Continuous entry courses are tricky. In leadership programs, it is known, through research, that cohort is incredibly predictive of the program success. Yet, we face an economic situation where cohort may not ever be established or maintained. In our executive leadership program we are trying to solve this through a combination of instructor and coach…and creating an online presence for each individual that is robust enough that they become “known” fairly quickly.
Category: Exploration
otl301post3
Learning Outcomes:
Learning Outcomes
When you have completed this unit you should be able to:
- identify two or more personally relevant educational and other experiences that have shaped, and continue to shape your educational philosophical orientation
- identify how two others relevant educational and other experiences shape their educational philosophical orientation
Activity 1
Introduction
Our educational philosophy is connected to our own educational experiences. Identifying what has shaped us, in terms of education, will help us identify our own values and beliefs about education.
Instructions
Read Chapter 1, pages 1-9 of the text. Prepare a script for your own educational biography. Select several artifacts or exhibits that are important symbols for you and explain why they are important.
- Record a performance, not a reading, of your script and upload this to You Tube(the private section). Post a link to the video in the Discussion Forum so your colleagues and Open Learning Faculty Member can view it. The recording should be between 7 and 10 minutes in length.
- Save the script that you have written. This will be useful to you when you complete the final assignment in the course.
Activity 2
Introduction
World events, and our interpretation of these events, also provide ways of understanding ourselves and our educational values.
Instructions
Think about what you see as significant international or national/provincial/local event(s) that shape our educational story. In a paragraph explain why you see this event as significant and post this to the Discussion Forum. After all your colleagues have posted, review them all and feel free to comment on them. Do you see any themes emerging? You may want to identify a theme or two, and mention the theme in your reflective journal.
Activity 3
Introduction
Sometimes it is helpful to consider the experiences of others, and how those experiences could shape their story and their understanding of the world and its relationship to people.
Instructions
Watch the National Film Board production “Living Stone”. What is the role of aboriginal world views, storytelling and thinking in today’s world? Investigate some of the philosophical thinking related to one “original peoples” culture of interest to you describing an aspect of that view. Would the educational philosophy of someone living in this time and place be different than your own? How? Why? Reflect on this in your Reflective Journal when you consider how time and place shapes our world view, and our understanding of what matters in education.
Lesson 1 Summary
We have thought about our own narrative in several ways: by looking at our own significant educational events, by considering the influences of the larger world, and by thinking about the situated knowledge that is part of being human. In Module 2 we will start thinking about the Ancient Philosophers, and how their time and place influenced their thinking about educational philosophy. They may have influenced the institutions and experiences we have had in education.
References
- Gutek, G. L. 2011. Historical and Philosophical Foundations of Education: A Biographical Introduction. Toronto: Pearson.
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Assignment
It is now time to complete the Assignment 1 Reflective Journal question. Assignment for Reflective Journal: What do you think might have been some philosophical or educational values for the Inuit based on the movie Living Stone? What do you think matters most in education today? Does what matters most relate in any way to your educational experiences you identified as part of your educational biography? Does it relate to current events in our world? Does it relate to historical or original ways of knowing?
Your response should be between 250 – 300 words.
Activity Checklist
Here is a checklist of the learning activities you will be completing in Module 1. You may find it useful for planning your work.
| þ | Activity |
| 1. | Create an educational biography video |
| 2. | Post about a world event dialogue |
| 3. | Watch “Living Stone” |
| 4. | Write your Reflective Journal response |
OTL101 Post 1
Hi, I’m Tory. I’m looking forward to the course. I work in the Master’s program in Education Leadership, have taught the philosophy of education course face to face three times, plus the undergraduate course, and developed and taught the online version of the course. I am currently writing an article that is a critical analysis of certain aspects of trust, in particular….how we view each other, when engaged in a power relationship. I have certainly seen power handled well, and power handled very, very badly. And so has everyone else. So, this is currently an issue for me, hopefully it will pass very quickly. My purpose in taking this course is simply to do it, so that it is done.
Learning Module One, Blog Post 2
It’s always interesting to read research, educational theory and philosophy, and consider what it is I agree or disagree with not that I might not have even considered 25 years ago – 15 years ago – 5 years ago. I like Dewey. He has offered a great deal to educational philosophy. One of my favourite quotes of his is that “The point of philosophy is not to make theory practical but to make practice intelligent” (Dewey, Democracy as a Way of Life, p. 49). While much of Dewey makes sense, what needs to be added are issues of self-efficacy, mastery learning, and the like, often seen in Bandura. In fact, if one were to review John Hattie’s 2009 meta-analysis on Visible Learning, things like some forms of inquiry do not score particularly well in terms of influencing student learning. So, the debate goes on. It’s all interesting though. And the concept that we make practice intelligent is one that I embrace. On purpose. Every time.