Member's News


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2021-2022 Q3 Newsletter.pdf

News Contents 

Quarter 3 Meetings and Motions

What can still be achieved this year?

Conflict is crucial for outstanding Schools

Warm welcome to our newest members

Final words

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2021-2022 Q2 Newsletter.pdf

News Contents

Elections 2021-2022

Executive Board President's Report 2021

Warm welcome to our newest members

Forthcoming Quarter 3 Projects and Events

Merry Christmas from all at IARC

Date Added: 08/10/2021
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John Mason, IARC President, shares his own views and predictions amidst a world of change. 

President's Report Oct 2021

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September 2021 News Your Voice Matters.pdf 

News Contents

Organisational Membership Renewals

Annual General Meeting 2021

Elections & Nominations for the 2021-2022 Executive Board

New Membership and Student Enquiries

Legislation Changes Affecting the Non-profit Sector

Warm welcome to our newest members

Forthcoming Quarter 2 Events

Say Something Kind

 

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2021-2022 Renewal Email Newsletter.pdf

Jade Sciascia, IARC's International Business Manager, reflects on change readiness and continuous improvement as members approach renewals. The whole college community must focus on managing quality as defined by our standards, which are central to driving productivity and student success.

 
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On reviewing recent articles relating to the UK Higher and vocational education sectors, I was not surprised to read many university graduates (over 50%) in a lot of cases are not securing graduate (related) employment, even up to 15 months post-study. 

This is symptomatic of some underlying problems in both the higher and vocational education. Over recent years, there has been a trend to a higher proportion of people studying at post-secondary level (perhaps there’s more competition for some high level jobs), and a decrease in duration of qualification. 

Course duration is affected by two factors as far as I can see – one quantity of learning, the other quality.

1. Quantity can perhaps be understood as “pieces of knowledge or learning” such as the number of plant names learned.

2. Quality can perhaps be understood as depth or strength of learning e.g. The number of times a plant name is revisited through encounters in different contexts, over time. The more times it is encountered, the more it is strengthened in long term learning (and in memory).

The only way I can see that a course can be shortened would be to reduce the strength of learning or reduce the quantity of learning.

With diplomas that are perhaps 25% less learning than I personally experienced in the 1970’s, when I undertook a diploma of more than 4000 hours duration, it would stand to reason that we have either a 75% weakening on the strength, or of the quantity, or perhaps a combination both factors. 

Perhaps if graduates are learning at a lower level, their capabilities are lower than what their employers experienced when they studied. The qualifications have similar names, but employers are not seeing similar capabilities in the graduates they interview today.

The problem seen today in horticultural education may have more to do with broader issues in education than just issues in horticultural education specifically.

If the broader issues of quality and quantity are not dealt with, any other schools and colleges make may just be tinkering at the edges of a far more pervasive problem.

I suspect if we were to single out one issue that needs most attention, it would be to build greater depth of learning, by bringing a focus back on reinforcement in the way we develop and deliver education.

I have been increasingly committed to reviewing our courses so that we better reinforce learning in experiential learning activities, self-assessment tests and tutor reviewed assignments, to ensure students revisit and strengthen learning. This is a strong point in the courses my writers develop and is a key point of difference between ACS courses, and those in other institutions. The students of ACS Distance Education and those of affiliated schools, partnering through the Accredited Global Partners network, will benefit. 

If students have deeper learning experiences, they have stronger, more persistent capabilities, and ultimately, that means greater job success. This is what I wish for graduates of all member schools and colleges. 

John Mason 
President IARC 

 
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We wish all of our friends, associates and members the very warmest Christmas wishes.

May you all have a safe and happy time at Christmas and may 2021 see your greatest success. 

 

 

Date Added: 21/10/2020
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Enjoy reading about the Organisation throughout the 2019-2020 membership year.

Our annual President's Report is available to download now here. 

IARC Presidents Report October 2020.pdf

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CAN CLASSROOM TEACHERS TEACH ONLINE?

By John Mason

Principal, ACS Distance Education  www.acs.edu.au

 

Is there a skills gap in classroom teachers who are now conducting online training?

Classroom teachers being thrown into online learning have a steep learning curve to deliver effective online content and effective learning. How can they transition to this modality and continue to ensure students are motivated and participating in quality learning? Are traditional educational facilities equipped to deliver online learning?

Where are the gaps?

Given the recent and immediate demand for teachers who traditionally teach classes in a classroom or lecture setting, to an online environment, many teachers have been thrown in the deep end. The transition has not been a gradual shift, but rather an immediate demand, given the shutdown of many educational facilities during lockdowns. The question is, do traditional classroom teachers have the skillset required to deliver online learning and how can they make the transition smoother? What kind of skills will they need to deliver online learning more effectively?

Teaching in a classroom requires not only a different skillset, but also a different mindset, to what is needed for online teaching. To take a good classroom teacher and expect them to be a good online teacher, is akin to taking a good carpenter and expecting them to be a good furniture maker. Both may be highly skilled tradespeople, but that does not mean they can do each other’s jobs without more learning and development.

With experience, classroom teachers encounter daily challenges in a particular type of environment, in which they may communicate with students as much through body language as through verbal and written communication. The expertise of a teacher is improved in a classroom with years of experience. Good classroom teachers develop their teaching skills and build up a great repertoire of techniques to use in all the different classroom situations they encounter with experience. They learn to observe and interpret the reactions of students. They can detect students who need help and respond accordingly and promptly. They notice that some students may be more alert than others, and at times some students might display signs of stress or illness. They can intervene providing advice when needed. In a classroom though, a single teacher is challenged by needing to communicate directly with many different individuals with different needs, who all respond in different ways, each time they talk. Communication is one person to many people. Students cannot avoid participation if motivation is low. Teachers can detect low motivation, react and adjust what they are doing.

Teachers are trained to have a classroom mindset

They may be good at detecting problems and solving them by reading a student’s body language, and communicating face to face, but that just doesn’t translate to online education anymore than speaking in the French language translates to speaking in the English language.

Teachers in an online situation, however, are more likely:

  • Communicating one to one, not one to many, as they do in a classroom
  • Have lost the non-verbal cues that can help them see whether a student is motivated and engaged or disengaged and not-interested.
  • Often working from a home environment rather than standing in a well equipped classroom in front of lots of students
  • Using technology they may not be fully skilled or equipped to use.
  • Working on different time-frames and perhaps not under the pressure of completing work at a particular time
  • Often unable to react in real time to learning problems
  • Will need to find different ways to communicate or demonstrate something that may be difficult for the student to understand.
  • Communicating more with writing or videos, language needs to be straight and direct, so that it does not become misinterpreted.

 

Students in an online situation are:

  • Will have to motivate themselves and manage their own time to study more.
  • Able to avoid participation if they are less motivated or don’t understand the study materials.
  • High risk of avoiding studying or dropping out if motivation drops too low.
  • In their home environment; which for some students can be more comfortable, reducing stress, and making them more receptive to learning.
  • Learning to use technology or web-platforms they may have previously used.
  • Do not have the support or distractions of other students in the class.
  • Less time sensitive

 

Online Learning Needs to be Different

Supporting classroom teachers transitioning to online learning should be supported by materials, systems and resources that are designed around online learning at a faculty or institutional level. Support for teachers in the transition should also be provided including timing and motivational techniques that are effective for use in online learning.

An online course can largely replicate the learning of a classroom course, but it must do it in different ways. For an online course, the study guide replaces the classes; and it needs to be seen exactly that way.  Classroom teachers have an inbuilt tendency to view online study guides in the same way they view handouts, textbooks, or sometimes curriculum documents. They are none of these.

  • Handouts, textbooks and curriculum documents are written materials that are used to provide information which the classroom teacher presents.
  • Online study guides are instructions for students to follow. They need provide a sequence of learning experiences, orchestrated to optimise learning. A good study guide applies educational psychology so the student’s encounters with ideas and information is carefully managed and repeated in varied contexts, at predetermined points through the learning experience. Study guides reinforce, strengthen, broaden and deepen learning as the student progresses through them.
  • Study guides will need to keep the student’s interest and motivation by offering information and interactive activities that encourages the student to keep progressing and continue with their studies.

Online teaching requires an intimate appreciation of how remote learning can work, the unique tools and techniques available to make online work, and the intended learning pathway which a student is following in their study guide.

Providing students with a one-way communication (you just talking at them- in the form of a study guide or a video) will be less motivating and will result in a less-engaged student. Where there is an opportunity for the student to ask questions and receive constructive feedback on the work they are doing (whether they are on the right track or need some more help), this will also encourage student motivation and engagement.

It takes time and commitment for a classroom teacher to reach their full potential as an online teacher.  They must start by appreciating the massive differences in the two approaches to teaching. If they have an extensive understanding of educational psychology and a willingness to adapt, they may change faster; but for most classroom teacher, it may take twelve months or more to make a reasonable transition.

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