Reflections Session 4_Saira.pdf - PSG-FAIMER-2007 - Wikispaces

SESSION 4
REFLECTIVE COMMENTARY OF ML-WEB EXPERIENCE
Dr. Saira Banu
If the ML-Web Experience in Session 2* has been an exhilarating, exciting journey,
exploring the nuances of cyberspace learning, then it has been a rewarding,
gratifying journey of reflective inquiry in Session 4.
If energy was in order in Session 2, it was complimented with synergy and high
quality dialogue in Session 4.
If interaction with content and self was the goal in Session 2, interaction and
interpersonal learning was the mission in Session 4.
* http://psg-faimer-2007.wikispaces.com/file/view/ML+Web+Reflections_Saira+.pdf
The personal learning you achieved
To be honest, as I set out on this journey of exploring distance learning two years
back, I was a little quizzical on how a novice like me could facilitate learning, leave
alone learn online.
Today, if I have emerged confident to make judgments about my own learning and
its outcomes, I owe it to this unique learning experience of FAIMER Leadership
Programme.
I realized that it is possible:
♦ To successfully conceive and complete a project in real time with help from
peers and faculty, only 10 days of which is on-site and a whopping 720 days
(24 *7) of it on-line!
♦ To inculcate a sense of discipline and weave a schedule carefully, since
assignments warrant crossing milestones in time, keeping the goals in mind.
♦ To understand to a great extent about adult learning principles, its magnitude
and complexity.
♦ To switch roles from mentee-mentor, learner-facilitator, leader-participant
with practiced ease, well almost!
♦ To attempt at being a good team player.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

♦ To foster and encourage silent learners through personalized support and by
demonstrating concern.
♦ To tap the potential of the powerful listserv for collaborative learning.
♦ To be committed to both advancing my own learning and that of other
members of the group by stimulating the thinking of my peers, facilitating
their learning and harnessing the collective wisdom, all the while learning to
sharpen my skills.
♦ To enjoy sharing a classroom with classmates transcending cultures,
disciplines and geography.
♦ To "move from provision of resources and sharing of information to a deeper
purpose of communities of practice”
♦ To be productive at the same standards (if not more!) in cyberspace as in face
to face interactions.
♦ To identify and define problems and pose significant questions for discussion.
♦ To listen, reflect carefully, analyze critically, synthesize effectively and thus
develop a mind of inquiry.
♦ To just not only see more, but see it differently, taking learning from ‘What?,
So what? And Now what? And Why?
♦ To work on equipping myself with other skills - technology and its optimal use,
decision making, critical thinking, observation, problem solving, role-playing
and facilitation, all of which I had more than a fair measure of opportunity to
work on, much more than what I had expected.
♦ To work on communication and ‘listening’ skills, coupled with reflective and
writing skills, so pertinent to effective online learning.
♦ To be empowered to share my discoveries with others.
♦ To engage in self-evaluation.
♦ To mature as a learner and adopt self-directed learning and problem based
learning and assume an active role in my learning.
♦ To expand my networks of colleagues.
♦ In a small sure way to contribute to the great ocean of learning.
♦ To read SO much!!
♦ To have a steady learning curve, never mind if it is not steep.
♦ To whip up confidence and make every possible attempt to translate the work
into a manuscript, with peers and faculty support.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

On Sustaining Change:
The “Personal & Professional development progress reports” were particularly
helpful to keep track of the progress achieved and also helpful to appraise me
when I planned excessively.
I realized that not looking into our timelines can be more stressful than actually
looking into them.
I also appreciated having deadlines. It helped clarify issues and goals.
The reports hold the promise for collaborative work ahead in the future.
The final report is available at http://psg-faimer-
2007.wikispaces.com/file/view/PPD+actionplan+%26+prog+Reports_Saira_FEB+%2709.pdf
ML –Web discussions
I will take time here to reflect on the beauty of the concept and the befitting title of
the learning design, ML-Web.
Mentoring and Learning - dynamically moving from mentee-mentor, learnerfacilitator,
leader-participant and all this spun within a circle of peers in a nonthreatening
cyberspace environment. Voila! A magnificent Web of resources,
scholarships, networks and life-long friends!
The ML-Web discussion throughout the year never failed to ignite a few pertinent
fires, be it either through the lyrics of a song or through lively discussions.
With ideas bouncing and clarifying issues, it was one remarkable journey this, into
cyberspace learning …
The rich and varied landscapes that each of the topics were, must have been a design
by intent to facilitate understanding in greater detail the contemporary topics of
interest- IT in Medical education (Technology), Programme evaluation (Evaluation),
Leadership & Mentoring (Faculty Development), Student Assessment (Assessment),
Educational Research(Innovations) and Interactive teaching(Good teaching Practices).
What is a journey without interesting food? Food for thought, to reflect and chew on,
we had in plenty…The thirst for more was quenched by some spirited ML-web
discussions.
I dabbled on new frontiers - why Technology in Medical Education, the pros and
cons, feasibility, innovations, improvisation, application and appropriateness of its
use. We discussed assessment/evaluation of e-Learning, e-Portfolios and 'Blended
learning’, and deliberated its application in our settings. The segments were
facilitated with brilliance and élan by Feroze, Sunder and Nalin, setting
unprecedented standards for the discussions that followed.
Das and Komala facilitated learning on how to go about Program Evaluation, the
theories and models and the experience on how it is to be attempted for different
programmes in home institutions.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

Leadership, what it is and not was steered by Barani almost single handedly with
panache and style. As we explored the concept and principles of leadership, we
debated on the qualities of a good leader, on the various theories and styles and the
role of leadership in medical education. Collaborative Leadership as a concept
encouraged us to reflect on the key behaviours of assessing the environment,
visioning and mobilizing, building trust, sharing power and influence, developing
people and self reflection.
Mentoring – ‘what it is’ was led by Sylvester and Chitra and ‘how to’ was
demonstrated with flair by Supten in this session. Lively discussions thought provoking
scenario for problem based learning and surveys to tap the group’s responses on
‘Draw backs and Dynamics of Mentoring’ made the discussion both informative and
enjoyable. “Who finds a mentor, finds a treasure” indeed!
Discussion on Student Assessment breezed in with interesting learning segments on
principles, rationale, methods and assessment of knowledge, skills and attitudes in
medical education. The discussion was focused and attempted to measure the impact
of ML Web discussion on Fellows’ understanding and appreciation of medical
education. Stimulating questions to trigger and reflect on our current thinking helped
the inquiring minds to clear many nebulous ideas and queries. The discussion was
brilliantly orchestrated by Shital and Nirmala and supported by Elaheh.
Various methods of Interactive teaching in small and large groups were discussed in
this session, reinforcing that it requires neither sophisticated equipment nor robust,
well-developed infrastructure for implementation. Committed and enthusiastic
facilitators, a clear enunciation of goals and objectives, a willingness to try out and
develop new ideas and a supportive leadership is what it is required for it to be
feasible in most South Asian settings. Padma and Muhammed diligently argued for the
cause through pertinent resources and ever dependable Ravi drove home the point
with vigor and resplendence.
Through every session we addressed core issues and critical queries of the mind and
shopped for major conclusions through reciprocal learning.
If distances were bridged, research gaps with ideas too were with communication
made possible through 24*7 web.
We relished the flavours of different learning styles and instructional strategies.
GPS in place, we were ‘tracked’ to review our assignments on projects and progress
reports, periodically. We reveled in the timely interaction and peer support to carry
forward our projects. I greatly benefited from peer advice and lessons learnt - pearls
of wisdom from the peers’ personal learning experience.
Lane driving with appropriate subject heads and threads allowed for the smooth flow
of traffic. Peer publications and interesting offshoots and asides provided the
necessary diversions.
The journey was interspersed with all that is wont of it - excitement, enjoyable
learning and at times fatigue. In spite of learning in isolation, there never was a dull
moment.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

Interesting people I did meet along the way - expanding the web of networks,
planning for collaborative learning and bonding for life long friendships.
On the whole it was a rich, rewarding reciprocal learning experience and at many
times therapeutic too!
Even if we didn’t start the fire, we sure know how to keep it going!
How you facilitated the learning of others
♦ It was a “value-added” opportunity to expand my skills and those of my peers
in information literacy and technology and I realized that we couldn’t do this
alone but needed to work as a community of learners.
♦ By responding to questions that had no “right” answers. It taught me the
process to engage learners and do away with the fear of “failure”.
♦ By agreeably disagreeing and observing netiquette. It is better to be
accommodating and collaborating rather than avoiding and competing!
♦ Drawing electronically quiet and cyber invisible fellows into discussion and
encouraging them to respond.
♦ By feedback to peers on their moderation effects and facilitation skills.
♦ Archive on Educational research –We emerged with a treasure trove of
excellent articles and informative links so important to medical educational
research that archiving them for posterity seemed like a good idea. Visit the
archive at http://sites.google.com/site/mededucationalresearch/
Your participation in your group’s ML-Web discussion.
The December ’08 ML-Web discussion on Educational Research was a fascinating
journey replete with exploring and researching, debating and deliberating, reflecting
and discovering, sharing resources, experience and expertise, dabbling on new
frontiers and learning in a non-threatening cyberspace environment.
Adult learners are dynamic and to humour them and capture their attention,
andragogy and its principles are to be imbibed by any facilitator. I revisited the
Knowles’ adult learning principles 1 to know how to set a ‘cooperative climate for
learning’. To every possible extent I tried to encourage aspects of andragogical
theory like learner interaction through dialogue, reflection, and active learning to
provide deeper learning experiences.
Time and again I delved into these to assess the peer specific needs and interests;
develop learning objectives based on the peers’ interests and skill levels; design
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

sequential activities to achieve the objectives; work collaboratively with my team to
select methods, materials, and resources for facilitation; evaluate the quality of the
learning experience and make adjustments, as needed, while assessing needs for
further learning.
I apprised myself of the framework ‘Seven Principles for Good Practice in
Undergraduate Education’ 2 (Chickering, & Gamson 1987) which apparently has
evidence to support as a good framework to facilitate online learning also. 3
As a team we planned onsite and online, set goals and objectives, developed
procedures, worked on retrieving information, selected methods and clarified tasks.
I learnt that the design of the course should be driven by the learning outcomes.
Electronic discussion, we were told can be either an in-depth review of
articles/syllabus materials or a comparative analysis of educational practices in home
institutions. We came up with a strategy blending both these methods. This effort
paid off because in response to the former method (in-depth review) we had some
excellent articles posted by both discussion leaders and discussants and in response
to the latter method (comparative analysis) wherein we quizzed the trends in
research in South east Asia, a lot of dialogue was generated. (Principle 2, 3, 4 & 7] 2
As is wont with cyberspace learning, we did counter silent learning among fellow
discussants. Reaching out to ‘silent’ peers through text messages to their phones or
by marking copies to their personal email ids, inviting them to join and enliven the
discussion elicited responses that they were reading in real time and promise of
joining the discussion.
Additionally, all the ten discussion questions were compiled in a survey format and
posted to the non responders. Six more fellows responded, leaving a solid body of 23
of the total 29 fellows making their opinions, sharing practices, deliberating
challenges and thus making everyone else’s ML-Web experience richer and
purposeful. (Principle 1, 6] 2
As a team we experienced all the essentials of team work - pre-planning,
implementation of plan, constant monitoring and motivation, periodic reinforcement
of learning and the use of reflections and summarization.
It was also an opportunity for me to critically reflect using the Gibbs reflective cycle 4
as I came up with a report on Educational Research. To analyze an existing
collection, determine the strengths and weaknesses, describe the experiences
without distorting the context, create a rationale, providing complete information
about each resource, and writing up annotations and reviews about the resources was
both challenging and hard work. Read the report at http://psg-faimer-
2007.wikispaces.com/file/view/Educational+Research_ML-Web+Assignment_Saira.pdf
Using a structured framework, in this case the Glassick’s six standards 5 to get the
report together was a new and rewarding experience for life-long learning.
Archiving the pertinent articles and informative links posted by moderators and
discussants at http://sites.google.com/site/mededucationalresearch/ was yet
another high! Catch here what the group thought, reflected upon and suggested as
way forward
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

I also learnt that:
♦ It was important to control the environment, not the learner.
♦ Questions are to be designed not to air our own views, but question others’
♦ It is pertinent to critically reflect on the discussion, come up with action plans
and suggestions for a way forward.
♦ In the absence of non verbal cues, communication can be intense and
demanding and one has to ‘listen’ through the entire process.
♦ Peer opinions (and mine!) could change as one gained further understanding
of the topic under discussion.
♦ Adult learners need to connect learning to the knowledge/experience base.
Engagement is much easier when we need something or have a connection to
something by way of experience.
♦ Taking responsibility for learning is a personal choice, however a good design
and a purposeful framework is important to create an environment of
learning.
♦ It is important to pay attention to learners’ affective domain.
♦ Being sensitive, open and flexible is not an option, it is a requirement.
♦ It is also important to provide adult learners with choices and opportunities
for exploration.
♦ The task of the moderator is a fine balance of control and responsibility.
♦ Generating stimulating questions to trigger intellectual curiosity and engaging
peers by encouraging experience sharing hold the key to effective discussions.
Designing effective questions is half the battle, in the other half rests how you
facilitate them.
The ways YOU can improve the experience of yourself and
others as an active FAIMER alumni.
♦ Leadership. To continue to deliberate on and tailor adult learning principles,
in all its magnitude and complexity to suit the PSG FRI ML-Web.
♦ Interaction. To validate knowledge through the sharing of meaning. Decrease
distance by increasing interaction.
♦ Reciprocity. To continue the commitment towards self directed learning by
active participation and supporting peers and juniors towards the same.
♦ Motivation. To actively search and provide resources and links for the various
topics to be discussed.
♦ Assistance. Scan through peers’ and juniors’ assignments and attempt a
healthy critique. (I have not done much on this so far!)
♦ Collaboration. Since this whole design is meant to be a collaborative effort,
ensure to communicate more effectively, respond more promptly, assume
greater responsibility and help to design a better, effective and efficient
learning environment based on the past experience.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

♦ Adaptability. To stand back, be ready to guide when needed, allowing
ownership in choosing research ideas.
♦ Netiquette – To honour the postings, discussions, viewpoints of others even as
I express my own.
♦ Feedback. To the moderators/peers on new things learnt and appreciation for
their facilitation to encourage more responsibility for the learning.
♦ Network. To expand the web of associations and friends for communities of
practice.
♦ Professional/Discipline advancement. Evaluate and reflect on current
research and professional practice. To make good use of the experience and
attempt/facilitate scholarship.
♦ Model lifelong learning. Exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools
and resources.
Ideas to make the ML-Web experience EVEN BETTER.
Things that came to my mind after 14 fabulous ML -Web discussions & reading
literature on cyberspace learning!
For the discussion leader
♦ Function as gatekeeper. The design of the course should be driven by the
learning outcomes; the focus should be on engaging the learner through
inquiry and problem solving rather than merely transmitting information.
♦ There is no “cookie cutter” design for effective facilitation. Be creative yet
focused and the sky is the limit. Respond to discussion postings adequately
without ‘taking over.’
♦ Technology must be as seamless as possible. It must remain a tool rather than
the focus of learning. Skilled facilitation, motivational techniques, and
relevant learning tasks are more important.
♦ Be concerned for quality. An instructor’s energy should be channeled to
become the medium whereby the discovery of learning is facilitated in a
student-centered environment.
♦ Walk the talk. Keep the discussion on track, yet allow for flexibility and
versatility. The synergy generated through online dialog is the most important
learning tool in the online environment and has an impact on defining the
learning outcomes. Integrate life experience, communication,
professionalism, and content into the learning environment.
♦ Constructive conflict is welcome. Nurture it. Stimulate and tap group energy.
Present conflicting opinions and generate a debate!
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

♦ Stay connected. Use personal individual email communication and text
messaging via mobile phones as an adjunct to the posting on listserv to
encourage participation.
♦ Purposeful. Provide an unambiguous roadmap and do not focus just on the
delivery of content but rather the opportunity for learners to build new
understandings and take ownership of their learning.
♦ Inspire. The facilitator has to be “very active, inspiring, supporting the
learner, negotiating meaning, promoting critical thinking, providing resources,
and modeling metacognitive thinking in a nurturing learning environment,
guiding us from dependence to incremental stages of learner control and
independence”
♦ Abhor content overload. Provide relevant active learning activities such as
case studies, reflective journals, problem-based learning and open-ended
discussions for knowledge construction. Make it a learning experience, not
just content delivery
♦ Lead with flair. Respect varied thinking styles and innate wisdom of your
team members. Trust the capacity of the team you lead. Ensure smooth
dynamics in the team.
♦ Never react, respond. Douse fires before they blaze. Provide swift
acknowledgement/positive feedback.
For the discussant
♦ Take the baby steps. None of us would be in the FAIMER programme if we
lacked motivation. Perhaps what we need to work on are the four basic skills
that are required of any online learner: computer skills, time management
skills, interactive skills, and literacy/discussion skills. Start here, slow and
steady.
♦ Compensate for lack of nonverbals. Make learning enjoyable and fun. Cue in
the moderator that you are actually reading/ reflecting by sending one-liners.
♦ Take the program and yourself seriously. You are sure to benefit a lot
♦ Share your experience. We are all here to learn from your experience. Don’t
deny the group its privilege.
♦ Collaborative learning on line is highly dependent on written dialogue and
high synergy. Honour it.
♦ Be proactive. Content should actually be the vehicle for sharing in creative
ways and it is the discussants who should be able to create questions and
topics of inquiry to explore. Don’t we all know that students’ questions are
always more important than the teachers?
♦ Interact. Technology is a powerful tool, but a tool only. A tool cannot make
up for inadequate feedback and lack of interaction. Remember that it is the
only way you are ‘seen’ and ‘heard’
♦ Netiquettte. Honour the postings, discussions, viewpoints of others. Respond
and add to the collective wisdom
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

For our assessors (May I?)
♦ Learning contracts may be introduced to increase accountability and
facilitate assessment.
♦ Develop methods for learner feedback and reinforcement. A short
retrospective–pre or checklist to elicit learning outcomes/new things learnt/
what was good/ what could be better/why I could not participate – at the end
of every ML-Web discussion. Compliance to this can be made mandatory.
It may be useful
o For the staller - Some may have logistic problems during specific
months. It may be a useful barometer with which to gauge if it was
only such professional / personal multitasking that kept them from
interacting on that particular month. (Same excuses every month is
unlikely and unacceptable!)
o For the motivated - It can help in self evaluation of the learning.
o For the moderator - It can be useful feedback to improvise on their
facilitation skills.
o For the assessor – A track record of content, quality and learning that
has happened to monitor progress both at individual and process
levels.
♦ E-portfolios perhaps?
References
1. Knowles’ adult learning principles
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach
tip/adults-2.htm
2. Seven Principles for Good Practice in Undergraduate Education’ 2 (Chickering,
& Gamson 1987)
coastal.edu/cetl/IDP%20presentation%20materials/Seven%20Principles.pdf
3. Batts, Colaric, McFadden. Online Courses Demonstrate Use of Seven Principles
http://www.itdl.org/Journal/Dec_06/article02.htm
4. Gibbs reflective cycle
www2.hud.ac.uk/hhs/support/lqsu_files/Gibbs_Reflective_Cycle.pdf
5. Scholarship assessed. Abstract of a paper given by Charles.E. Glassick.
http://www.google.co.in/url?sa=t&source=web&ct=res&cd=7&url=http%3A%2F
%2Fwww.ugc.edu.hk%2Feng%2Fdoc%2Fugc%2Fpublication%2Fprog%2Frae%2F18
0106.pdf&ei=8RjLSfviGMGBkQXkuM3YCQ&usg=AFQjCNE3oIZ4M7oNmYy6FVv3G
mVuXkjB0Q&sig2=fe0u42E3QIoD7Fb1qfIyqg
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.

Acknowledgement
I remain indebted to FAIMER for giving me this wonderful opportunity and thus
initiating me into a learning continuum.
I wish to express my heartfelt gratitude to the management of PSGIMSR and our
Principal Dr. Ramalingam for making it possible for me to participate and benefit
from the programme.
My sincere thanks to Dr. Thomas, Director PSG FRI, also my HOD for the faith reposed
in me and for the consistent support and guidance throughout the programme. Under
his dynamic leadership, I was motivated to realize and relish the potential of selfdirected
learning.
I stand inspired by the FAIMER faculty (Philadelphia) whom I have met - Bill, Ray,
Debby, Janet and Ralf. A leader par excellence Bill has led by example; his
enthusiasm and energy thoroughly infectious.
I am grateful to the national PSG FRI faculty Dr. Avinash, Dr. Rita, Dr. Payal, Dr.
Rashmi, Dr. Vivek, Dr. Medha, Dr. Arun, Dr. Ram, Dr. Vimal, Dr. Marina, Dr. Meera,
Dr. Seetha, Dr. Raju & Dr. Rao, for having been the beacon lights in this journey.
My own FAIMERly peers, I thank them for their energy, support, guidance, friendship,
resourcefulness, wisdom and tolerance.
My mother for making me those mugs of coffee and my son for benevolently swapping
computer usage timings and sacrificing his online social networking, as I worked my
way through the assignments.
Reflective Commentary of ML-Web Experience _Session 4_ Saira.
PSG-FRI, ‘07 Batch.