{"id":243,"date":"2022-04-17T14:53:14","date_gmt":"2022-04-17T21:53:14","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0250\/?p=243"},"modified":"2022-04-18T19:23:48","modified_gmt":"2022-04-19T02:23:48","slug":"lrnt-521-activity-3-reflections-on-the-mlat-virtual-symposium-2022","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0250\/lrnt-521-activity-3-reflections-on-the-mlat-virtual-symposium-2022\/","title":{"rendered":"LRNT 521: Activity 3- Reflections on the MALAT Virtual Symposium 2022"},"content":{"rendered":"\n
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Personal photo: Taken on my walk as I pondered what to write. Being flexible where I do my thinking \ud83d\ude42<\/figcaption><\/figure>\n\n\n\n

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After reviewing my notes and unpacking all that I listened to this week, I was not entirely clear on what the key talking points would be for this entry because there were so many, but I kept coming back to a concept surrounding meeting students where they are (Einarson, 2022).  This was the last presentation I watched, and I was surprised by how that one line sat with me because each presentation had valuable takeaways.  What was it about this one? <\/p>\n\n\n\n

My initial interpretation of the concept relates to the presentation where Dr Sophia Palahicky discusses understanding the needs of the learners (Royal Roads University [RRU], 2021). This was presented in adapting to student needs and approaches to change.  Furthermore, considering the personal challenges, students may have and being mindful of access and ensuring that all students have access through alternative means when necessary (RRU, 2021). A focus on flexibility and access appeared to be a theme in several presentations I watched. However, as I delved deeper into the notion of meeting the students where they are (Einarson, 2022), I uncovered that it not only speaks to a learner-centered approach but to reconstructing the systems, models and practices we use in education (Rudenstine et al., 2017).<\/p>\n\n\n\n

I realised that this theme was running through most of the lectures I watched, regardless of the topic.  I heard themes surrounding assessment, reflection and improvement of the frameworks or tools we use and how we teach.  While designing the RRU Learning, Teaching and Research Model (LRTM), it was mentioned to examine what is being done, what should be done and how learning outcomes can be achieved without being prescriptive (Hamilton & Childs, 2022). These both speak to the reconstruction of systems and focusing on the learner while reflecting on what might be done differently to improve students’ success and capacity.  They also speak to the Universal Design for Learning model (UDL) that requires flexibility in curriculum design from the start of the process (Hamilton & Jiang, 2022).<\/p>\n\n\n\n

The notion of designing for varying circumstances and times (Veletsianos & Childs, 2021) was a particular moment that stood out to me because it is what I have had to design in my courses from the moment I started as an educator. Teaching in multi-lingual programs in China with a translator as my first teaching experience taught me to assess and pivot on the spot and re-examine modes of assessment and delivery term over a term.  Appreciative inquiry is a term I have heard before but never considered as something I practice.  However, the notion of working within our systems and focusing on strengths (Gedak & Waddington, 2022) is something that I do regularly, even partway through a course when needed.<\/p>\n\n\n\n

Listening to Earl discuss his pathways before his MLAT experience and realising that, similar to him, much of the theory and frameworks I learned about in the symposium are things I practice without always having a term to attach to them (Einarson, 2022).  His affirmation of the MALAT positively scaffolding his prior knowledge and practice to his current scenario (Einarson, 2022) confirms to me that I am on the right path by enrolling in the program because my passion is driven by creating a learning environment that is flexible and learner-centered.  I am inspired as well as grateful for the experience this past week. Thank you. <\/p>\n\n\n\n

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References\u00a0<\/p>\n

Einarson, E. (2022, April 11\u201315). Designing from a place of Indigenous knowledge systems<\/em> [Conference session]. MALAT 2022 Virtual Symposium, Victoria, BC, Canada. <\/p>\n

Gedak, L., & Waddington, L. (2022, April 11\u201315). SOARing into educational change with appreciative inquiry.<\/em> [Conference session]. MALAT Virtual Symposium 2022, Victoria, BC, Canada. <\/p>\n

Hamilton, D., & Childs, E. (2022, April 11\u201315). Teaching and learning frameworks in Higher Education \u2013 what they are; why they are useful and an example of one in practice (the RRU LTRM<\/em> [Conference session]. MALAT 2022 Virtual Symposium, Victoria, BC, Canada<\/p>\n

Hamilton, D., & Jiang, M. (2022, April 11\u201315). Designing a blended dual language graduate program \u2013 design considerations, successes and lessons learned<\/em> [Conference session]. MALAT Virtual Symposium 2022, Victoria, BC, Canada<\/p>\n

Royal Roads University. (2021, October 6). Top trends emerging in learning and technology<\/em> [Webinar]. YouTube. https:\/\/youtu.be\/Hv4v9f_g7Ws<\/a><\/p>\n

Rudenstine, A., Schaef, S., & Bacallao, D. (2017). Meeting students where they are<\/em> (iNACOL- National summit on K-12 competency- based education). Aurora Institute. http:\/\/www.aurora-institute.org\/wp-content\/uploads\/CompetencyWorks-MeetingStudentsWhereTheyAre2.pdf<\/a><\/p>\n

Veletsianos, G., & Childs, E. (2021, April 12\u201316). \u201cPowerPoint Improv\u201d<\/em> [Conference Session]. MLAT Virtual Symposium 2021, Victoria, BC, Canada<\/p>\n\n\n

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After reviewing my notes and unpacking all that I listened to this week, I was not entirely clear on what the key talking points would be for this entry because there were so many, but I kept coming back to a concept surrounding meeting students where they are (Einarson, 2022).  This was the last presentation … <\/p>\n

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