M+=+Methods+and+Management

M = Methods and Management - Here pedagogy is at the heart.
As identified here, it is the learning intention that is paramount. Due to the nature of this project, it is important to identify the divergent learning intentions that underpins this staff induction program. In some instances, the intention is to 'norm' new staff to the Rosebank way. In terms of Bloom's Digital Taxonomy (Churches 2010) much of the material lies at the LOTS (Lower Order Thinking Skills) level. This content would include how to go about organising photocopying. Central in this hierarchy, would lie items like arranging an excursion, where understanding needs to be applied to the task. Finally, at the HOTS (Higher Order Thinking Skills) level, lies content around effective development of programs that apply the principles of our learning framework, or exploiting the capacity of REAL (LMS). Thus, the methods of presentation of the materials are relational to the content and the learning intention. Saunders’ (2008) identifies that the focus in adult learning is on choice. Adults “select models for learning.” They “pay attention to the knowledge, skills and attitudes of the models they choose.” They “learn selectively.” They “make decisions based on their own perceptions of relevance”. Consequently, it is vital that the pedagogy employed to deliver the materials enables selectivity and a metacognitive underpinning. [] __How will the materials be delivered?__ The New Staff Induction course materials will be delivered in a blended learning environment due 'Its ability to be customized to fit learners’ diverse needs and to be designed to accommodate a variety of content.' (Diaz & Strickland 2009) As can be seen in the image above, learning delivery can occur across a wide continuum. Depending on the learners, the intention and the materials, the nature of delivery will change. Face to face: Hard copy: Elearning: __How will this delivery meet the learners needs?__ Face to face: How will the learning materials be adapted to suit these needs?
 * meeting with College leadership team and introduction to Rosebank
 * meeting other new staff members
 * meeting with staff 'buddy'
 * tour of the school with buddy
 * location of desk, general resources from the printery, pigeon hole, staff common room
 * letter of appointment and other relevant paper work
 * introduction to the charism of the Good Samaritans
 * extracts from the Staff Handbook (full access is online)
 * Orientation to REAL - learning framework - via an elearning module developed in Articulate. This includes information, quizzes, surveys.
 * Orientation to [|REAL] - learning management system - screencast moving staff through the relevant sections of REAL
 * Orientation to processes and protocols, for example, procedures for how to issue an assessment task, issuing texts from the bookroom, issuing merits and detentions and so on. This includes input, survey, videos of introduction to various key members of staff. This material can also be used at Parent Information Evenings and Open Day.
 * Step by step processes of using the College's administration, reporting and student management software.
 * building of rapport and relationships with key members of staff
 * physical orientation to the College environment
 * this information is 'just in time' learning - in particular reporting processes
 * this information may be needed to be referenced at various points of time
 * provides learner control of when and where the learning takes place. Learner control is built into the modules in recognition of the significant elements of effective adult learning.
 * provides opportunities for revision
 * The videos of key staff and their roles, such as the Learning Support Coordinator, the Library Manager and the Giftted and Talented Coordinator can also be embedded in REAL for the benefit of parents so that they can develop a connection with these members of staff and access important information relevant to their child's learning experiences. Usually, the only personal contact parents have are with their child's teacher, year or subject coordinator or senior management. This way, through the medium of elearning, they can gain important information and develop a sense of the person behind the role and feel they are participating more actively in a learning community.

How was/will this stage be implemented?
A trial of the elearning materials will be presented to the group of teachers who were identified as most recent on staff and who were the subject of a survey in the Analysis stage of the design project. The trial will be monitored by the Coordinator of Teaching and Learning. Learning materials/modules will be refined in response to feedback. Members of staff responsible for new staff induction, in particular, the Leadership Team, will review the materials to ensure they cater to the 'norming' needs of the process. Following this trial, when new staff have their initial face to face orientation, they will be provided with login details to REAL and they will be invited to this wiki. These materials will be hosted on REAL in the Staff Resources section. The purposes of inviting new staff to this wiki is so that they can access resources prior to commencement, without needing internal secure access. Staff can also examine and metacognitively reflect on and discuss the design principles underpinning the learning experiences. They can also begin to develop relationships with their colleagues.

How successful was this stage of the implementation?
This stage is still being designed and implemented. The initial prototype materials are raw and unpolished and are simply designed to sample a variety of tools and methods. I foresee a number of complications that will emerge in the realisation of the New Staff Induction program. Some of these are simple matters of process, ensuring that the Coordinator of Teaching and Learning is part of initial process of appointment so that access can be provided to new staff. Other complications related to questions of learning styles and adjusting materials to cater for the very diverse needs of the learners. These complications do not however indicate that the design model is at fault. Instead, the design model has brought some considerations to light that might otherwise have been overlooked.