My plan is clearly forming with more design options which are concerned with both marginalised issues like disability and cultural diversity. A Universal Instructional Design Curriculum is interesting and contains some of the elements of transformative curriculum design to become a flexible educational practice.

In this post I will be sighting evidence of sustainable practices from the Otago Polytechnics Strategic Plans. (Graduate profile, context specific online and distance education, flexible solutions, pedagogies, paradigms, student’s needs and alternative modes of delivery i.e.open source free software networks or platforms, etc.)

I will critique a Universal Instructional Design with a view to adapting the paradigm to my design. Patrick Bruch’s article demonstrates an application to teaching writing using this relatively new paradigm in particular combining teaching composition with literacy. He focuses on the cultural diversity of disability, where critical social justice. issues of resourcing and inclusion. His argument is that areas of social in-equity overlap and produce a confluence of disadvantage.

“The first understanding of injustice is material, here attention to injustice focuses on unequal distribution of things like income, property ownership, access to paid work, to education and health care, leisure time and so on. The second understanding of injustice is cultural and symbolic…” leading to misunderstanding, disrespect and exclusion. Heres my rationale for my flexi design that is one of offering multiple and easliy revisable design structures. Is online learning an inducement for someone who has already has somehow have fallen through the gap. . . (hold that thought for later).

“The fairness with which a society distributes economic wealth across socioeconomic groups directly determines criminality, imprisonment (and recidivism)” (national radio news reader) Social justice could be more grounded with revisionary feedback (listening to the learners) and whatever the student brings, (again alluding to the direct connection between materialism and social justice and cultural issues. Or tirelessly playing at cops and robbers.)

Bob Dylan frames this problem in a flexible e-learning video Subterranean Basement Blues

What does it mean to be a sustainable practitioner in our field? Does it simply by putting theory to work in one course going to make any difference beyond those few students. Promoting interaction, maintaining independence works better for some than others.

New forms of structure i.e. “modular structure imposes demands on students as well as expecting distance students to demonstrate a bewildering array of academic and multimedia literacies” (Zondiros,2007)… the student profile is changing from one of dependant and passive to technologically skilled with own support network. This could be less than 20% of new enrolements of students.

Strategies: I am thinking of designing an interactive survey student at the outset investigating the full skill base of each student, the design will be reviewed to be inclusive. For instance if any students have no access to a broadband workstation and this is reasonable to provide a blending of alternatives and as well as this, reformat course materials to promote equity. There will always be other options makes life more interesting not just more complicated. These will need to be monitored given that this is one of the reasons to yield assessments interactively as a strategy to underpin a flexible teaching practice.

Each of the assessment stages is an opportunity to gauge the sustainability of the module being taught. Assessment is a two way street because it is evaluating teaching. A students skills assessment, running record of their course evaluation could further down the track provide evidence and used for priori learning recognition RPL.

OK to start with so as to evaluate whether on-line learning i.e. modular structure delivered at a distance imposes demands on students that may not be sufficient to motivate a dependant learner which will necessitate more than putting in place various interactive support networks.

Because we expect distance students to demonstrate a bewildering array of academic and multimedia literacies, a desirable inducement for people who want to learn a number of specifics e.g. the way to make their own music for sound tracks for film? or learn how to sample music and remix,

to learn music. Is online instruction at a distance an inducement for someone wanting to become literate (and what process would I have in place were some wanting to learn convention and music notation (when there is more than just one type)

How is this understanding being reflected in your programmes… What is the logical conclusion for sustainability via strategic goal setting as the  Otago Polytechnic has been doing. I wonder.

References
Bruch, P.L.(2003)in Interpreting and Implementing Instructional Design in Basic Writing Process. Jeanne L. Higbee. Editor. (p. 93-103)

Procter L 2006. Supporting Legitimate Peripheral Participation: Challenges For Teaching And Learning In A First Year Sociology Course International Review of Modern Sociology 32 (1)

Procter L Wartho R and Anderson M 2005. Embedding Information Literacy in the
Sociology Programme at the University of Otago
Australian Academic and Research Libraries 6,(4), 153-168.

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