Introduction

The assignment is as follows.

Part 1 asks us to select and briefly describe one real or hypothetical example of a distance learning course and its target group that exemplifies each of the following orientations:

(a)    technical - vocational

(b)    liberal - humanistic

(c)    emancipatory

Part 2 requires us to look at the above courses and imagine and describe the experiences of the following students:

(1)    one with a personal/intrinsic orientation starting the liberal-humanistic course

(2)    one with an academic/intrinsic orientation starting the technical/vocational course

(3)    one with a vocational/extrinsic orientation starting the emancipatory course

Part 3 asks us to look at in what ways might one of the courses be modified, by introducing typical elements from other orientations, to accommodate a wider range of students with different orientations. We are also asked to assess how practical it might be to implement the possible modifications.

Orientation definition

The word orientation has crept up twice through this part of the course and I shall take the advice of Nigel <msg #199, Nigel's Tutor Group> and use 'curricular orientations' in conjunction with Elli Chambers use, and 'motivational orientation' in conjunction with Alistair Morgans use.

Part 1

Curricular orientations to education

I have described three different hypothetical courses that categorise the different curricular orientations to education as listed in the above brief.

(a) Audio Electronics Engineering HNC

Course philosophy

A course built around the technical - vocational curricular orientation. The course is two years duration, requiring approximately ten hours a week, practically based, and having a background in the science & technology school of thought. The explicit rational for course existence being the preparation of students for employment. Focus is aimed toward competence and performance, giving students key skills within specific technological areas. Students who successfully complete the course will have a practical knowledge base that can aid them in the search for employment within audio related disciplines.

Tutorial support

This is provided by telephone support and counselling at local regional studio centres. The centres double as drop in open access workshops, which are equipped with high quality industry standard audio electronic equipment, available for student use. The centres have specialist tutors and engineers available to help with student projects.

Learning environment

The learning environments are practically based with a clear hands-on approach. The emphasis being on how to do. Practical problem based learning situations are suggested providing students with the opportunity to gain key skills that are deemed observable in the work they submit for assessment. Kits, incorporating source material and audio engineering software are distributed to students that provide the platform for edit, design and build techniques. Assignments are centered on a PC workstation.

Assessment

Students are assessed against clearly defined objectives, course aims and learning outcomes that are stated prior to enrollment. Although updated and modified from year to year to reflect the changing needs of the industry, the course content is fixed and rigid throughout the course, giving students clear skills to be mastered.

Submitted work is compared to set industrial standards and considered good enough, or

Target groups

Individuals currently in the electronics industry wishing to achieve a specialist qualification relevant to their job are encouraged to enroll, along with candidates from other areas of technology that have an interest in the subject wishing to take it onto a further level.

(b) Italian History and Culture PGdip

Course philosophy

A course set in the liberal-humanistic curricular orientation. A programme of studies nine months in duration, at post-graduate level, focusing on Italian culture and history. Students join a family home in a variety of
historically relevant cities throughout Italy, allowing themselves to become absorbed in the culture and community of that area.

Tutorial support

Tutorial support is available through telephone, and three visits over the nine months are made to the students' temporary home.

Learning environment

Course materials are supplied and posted to students. A variety of media are available such as: course notes, set books, relevant papers along with compact discs for aural appreciation and analysis. Reading/listening lists are available and specific museums/places to visit etc. are recommended.

Students are very much on their own, but are encouraged to make contact with each other to pool resources and establish studying relationships for the transmission of knowledge and shared ideas, beliefs etc. Active engagement in the reading, evaluation and interpretation of texts, which are taken from a variety of historical periods, is the focus.

Assessment

Students are assessed through academic essays that reflect the experience gained from the course and from their encounters of living the Italian life. Primary assessment criteria looks at the way students have addressed issues of cultural understanding, depth of experience, along with the ability to appreciate the development of common beliefs.

Target groups

Graduated students wishing to deepen their intellectual capacity and appreciation of Italian history and culture are encouraged to enrol. The programme provides the opportunity to broaden the experience of life and enlightenment through the study and attainment of cultural and social understanding. Students from a variety of backgrounds have gained great satisfaction from this course, many of which having taken a year out from full time employment, and then used their experience gained in Italy as credit transfer to a masters programme in the arts.

(c) Social Critique Lifelong Learning

Course philosophy

A course set in the emancipatory curricular orientation. The program me is open to all, and has as its chief concern the emancipation and empowerment of the self. Explorations of definitions, syntax, and the relationship of knowledge/power provide a framework and vehicle for engagement. The academic level of the course is dependent on the students that enrol and create the group dynamic. The social nature cultivated is paramount to learning; academic exclusion is not considered in-line with the ethic of the programme. We see 'education as the vehicle for bringing about a relationship between a whole group of people (and the individual at the same time, why not?) and their social, economic and political reality, in order to understand their disadvantage and defeat It.' <Cecillia-l, Plenary Area, #375>

Tutorial support

Both fellow students and programme facilitators provide support. All participate in an online message board system and the use of e-mail. Also, face-to-face relationships may well flourish if participants are geographically close to one another.

Learning Environment

Internet access is a necessity as the point of contact for the programme is a web site containing questions and responses. Facilitators set topics at the beginning of every month that are then opened up for discussion to all
who have subscribed. The messages are then condensed and summarised at the end of each month indicating the general outcomes of debate.

Assessment

Assessment is through self-assessment and peer-evaluation. Participants submit their work through web forms for the message system. The facilitators are fellow students who assess each other in the same capacity. There is no pass and there is no fail, the idea being that a continual process of emancipation takes place. When the programme reaches its time allocation (usually change of topic), peer evaluation is shared and all participants are encouraged to reflect. The group is continually working towards social consciousness and the emancipation of its members.

Target
groups

The programme is open to all, globally, and hopes to attract people from
many walks of life, and from many different cultures. However, with written English being the main tool for communication, it would be beneficial for students to be fluent in the language. No qualification is gained through completing the course, the experience of taking part is considered of higher value. The goal is in achieving self-emancipation and an understanding of one's true interests. Students are free to come and go as and when desired.

Part 2

Motivational orientations to education

1) Personal/intrinsic motivational orientation, starting course (b)

Before the course

I was at a point in my life that was not presenting me with a great deal of satisfaction, my job was boring, and I felt as if I had become stale and a little introverted. All around me were things that I had become uninterested
in. I was looking for a change and something that would give me a feeling of satisfaction, something that I, and only I could be proud of, something that I could look back on as a life changing experience, a milestone of achievement.

I saw the course advertised and immediately knew I had to get on it, when I finally got accepted I was deeply excited and couldn't wait to get to Italy.

In Italy

My temporary family is ideal. I am staying with a husband and wife who are both lecturers at a local university here in Rome; they teach the humanities and are always willing to engage in debate about the arts. Their English is first class, although we have times when only Italian is allowed in the house, after three months I am finding that my basic knowledge has improved dramatically, not to mention my appreciation of the Italian etiquette.

The course

The course is brilliant, the written texts are stimulating and it's very easy for me to imagine myself in these historical periods that are being analysed, I guess because I am actually here. The Museums are incredible and really stimulate my interest in how these people actually thought at the time of creating such masterpieces. I have been to many of the suggested concerts
and met other students there, this experience has been very enlightening, as we have gone on to socialise and had some wonderful debates about the course topics.

The essays are quite demanding but that's ok as I feel I am improving myself. Once completed and returned with my tutor's comments I feel a sense of achievement. I am getting something I feel I need, in that I am seeing things from other points of view.

Reflecting

This is certainly proving to be a milestone and it's the best thing I have done for years, I'd certainly recommend this to anyone who's at a crossroad in his or her life. I feel rejuvenated and able to discuss cultural and social topics with my new friends. I see life differently now and I will certainly carry on with the broadening of my perspective on life when I return home.

2) Academic/intrinsic motivational orientation, starting course (a)

Background

I chose this course because I have a deep interest in electronics. I do work in the field of electronics but I don't always get to experiment and to discover new ideas, especially audio related circuits. This course seemed the closest to my interests and would allow me access to some state of the art technology in the regional centers. I live in a remote area and there is not a great deal of sophisticated equipment available around here.

Course structure

The course is very well structured and all topics are just what I am interested in, we have a lot of circuits to build and test. The assessment criteria are very clear; it's very obvious what we are supposed to achieve. However, I find that I don't have anywhere near enough time to take my interest beyond what is required for the course. We seem to move through the material far too quickly and appear to be cramming many of the concepts into a time frame that could do with widening. Some of my peers don't seem to mind this, they are only interested in gaining a qualification, but I didn't enrol for that reason.

Broad based knowledge

The trouble with me is I like to dive right into a subject and get to the root of it, I don't like skimming and only touching on certain aspects of a
subject if I have an interest in them. I don't think the course is particularly well designed for me, for that reason, I'd much rather have a situation where I can pick and choose exactly what I'd like to learn and how far. I know we have to be assessed and the tutors need some means of comparison between us, but, it's not ideal for me. My way around this is by doing what is necessary for the
assignments and no more, and then devoting more time to the areas I enjoy. My tutor usually comments that I appear to do just enough to pass, and always points out that the course is designed to give students a broad based knowledge, rather than a deep understanding.

Work placement

This placement is much more up my street. My placement supervisor understands my needs and is very accommodating in allowing me to pursue my genuine interests, he then observes me in that capacity so enabling me to gain my certificate of competence, a requirement for course completion. He gains too, as he benefits from my depth of research and can use it to improve his production methods and cost effectiveness in the market place.

3)
Vocational/extrinsic motivational orientation -starting course (c)

b>Background

I'm trying to get noticed and climb up the ladder of promotion in my work. The bosses always seem to look at my CV and suggest I need to do something about my lack of qualifications. I want something on paper that helps me gain status and weight within my company.

I chose the course of social critique because I like people and one of my friends has gone back to university to study a sociology degree, I thought I might like it too. This leaflet came through the letterbox and I thought I'd give it a go. I understood that there was no formal qualification at the end of it, but I thought that as I had done nothing since school it might help me to get used to studying again, without having to worry about passing anything.

Course experience

I've made a wrong decision and I don't think this course is going to help me at all. I mean there is no formal qualification, so how on earth can that help anyone? I thought that without this I'd get used to learning, but I need to know how I am doing. I've done three weeks and all the topics seem
really airy-fairy. Some of my friends and other people on the course suggest that what I may need is a change of attitude in life, but I tell then that what I need is a better salary that I won't get through taking this course. They suggest that a change of thought may help me to discover what I really want and need from life, and that a better salary may not really be the important thing to strive for.

I sometimes get lost in the course conversations and uncomfortable too, many of the people on the course seem anarchistic and have some pretty wild ideas about life and people. They seem to analyse words so much, aren't words just words?

Dropping out

I will look for another course that's going to give me a formal qualification, I don't even feel this course helps me to get used to studying as nothing is marked it seems. I'm getting nothing from it. I don't want to meet these people or discuss something over and over; I just want to do as little as possible to get a qualification. I have a life too, the others on the course are deep thinkers and that bores me silly. They are probably into train spotting too!

Part 3

Technical/vocational course (a) - incorporating more students?

Firstly, would incorporating elements from other curricular orientations be a good thing? Secondly, how would these be achieved if indeed they were considered beneficial?

Technical/vocational courses tend to have a particular feel, they are industrious and full of work ethics that usually have an attitude of lets get the job done and get it done efficiently. This attitude could be argued to be fair enough, our hypothetical course is designed for people who are interested in doing, who are in work or are seeking work. In most cases an employer employing person x will want her to perform task a. this is certainly the case in England in the post Thatcherism 90's. And increasingly apparent in other countries too.

So our course takes into consideration the needs of employers, the marketplace, the employability aspect of its graduates. I am negating others' needs in this context as I am assuming graduates do want to work in a professional environment, and the difficulty of balancing needs has been argued previously.

Questions that arise are:

Do employers want to employ reflective thinkers?

Do they want their staff to analise and reflect on their tasks?

In my research for this assignment I spoke with various professionals about what their requirements were for employees such as those that would graduate from our hypothetical course. The overall outcome seems to be what one might expect; they require tasks to be completed efficiently and well. The general feeling was they didn't want employees with too strong an opinion.

But, professional engineers did express that they look for new employees/engineers that are open-minded and are able to be moulded into general studio etiquette and philosophy. Along with this they require employees that are able to work independently and that take the initiative in learning new technologies. They do not require a member of staff to be constantly told what to do. Our hypothetical course does not address such concepts and I don't feel technical/vocational education does generally. So what is missing? And can it be taught?

Blending the elements

Negating motivational orientations, students enrolling on a course such as sound engineering usually fall into one of two categories of curricular orientation. Either the technical/vocational or the liberal/humanist one. Occasionally we have students who could be described using the emancipatory orientation model.

The technical/vocational curricular oriented students are interested in how equipment operates and why, they become interested in the design of technology and the mathematics behind it. On the other hand, the liberal/humanistic students are interested in exploring what they can do with the equipment from a creative standpoint. Rarely do these different orientations blend particularly well. The irony of the situation is, that when
students can effectively blend these different approaches they are very well suited to being a professional sound engineer!

Can this difference be taught? Can we turn students on to a subject that is uninteresting to them? How do we make mathematics appealing to the creative mind and the producing of a record, with all the vibe, feel and reflective approaches, attractive to a mathematically oriented student? Should we even try?

Answer number one

Mathematical problems are surely creative in nature; a creative thought process takes place when one is trying to solve an algebraic equation. Likewise, when creating a soundscape an engineer has to step out of the artistic reverie and analyse the technicalities of a song and ensure recording levels are set correctly etc.

Technical problems made creative and creative thought processes looked at logically might provide a route into the problem. If I can construct a course that addresses this problem then I will attract and possibly keep happy, a wider range of students.

But keeping the students happy and giving them what they want may not make them more employable. We still have not accounted for studio etiquette, this sensitivity to artists and musicians, this interfacing of mediums.

What is it in a person that has the ability to feel equally comfortable in both areas? Is it emancipation? Being comfortable in both fields could be argued to be a form of emancipation and a self-realisation, an indication that the individual is comfortable with combining both curricular orientations.

Answer number 2 - emancipation?

As educators, is it our job to give people what they want (think they want/need) or to help them see other points of view, to help them discover their own interests? My stance is the latter and if students are able to view things in a different light after attending a course/lecture etc. then I feel something worthwhile has taken place. 'It is part of our job to enhance the quality of their learning by helping them develop their approaches to study so that they take a “deep approach” and not a “surface approach” to the material. One way to do this is through unique learning activities that maximise the use of dialogue (between students, and student and teachers) and encourages critical reflection.' <Beverley-p, msg#143, Mary's Tutor Group>. If a student realises halfway through a course that the subject matter is not for her, then something important has taken place for her. Better to have a realisation and take another road in life than to slog away on something un-enjoyable, for the sake of external influences.

Sound engineers have to be very self-sufficient and have an aptitude for learning new technologies as and when. The sound engineer not keeping up to date will be out of work very soon. So good engineers are life-long learners, mastering new skills frequently. They are independent beings who have a desire to learn. If I followed this theory into course design then perhaps I could say to all students that if you are still here at the end of the course then you have failed. If the students are still dependent and need spoon-feeding then they will not survive as engineers. This may sound extreme but I wonder how much truth it has.

Problems of qualification

Addressing the needs of the society, in relation to a qualification is particularly difficult. The importance of certificates and pieces of paper are self-explanatory in our society, migration away from this can be seen to be taking place, but nonetheless it is slow. The OU has made brave moves in this area, in fact the H801 is a wonderful example in that it accepts students without formal qualifications, and the course certainly allows emancipation to take place. 'It is getting us to look at our preconceptions of ODE and perhaps change the way we think about it, education in general and also the way we teach.' <Sandra-w, msg#328 Plenary Area>.

But, emancipatory education is by definition difficult to access. How can it be successfully observed and assessed? How we state that person x has achieved a level of emancipation, a level of self-understanding, a realisation of true interest, therefore, credit her with a certificate. I am troubled with this and at this point in time I am struggling to find an answer.

Sandra-w found an emancipatory course that states: "The experiences gained through the course will assist students to . . . reduce divisions in society and provide opportunities whereby disabled people have the right of control in their own lives and in the society in which they live." <Sandra-w, msg#236, Nigel's Tutor Group>. Conceptually, I understand this could take place, but how can this be graded and assessed?

Qualification courses have aims and objectives; students have to be told how they are going to be assessed and what is the likely outcome of a period of study. If the aims and objectives are expressed in a way such as to understand ones' true interests, we are expecting something to take place. I see emancipation as being different in everybody and caution needs to be exercised in how this is assessed.

Put another way, 'are there not students who "do enough" to get their pass degree because that is the key that they want to open doors through which they want to walk to fulfil their lives? If this is empowering people to fulfil their ambitions, is that a false goal of education, even though it might be quite different from the person who wants to "roll back the frontiers of knowledge" in their pursuit of self-fulfilment?' <Christopher-rh, msg#145, Mary's Tutor Group>.

We find ourselves in a complex situation, considering motivational and differing curricular orientations, opening up education and catering for all is a noble stance but again we fall back to the problem of the missing yardstick! I can't see meaningful qualifications with 'a full-blown case of emancipatory education', <Chambers, Plenary Area, #360>. Indeed I still don't know what this full-blown case is! Also, I feel broadening courses too far could breed students who fit the description;
"Jack of all trades master of none."

References

Blackmore, J. (1996) 'Pedagogy: Learning Styles', Telecommunications for Remote Work and Learning.
http://www.cyg.net/~jblackmo/diglib/styl-a.html

Cantor, Jeffrey A. (1992) 'Delivering Instruction to Adult Learners'. Toronto: Wall & Emerson. (pp. 35-43.)

Chambers, E. (1999) 'The Nature of Education', Open University H801 course notes.

Gold, K. (1998) 'Great step up for the sector', FE Now!, issue 50: December 1998, page 1.

Imel, S. (1992) 'Reflective Practice in Adult Education'. ERIC Digest No.122. http://www.ed.gov/databases/ERIC_Digests/ed346319.html

Morgan, A. (1993) 'Improving
Your Students' Learning, Kogan Page, London

Morgan, A. (1999) 'Learners' Experiences of Learning, Open University, H801 Course notes.

Nipper, S. (1989) 'Third Generation Distance Learning and Computer Conferencing', in Mason, R and Kaye, A. (ed.) Mindweave: Communication, Computers and Distance Education, Pergamon Press, Oxford.

Peters, O. (1983) 'Distance teaching and industrial production, a comparative interpretation in outline', in Stewart, D et al, Distance education; international perspectives. Croom Helm, London, pages 95-113. Open University H801 course readings.

Rumble, G. (1989) ''Open learning', 'distance learning', and the misuse of language', Open University H801 course readings.

Sherry, L. (1996). Issues in Distance Learning. International Journal of Education Telecommunications, 1 (4), 337-365.

Technorati Tags: courses distance education extrinsic intrinsic learning motivation orientation students study learning distance study motivation orientation intrinsic extrinsic education courses students

An FE college

Truro College is a tertiary Further Education institute that has around 1900 full time students working toward 'A' levels, and over half that number again of mostly adult part-time students taking evening and vocational courses. There are a number of new initiatives in operation, including DE packages, and 'open' is the new buzzword within the college. The institution is funded by; the Further Education Funding Council (FEFC), the European social fund (ESF), along with part-time students and government schemes such as New Deal. I am going to consider whose interests are being served in meeting learners' needs at this institute.

Part 1

Learners' needs - a students perspective

Learning is an experience that is unique in every individual, the needs are 'diverse and complex', <neville-g, Msg #94, David's tutor group>. We all have different motivations, varied objectives, for enrolling on a course. The basic fact of differing motivation or 'orientation to education' (Morgan, 1995), is fundamental to understanding what the learners' needs could be, from a student
perspective.

Cantor (1992), points out different motivations for adult learners:

·        To make or maintain social relationships

·        To meet external expectations

·        Learn to better serve others

·        Professional development

·        Escape or stimulation

·        Pure interest

Morgan (1993), uses table 1.0 to categorise student orientation.

Table 1.0. style='font-size:12.0pt'> Students' educational orientations (Morgan, 1993).

Table 1.0 is practical for indicating the motivational aspects of learners, and although students orientations will merge, and perhaps conflict, 'a criterion for classification is necessary', <neville-g Msg #94, David's tutor group>. The concept of 'orientation to education' is important, for it helps us to formulate possible reasons for student enrolment. This aids teachers/instructional designers in tailoring courses to the motivational needs of students.

Bustami-k, suggests five factors that determine learners' needs. These are removed from motivation, although factor two could be considered linked. But, the five factors do assist the defining of learners' needs.

1.      Demographic: age, distance, physical disabilities, employment, family commitments, etc.

2.      Aspirations: promotion of knowledge, employment, and social status.

3.      Learning capabilities: prior learning, skills, and experiences, time available for
learning.

4.      Accessibility of resources: postal facilities, technological hardware and skills, libraries,
etc.

5.      Financing: private, sponsorship.

<bustami-k, Msg #91,
David's tutor group>

One could say Bustami-k has highlighted learners' needs in terms of practicalities, the factors are related to learners' situation, rather than student motivation.

The issue of learners' needs, from a student perspective (but not only), is indeed 'diverse and complex'. It's worth noting that 'just because you have an idea what students needs are does not guarantee that you can meet them fully - or even at all'. <nigel,
Msg #75, Nigel's Tutor Group>.

Government interests

It is clear that FE is going through a period of expansion, the government are seeking growth within the sector. Karen Gold, writing an article for 'FE Now!', highlights this when she comments on the Education Secretary David Blunketts' speech at the Association of Colleges annual conference:

'Colleges would be expected to deliver major progress towards an extra 700,000 students in FE by 2001/2.' (Gold, 1998).

Blunkett then goes on to say 'Colleges could also look for money from the Higher Education Funding Council for teaching HNDs', and, 'the Government looked to FE to meet its agenda on social exclusion', making reference to students that were more suited to vocational college courses than traditional school types.

It's clear that the Government has interests that are to be served in the FE sector, which will affect learners' needs. The government has pledged there is to be a broadening of access to Higher Education and that this is not to be simply centred in Universities, but that opportunities exist for FE institutions to develop this form of provision. There has been a joint Universities' bid to the HEFC for funding to develop courses within the county which all of the Colleges will have some access to.

Bustami-k states:

'Governments initiate and fund institutions of DL to serve the needs of the society and primarily the learners'

<bustami-k, Msg #92, David's Tutor Group>

The initiation for courses can come from a variety of areas, and to think it is just governmental is limiting. Governments' reasons for policy can be generated from a number of areas, encapsulating culture, unemployment figures, under represented skills in the workforce, and so on. Therefore, the learners' needs are not always the primary concern, certainly not in FE.

Employers interests

'We have often heard charges that graduates do not have the necessary skills for today’s industries, there has to be a reasonable amount of input from employers in order to identify the skill shortages', <andrew-e, Msg #84, Nigel's tutor group>. Employers define what skills are required for particular jobs, their desires reflect back to institutions and course designers, growth and expansion in industry creates educational niches. The learners' needs are defined somewhat by the skills required by the relevant industrial position. One could argue that these are not learners' needs, but employers' wants. Employers want specific graduates that have a commodity, and that are of value. Truro College's industrial links are an important aspect of course development, particularly in the HE sector. Indeed, validation of new schemes is impossible without industrial intervention and advice.

Institutions and teachers interests

'Perhaps among the most important goals of employers in providing distance training is to achieve high productivity with low costs'. <bustami-k, Msg #91, David's Tutor group>

This is a strong point and
applicable to Truro College. The institution's needs are that education/training has to be shown as being cost effective, making a profit and having some impact on the success of the business. The mission statement of Truro College is to provide the education requirements of the local area. However, the College is linked to the economic offerings generated from Government interests, in that the broader the range of courses, the higher the intake, the more 'bums on seats' and the greater the financial gains. There is a limit to the amount of growth that a College can sustain in a local FE sector and, therefore, other opportunities need to be sought to increase provision. It is a competitive market and Truro College is in competition with at least one aggressive Local College, so it must match their developments in this area of education. 'The catch is of course that market needs are the needs of the majority. If the number of student enrolments for a course is too low, the course doesn’t run, which deprives those few who did want to take it', <louise-a, Msg #70, Mary's Tutor Group> which, as well as student consequences, has consequences for the lecturers/course designers interests', namely employment!

An institution can have so many internal variables that can be working against the interests of learners'
needs.

Suppose an institution proposes a media course, because of a shortage of trained professionals, and therefore a hole in the market, so is able to draw funding. The course requires a network of computers, for the distribution of information. The course leader may prefer and have experience of PC based networking systems. The IT staff /technicians of the institution, may also be skilled in PC systems. How do these employees cater for the needs of the students, who will go into an industry that uses mainly Apple MAC networks for media systems? The likely outcome is that the course will be shaped and made comfortable for those staff involved, depending on the expertise available. Is this meeting the needs of learners? Many courses in the FE sector are in fact run on a 'shoe-string', both traditional courses and DL programmes, with staff doing their best to train on the job. 'We're in a terrible hurry with deadlines, we're not the best person for the job, were working in an uncharted area'. <nigel, Msg #75,
Nigel's Tutor Group>

Government, industry,
economy, employers, teachers, course designers, and culture all have a bearing on the learning needs of students.

Gerlinde-b says:

'The 'real' needs of the students are secondary to the (perceived) needs of a bureaucratic system and its representatives'. <gerlinde-b, Msg #77, Mary's Tutor Group>

At Truro College, the needs of the students are secondary to the 'real' needs of society.

Part 2: Implications for practice

What has this 'critical reflection' (Imel, 1992), told me? What can I draw from this situation and apply to my own practise?

Firstly it is clear, that when we design courses we must consider the needs of society. There are so many interests involved, a 'circle of interest'. It is impossible to separate the needs of society, the 'circle of interest', if we are working within a market. Outside of this market we are free, to design individual programmes that give individual students exactly what they desire, what they think they need, without society or without a 'circle of interest' being considered. This will not put food on our tables, as it will not be cost effective, it will also be doubtful as to the amount of academic weight the programme may have, but at least it could be done, in theory, and the students may or may not be content.

Secondly, I have to ask myself, do learners know what they need? My job as a teacher/facilitator is to broaden student perspectives and encourage self-development. There could be a conflict here if courses are designed with only the learners needs considered. We have to address the problem of balance between what the learners think they need and what societies think they need. It's getting this 'circle of interest' to stay circular and not become distorted in leaning toward one set of interests more than another.

The OU H801 operates within a market and therefore has to be cost effective, obviously it cannot bow to the individual wants/needs/desires of the learners, again, a balance has to be struck between all the vested interests. A 'happy medium' in serving the needs of those concerned is appropriate. Truro College also operates within the competitive market and society as a whole. The College needs to be aware that it has a duty to try to address the interests of all concerned, but must pay attention to its clients, as should the OU.

'The educational world should go beyond the broad based market place to the individual and meet the needs of as many individuals as it can'. <david-d, Msg #69, Mary's Tutor Group>

A valid point, David-d goes on to say

'The marketing issues should take a second place to the students needs. If these needs are not met who are we going to market a course to anyway?'

David-d is making the point that without customer satisfaction, an institution will obtain a bad reputation, and not recruit. I agree to a certain extent, but if the 'circle of interest' is not circular we have an in-balance of interest, that has consequences for learners themselves in gaining recognised qualifications. We need to tread carefully.

DE is particular in that it is a relatively new (science?) in comparison to education generally. It has had much bad press, and many institutions have jumped on the bandwagon in providing very bad educational programmes. DE has to steer a careful passage through uncharted
territory, it must not be allowed to be consumed by financial viability in the market place, nor seen to be a tool for Government saving. Addressing the needs of learners is extremely important, but not the ultimate factor.

Nigel, in reference to the OU
states:

'Our 'top' level courses have to be equivalent to those of conventional Universities, or we would not be doing our job. And that sets constraints on what we are able to do to 'smoothe the gradient'. (And we are not just talking
of the 'needs of the institution' here. This is just as much a need of a student looking for a degree.)' <nigel, Msg #76, Nigel's Tutor Group>

An interest of DE must be the breaking down of isolation that DE students can feel. To look at the motivation
and needs of learners', the use of new technologies, how those needs differ from face-to-face tuition, and how to maintain a balance of interests for all concerned.

'Instructors should be aware of the possible motivations behind their students' enrolment. Then they can better shape the instructional materials.' (Blackmore, 1996)

'We need to ensure that students are supported adequately, not just educationally but emotionally as well. This, I think would be in the interests of the student and the providers. <graham-p, Msg #89, Nigel's Tutor Group>

References

Blackmore, J. (1996) 'Pedagogy: Learning Styles', Telecommunications for Remote Work and Learning. http://www.cyg.net/~jblackmo/diglib/styl-a.html

Cantor, Jeffrey A. (1992) 'Delivering Instruction to Adult Learners'. Toronto: Wall & Emerson. (pp. 35-43.)

Gold, K. (1998) 'Great step up for the sector', FE Now!, issue 50: December 1998, page 1.

Imel, S. (1992) 'Reflective Practice in Adult Education'. ERIC Digest No.122. http://www.ed.gov/databases/ERIC_Digests/ed346319.html

Morgan, A. (1993) 'Improving Your Students' Learning, Kogan Page, London.

Technorati Tags: Learners' needs Learners' needs

Sunday morning always feels good to me it's a time to reflect a little on how the proceeding week as gone. This Sunday was no different really, sure I was in a foreign country but this was the third Sunday that I had awoke to the block of light that penetrated through the wooden shutters.

It was 9:30 and I had an appointment in one hour. As I propped myself up with the aid of my solitary pillow (I really ought to get hold of another) my mind recalled the events of the previous evening. I think I crawled into bed at around 2:30. The evening was entertaining. Jason (the American) and myself had ridden the bikes up to the local Blockbusters and had become members of this video emporium. We spent most of the time there studying the female of the species and very little time in choosing a video for the evenings entertainment. Blockbusters have a reasonable supply of native tongue videos and we left the place with the Scorsese classic "Casino". I had seen this epic four times before but I knew it was right up the Yanks Street and I told him I wouldn't mind watching it for a fifth. As we left Blockbusters we both felt hungry so we headed for the Pendola (pendulum).

Now this place makes the best pizza I have ever eaten in my life, they are around fifteen inches in diameter, wafer thin in the middle so they roll up like a charm and they are exceedingly juicy. We both left the place feeling well fed and watered after having the house speciality and a large glass of beer not to mention some good conversation about the male gene and how man in a relationship has a constant battle with his instinct, something that all males have surely.

It took us about 10 minutes to cycle home at a casual speed, we bantered all the way.

"Casino" was as good as it ever was. Robert di Niro and Jo Pesci make such an unbeatable combination and with Sharon Stone added to the melting pot I was in a seventh heaven. Jason loved the film too; particularly the way the whole filmed had a narration running through it very similar to "Goodfellows" although Jason hadn't seen this. We polished off a bottle of white wine that was half-empty when found, and we could have managed another, as the film being three hours long makes you thirsty. I made it into bed after biding Jason a good sleep, locking the vaulted door and watching some crap soft porn that is ever present on Italian television.

Ten minutes had passed since sitting up against this foam pillow. I pulled the sheets back and made a positive move towards getting ready for the door buzzer that was expected in 50 minutes. First job for me after getting out of bed is to whack the kettle on and down a glass of orange juice to wash away the felt left on the throat from the deep slumber. The shower was on and left for about three minutes to warm, it's a great shower but as it's gas driven it takes a wee while to get up to temp, still could be worse, could be steam driven.

The buzzer went at 10:40. I laid the guitar down, put the keys to the door in the slot, turned the key to the left four times (security or what), opened the thick wooden door and made my way down the stairs to the front door, pressed the button to unlock both the main door and the front gate and walked through onto the pavement. I looked left then right and spotted a little white fiat with Jason in the passenger seat and Laura waving for all she's worth in the drivers seat, I waved back and then rubbing my eyes I cleared them of sleep. I hadn't being imagining the buzzer.

Jason looked like I felt, I gave his shoulder a squeeze as I hopped into the back of this tin can and said hi to Laura, she replied with a very confident yet calm hi. The motor started and off we headed for the flea market in Cortemangiore. I felt comfortable as the language spoken was English and we all make valuable contributions.

It took us 20 minutes to reach Cortemangiore after a safe but hot drive as Laura had the car heater up to boiling point (I hate that in cars), my saving grace was that I kept the window immediately to my right down about three inches. We swung into the main drag of the town, the place was buzzing and full of life, we parked up and strolled into the market.

Flea markets at home never seem to excite me a great deal they are inevitably inside old church halls and the ones that are set up outside tend to be called car boot sales and offer the buyer a great deal of junk! The ones I have seen fit this description anyhow.

Italian flea markets are altogether a different affair to their English counterparts. Always outside and always running up and down the main street of the town or village these markets present an all together contrasting environment. This market stretched for about half a mile and turned into side streets and meandered around little squares and shop fronts. As the three of us strolled through the vast collection of iron work and antique wood pieces arranged in neat columns. I became aware of Laura joining in with my singing of Some Might Say (Oasis). "Yes I have the second album" she joyfully spoke. This was a great starter for getting to know her a little better.

Jason found a little aluminium tube that no longer contained the thermometer for which it was designed and stated it would very useful for storing his drill bits. We mooched for around an hour, sized up a couple of suede jackets (I almost parted with cash), then Laura decided it was time to head back to her place to meet her parents and eat.

As we drove up the cobbled street Laura reached for the little transmitter and clicked the button upon which a motorised gate slide across to reveal a long driveway. I became aware that the family was not poverty stricken and in fact, probably were quite wealthy. We entered by the back door straight into the kitchen and were met by both parents and younger sister. The reception was warm and I felt immediately at ease although I understood very little of what was being said. No time was wasted and we sat down to the moderately sized kitchen table.

The first course was chicken and pork stuffed green olives coated in breadcrumbs and deep fried, to compliment this was bread and duck liver pate and some good red wine. I am far from a cognisor of wine as I have only developed a taste for it very recently but this really did taste good with the food. The second course was made by Laura's aunt and brought over to celebrate All Deads Day which Laura explained is the day after All Saints Day. It looked a little strange being pale in colour and quite thick. An explanation revealed the ingredients - chicken liver, black eyed beans, pigs intestine, salami and some kind of thickening agent, probably cornflower. I always try things at least once with knowledge of exactly what the deal is, without which I stay clear. This really did taste good, very rich and extremely filling although maybe a bit heavy. Next came more bread crumbed ball things containing meat, we ate these with courgettes in garlic. The fourth course was roasted chicken and some more courgettes. Without sounding any more like a food and wine critic we finished with lemon sponge and lemon liqueur and washed it down with good coffee. I was packed and ate like a king, I couldn't move!

Jason, Laura and myself climbed the stairs and entered her bedroom where we all fell asleep on her bed for around an hour; it was like being fifteen again. We chatted about loads of things and explained differences in American, English and Italian cultures. Laura opened up to us and told us all about her boyfriend and problems she has with him and we discussed differences in Men and Women and relationship problems and all those wonderful things.

Someone suggested English tea and we drank a large mug each before wishing the family good bye and showing extreme gratitude for the hospitality. I was made up with the whole thing, the family lives for their eldest daughter being 20 and they are very happy to see her enjoying herself entertaining guests. They were so so generous and interested in my opinion of Italian life and of course Italian food (standard topic). Laura ran us back in her fiat to the workshop in Via Bonomelli where Jason and myself sat and discussed the day.

I felt so relaxed and comfortable and decided to roll a cigarette and have a smoke. Golden Virginia really does taste good after you've eaten and when you're really in the mood for it. Jason suggested we visit the Irish pub and have a beer, I couldn't argue with that I was gasping for a pint of bitter and I knew the watering hole in question served a good beer.

I choose a barstool, which gave us a great vantage point of the barmaids. A friendly atmosphere in an English/Irish style decor promoted free flowing banter and we chatted for a while about jazz and spontaneity and how I feel life can be lived through jazz and other styles of music. Jason being more of the classical mould became enlightened about how I appreciate playing jazz and the fact that if your pissed off when you play then that's fine you just go with it and express it and not try to cover the mood and disguise the emotion, as has to be the case with a performance of classical music. Classical music has a mood before you approach it and this has to be worked. Jazz however, has a free rein in many ways and I told him that I thought life could be viewed and lived in that way. Why should you hide your mood and put on a performance for a situation when you can live it with the way you are at any one point in time? Anyway it made for interesting conversation.

Jason introduced me to an ex-lover of his called Claudia who pulls the pints in the Old Tower. Claudia speaks no English and my Italian is poor so we understood little language but she has great eyes a lovely body and one of the nicest pair of tits I have ever seen (they far outweigh her slight frame). She was entertaining and a sight for sore eyes. One pint of Kilkenny and my eyelids were heavy. So, I coated up, said farewell and straddled my bike and coasted down the road taking in deep breaths of the cold air and trying to catch some of the falling leaves from the branches of the towering trees of the avenue.

Technorati Tags: culture englishman italians italy italy englishman culture italians