roberth

As this is the final week of the course, my program had to be accommodating of other subject assessment tasks.  The weekend in lead-up to Monday 2^nd June saw me studying for a two-hour written examination for Jim Athanasou’s subject, The Psychology of Adult Development on that evening. For Sue Hood’s subject of Discourse Analysis in anticipation of trying to meet the 6^th June deadline for the EMT1 Assignment 2, part2 submission had been requested a further week’s extension, but I still came unstuck with the requirement that for ‘political reasons’ I had been required to set two external examinations outside of my curriculum teaching area but within my subject scope before the end of the week. I received the extension as requested from Anne BB but the point that I reflect upon here is that outside of face-to-face teaching all other learning is asynchronous by type (excepting the phone hook-up situation with the group assignment). I have reflected on this point in the last assignment as this is where skype and other technologies used where distance in learning is a physical barrier in turning asynchronous learning into directed synchronous activities.

The matter raised by Seely Brown concerning ‘bricolage’ at the Week 2 posting; as a descriptor of how we learn I still have concern about because whilst there is a large requirement in education today to be able to ‘navigate’ and seek out information at some stage subject expertise has to be learned and I am failing to see that ‘bricolge’ will provide this answer in education. There is a generational gap currently lost in the teaching of Science stranded courses and as a community we are in a world of hurt through this occurrence. With the Gen-Ys wanting to capture answers with minimum effort expended, the hard sciences that underpins all of society, in my opinion, is not being addressed in the e-learning solution.