their contract to carry out and divulge their research? Or does MCAST want a free ride on its lecturers` own time and equipment?
It`s true that the real beneficiaries will be the students,but lecturers have rights which have to be safeguarded as well.
The real fault with the present system is not the lack of data available to students but the overlapping of certain outcomes found in various units taught to the same class which I think can be easily resolved had one to tackle this problem seriously. This would leave the lecturers concerned with added time to carry out research, which time alas is today non existent!
In my opinion the sharing of resources for teaching would have been a blessing way back in October 2009 when I first started teaching. It would have been great to have at least some guidelines as to lesson plans, content and presentation of my first lessons.
ReplyDeleteHowever I feel that it is indeed a very delicate matter. I for one would love to work in a team, share research, notes and ideas but would this apply to everyone? Sometimes there are even difficulties in getting co-operation between teachers teaching the same subject to different classes in the same course.
Pooling resources may work well for some and not so well for others. In my opinion it would be of great help to have material available for lessons, but I feel that this material would still have to be modified and adapted to particular levels and classes as well as to the teacher's particular way of teaching. The material used for each and every lesson needs to be personalised – doing my own research has helped me understand the subject much better, consequently improving my delivery.
Besides sharing of resources I have often visited sites offering tips on motivating students, on managing difficult students and on dealing with other difficulties in the classroom. Such sites can often give vital insights as to how one can sort out problems in different ways.
I feel that having a well managed system, where teachers can not only share resources but also voice their concerns and get tips from other teachers on how to handle unwanted behaviour would be of great value.
I support the idea of sharing resources. An additional point that I would like to add is that as lecturers we could also encourage students to sharing material through activities created for assessment. Such material would be uploaded to particular online databases that future students may also have access to.
ReplyDeleteThis is done in many other colleges and universities both locally and abroad. Students are given projects for assessment purposes and those that achieve a good grade will be available for others, therefore, building a knowledge base throughout the years.
OK. Excellent.
ReplyDeleteI read through the various contributions in this Blog and have noticed a general agreement that centralization of teaching resources in a repository offers significant advantages. My colleagues have been very detailed in illustrating them and rather than trying to add or repeat their arguments I will try to take the discussion one step further. What next?
Well, at this point MCAST must address certain issues responsibly to ensure that this project is successful. First and foremost a joint committee must be set up between all interested parties, namely MCAST and Lecturers/Union.
a. These should define the general framework of the system and its boundaries
b. They should define the standards
c. They should define the rules and regulations in which the Repository system should work
d. They should define who owns the system
e. They should define who will manage and maintain the system
f. They should define the way the Repository should be used (both to deposit and also to use materials in the Repository)
g. They should define adequate compensation to Lecturers who have spent endless hours preparing the teaching material, many times in their own free time.
h. They should define how use of documents from the Repository is monitored
The proper funds and budget must also be defined, requested and obtained before embarking on this project. It is pretty obvious that a high level of IT is necessary to make the system robust, efficient and effective.
This appears to be a complex project, but in my opinion it is totally feasible. In other words it is the way forward for Education at MCAST.
I really agree with what Audrey is saying. I already encourage my students to share their material and believe that this practice is one of the best things a teacher can support. My students usually share their essays after they have been marked by me. Students find this practice beneficial and they can learn more. I believe that by encouraging them to share amongst each other, I will be empowering the students in their accumulation of knowledge and understanding of the subject matter. Peer to peer education is really effective and it leads students into evaluating and processing information more.
ReplyDeleteHaving a Repository of teaching resources is a very good idea even though I personally feel uncomfortable using teaching material developed by third parties. While reading through these postings, I noticed that everyone is considering the use of the Repository by teachers. How about considering its use also by students? The students can use these valuable resources as alternative sources of information. It might be that material developed by a different teacher, using a different approach might be of help to students who have not understood a particular concept in class.
ReplyDeleteLouis Aquilina has mentioned that there should be a definition regarding the way the Repository is used. If we are going to regulate the use of Repository material, then I feel that we will be losing the whole meaning of it, that is having educational material available for all students at MCAST.
Good idea Chris. Student projects such may be used to create discussions during lectures, projects for assessment etc. Students can come up with creative projects and with the necessary guidance can help in creating valuable resources such as:
ReplyDeleteVideos;
Oral presentations;
PowerPoint;
Journal, magazine, newspaper articles;
Recorded meetings/discussions;
Research through questionnaires/interviews/observation;
Portfolios etc
They may be also encouraged to use technology and social networking technology that other learners are familiar with and even used for entertainment purposes. This could help in making both lecture sessions and assignments more interesting for students and teachers.
Maybe I would not be exactly at the point of this topic but still I would like to bring another aspect of sharing resources in Education, which is parents’ involvement in Education. As all we know, during the Parents Day in MCAST there would be a certain response from parents that normally would come and talk to us teachers regarding their children. In fact I was a quite surprise with the number of parents visiting IEEE institute, during the last Parents Day. This shows that parents do care, and I believe that majority of them would be glad to be more informed and involved in education of their children. By the help of nowadays available technology, this should not be a big deal. I mean, it would be more an administrative task to regularly keep parents informed about progress of their children, results of assignments, given homework etc. In that way parents would have a stake in their children's education, which they will appreciate. I am quite sure that this will have a positive impact on the students performance, since they will know that parents are well informed in real time and not only by one i.e. student’s side. Communication can be done either by e-mail or MCAST web site where parents would have their“corner”.
ReplyDeleteIt is true that at a relatively little additional cost, universities/colleges/schools can make their content available to millions. This will help to substantially improve the quality of life of learners around the world. In fact there are a number of sites which promote ‘open educational resources’. This helps to form ideas from all over the world and adopt maybe more advanced techniques and information. However the only worry I have as explained by some other colleagues above is whether everyone will be honest and provide the correct work. I do agree that in the end it is a fruithful idea if we had to share resources within our institutes even if we restrict sharing according to subject taught.
ReplyDelete@ baran
ReplyDeleteBaran has mentioned that with the use of today’s IT, information can be available online for the teacher or the student or the parent to make access to it and make good use of it. Obviously the information available may be sensitive and what is important is that the person administrating the IT system knows pretty well the sensitivity of this information and reserves the rights for access accordingly. This also means that not any Tom, Dick or Harry can put such information online but yes, there must be some sort of filter.
Baran has mentioned that it would be ideal if parents could access some information on progress of their children etc, etc. Here we must be careful. Our students at MCAST are 16 years and over. This means that such students have their right for data protection even from their own parents.
This is my first experience as a school lecturer. A few minutes before the start of this years progress (parents’) day, a colleague of mine from the staffroom had warned me that officially we cannot show the parents any information (example attendance, behaviour, results) without the consent of the student due to data protection of the student. He also mentioned that some years ago a student had objected for the teacher to give any information to his parents and threatened to file a lawsuit against the institute.
I was shocked. At that point I realised how naïve one could be in such reasoning and how you cannot assume anything. A student might be having relationship problems at home for example.
To conclude I must say, that from my experience in industry on the creation of data resources online:
1) it must be well planned and structured
2) a responsible person has to be assigned that acts as the filter prior to online submittal
3) the appropriate rights and levels have to be defined and well known by the administrator
4) it must be protected from intrusion from unwanted parties
5) It must be audited from time to time to check for its level of protection
6) the administrator must act as a filter for any material submitted in order to check for duplication, breach of copyright and issuing of sensitive material amongst others.
I think as things stand in many institutes at Mcast, if we rush such process and start putting material online without such controls without the proper administration and resources for control, we will have serious implications.
At MCAST IICT we currently use Moodle to organise our material. Personally I found this system very helpful for myself and as far as I know even the students have engaged well with it.
ReplyDeleteIn such a system it is very important that a good structure is maintained. Different users need to have different permissions. If one creates a system, where the student and the teacher are at the same level there will be a lot of problems. In fact one of the first things one has to do is to assign privileges.
As soon as you have these set it is down to the responsible person/s to update the material. With such a system I personally feel that teaching is given a different perspective. The student has all the material that is organised in one location and one can review any information required provided that he/she is authorised.
Luke, I agree with you that with Moodle you have to be responsible. But such responsibility shold be reciprocal from the students too. With Moodle available, they tend to be less attentive in class as they know that the needed notes are in the Moodle PPTs and as such they have "no need" to pay attention.
ReplyDeleteNeil
In the institute of IICT on a yearly basis we participate in a competition organised by Microsoft named Microsoft Imagine Cup. This is an internationally recognized competition in which students from all around the world compete by developing software products like games, robots and other software applications.
ReplyDeleteWhat I have discovered as a weakness our students at the ICT institute have is the fact that our students are IT experts and not business and marketing experts or graphic design experts. Marketing skills and digital media skills are however very important in order to do well in this competition. If I am allowed some time from my timetable to dedicate for this competition, I would project manage the competition by liaising with the business institute and the art institute in order to form a multidisciplinary team that works for this esteemed competition.
I imagine a live-in state were the assigned group of students are given a small apartment in which to live together for a few weeks waking up in the morning working on this project, sharing ideas, developing their part of the job, grouping it up, socializing and emerging.
But I need the schools backup...
It would be ideal to share resources as they reduce the hours of preparation and work load from teachers. However, I agree with Tatjana when she says that studetns complain that they already did the same case study, same example or same game with another teacher in another module or during the previous year/s.
ReplyDeleteMeetings and coordination of resources might be a solution to avoid repetition. However, here I tend to agree with Desiree when she says that in Malta "people seem very territorial and secretive". In fact here one should ask: How many people are ready to share their material with others? From my experience I think that very few will actually do so.
What is being said is vital but how about trying to suggest BTEC to provide us with a database that includes subject notes as references for our perusal. Most of the times you will try to find the recommended text books from the library for a particular syllabus but with no avail. Hence I would like to recommend that the BTEC may include updated journals, e-books and power point presentations and examples that may be utilised during lessons. This may be a good starting point to enhance the pooling of information. Then our role will be, voluntarily, to add-on relevant information which may improve this particular database. This may include uploading practical experiences, real scenarios and even related notes. By time this database, if properly controlled and managed, will be a great source for our needs.
ReplyDeleteAs a beginner in the teaching career one big challenge I encountered is to plan and prepare classroom material. I had no resources and this took me a lot of time to collect and plan material to provide an appropriate delivery of the course and knowledge to the students. I agree that there should be a resource in MCAST where teachers can communicate their findings and hence loosing time when everybody is searching for the same piece of information. Additionally one cannot be a successful teacher on his own but needs to share his wealth with others and also seek help from other educators. The faculty of education in Malta provides an electronic journal that contains various analyses of issues on Maltese education. (http://old.library.georgetown.edu/newjour/j/msg03889.html)
ReplyDeleteThe idea of having a project where resources are shared sounds absolutely fantastic to me. This would establish a community of teachers from all institutes at MCAST who would want to work together specifically to help teach each other’s subjects. It would certainly be exciting to get to know so many lecturers and share my ideas with them. I also want to add that as teachers contribute and share resources and ideas, new projects and different ideas would in turn emerge.
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