WELCOME: Dr. Douglas G Long – New Mentor

image002> New Mentor Joins Warnborough : Dr. Douglas G Long
> Douglas G Long’s passion is helping leaders unlock the potential in themselves and their people. Through unlocking this potential it becomes possible for organisations of any size and/or type to attain the highest performance levels. He helps leaders understand early performance warning indicators and to engage their people in resolving them.
> He was born in New Zealand but moved to Australia in 1976. His tertiary education was in New Zealand, Australia, England, and the USA, culminating with a PhD in Organisational Psychology.
> For many years he taught in universities in Australia and the USA and he is currently both with Australia’s Southern Cross University Graduate College of Management where he supervises candidates studying for their degree of DBA and teaches Organisation Behaviour at the Australian Business School, UNSW.
> Along with this, he has been an active consultant specialising in leadership and change with public and private sector clients throughout Australia, New Zealand, and South East Asia. In this role he has facilitated some major changes undergone by both small and very large Australian and South East Asian organisations.
> He has been involved in community service for most of his life and back in the 1970’s established a community based Social Services operation in a NZ town of 10,000 people. For 16 years he was a member of the St John Ambulance Brigade and, in Melbourne, after he was appointed a Justice of the Peace, he sat on the Bench at two local Magistrates’ Courts for several years. In 1983 he was brought in to coordinate the State Relief Centre operations for the disastrous Ash Wednesday Bush Fires in Victoria. Douglas now lives in Sydney.
> He is the author of 6 books:
> · Learner Managed Learning: the key to lifelong learning and development
> · Competitive Advantage in the 21st Century: from Vision into Action
> · The Challenge of the Diamond
> · Leaders: diamonds or cubic zirconia – Asia Pacific Leaders on Leadership
> · Third Generation Leadership and the Locus of Control: knowledge, change and neuroscience
> · Delivering High Performance: Third Generation Leadership in Action
> And a co-author (with Andrew Mowat and John Corrigan) of:
> · The Success Zone: 5 Powerful Steps for Growing Yourself and Leading Others
> ·
> Welcome to Warnborough

Dr Clayton Alford, Warnborough mentor

WELCOME Dr. Clayton Alford – New Mentor

Dr Clayton AlfordA warm welcome is extended to Dr. Clayton Alford who has joined our distinguished team of mentors. Here is her brief profile:

“It gives me great pleasure to join Warnborough College, with its roots in England’s historic cities of Oxford, Canterbury and Dublin, and I look forward to learning from my new colleagues and teaching my new learners. I am thrilled to be a part of this global educational community.

As an online facilitator and mentor for adult learners, I will use best practice techniques to engage learners in discussions on current day trends in education. I take my mentoring role seriously and focus on helping my students never quite quench their thirsts for knowledge. I will encourage my students to collaborate in finding the right mix of skills and knowledge for their personal and professional development.

A little about me:
My most recent experience includes facilitating online graduate courses in the school of education at Concordia University-Portland for those writing their Master of Education Thesis. In addition, I supervise Special Education teacher candidates working on their student teaching (in-service) training through Walden University.
I hold a Doctorate of Education from the University of Phoenix, a Master of Science in Education (MSED) from the City University of New York, and a Bachelor of Education (Psychology) from Pennsylvania State University. My research interests include Special Education, Leadership, Curriculum and Instruction, Cognitive Dissonance, Literacy, and Elementary Education.

My educational philosophy encourages students to become lifelong learners and partners in literacy. I often meet 21st century educators who recognize that literacy encompasses collaboration between higher education institutions, libraries, and information technology (IT). They recognize that IT strengthens and improves the global significance of discussions on education.

I believe the best educational results occur when students share ideas in a collaborative environment. Such ideas need not command universal respect or agreement; a diverse community of learners helped by a focused facilitator, can enrich their learning through open discussion of ideas and theories. For learning, rational thought is a means and an end. Scholarship thrives when ideas and theories grow or shrink in an open forum of scholarly debate.

In studying for my doctorate, I leveraged my special education background into a thorough understanding of educational leadership and curriculum development. In researching for my dissertation, I focused on the risks and consequences of cognitive dissonance experienced by secondary general educators who teach diverse students with special-needs.

I believe universities should encourage interactive participation in intellectual pursuits by a diverse global student body that includes potential Nobel laureates and learners with special-needs. I consider a policy of inclusion in higher education can lead to comprehensive scholarly growth. As an online facilitator, I encourage respectful intellectual debate that leads participants to a greater sense of enlightenment and enrichment. Allow me to close with this quote from Tennyson – And let thy feet, millenniums hence, be set in midst of knowledge.” Dr. Clayton Alford (Ed.D.)

Not Scientific Enough?

The Clone Farm

Recently, a secondary school teacher approached us to do some Bachelor top-up credits as she wanted to develop her area of specialisation to teach agricultural science. She had found our modules online, looked at the outlines, liked the core competencies and the possible outcomes, and thought they would provide her with the necessary knowledge and grounding to do her job.

However, she had to obtain approval from her regulating body first. She came back saying that they would not approve the modules because they were too “industry-based” and “not scientific enough”.

Therein lies the problem with the mandarins of traditional education: outdated ideas of what constitutes an education. There is nothing wrong with a highly-academic qualification. It prepares students for an academic pathway — postgraduate research, for instance.

At secondary school- or undergraduate-levels, we at Warnborough feel that qualifications should be more practical. Not everyone will want (or can afford) to go on to further study. Notwithstanding a depressed economy worldwide, jobs are important for many people. Industry and the professions prefer graduates who can apply knowledge towards clear, practical outcomes.

Our Bachelor degrees are proudly geared towards competencies and practical outcomes. We want our graduates to be able to ‘hit the ground running’.  Our students are usually mature people who are already working within their chosen industry – people who need top-ups, or who do/did not have time to complete a degree the traditional way, or who wish to change careers.

The distinction here is crucial: our programmes are not less scientific – they are still based on sound science. They just aren’t as rigidly structured as a traditional degree. We provide different ways for students to demonstrate ability, knowledge, competence and practice. Lengthy essays and theses are not always required for vocational disciplines. Not requiring a 3000-word essay per module is apparently unacceptable to the close-minded mandarins.

For example, horticultural students can demonstrate their knowledge and competency in tree grafting by actually doing it and recording the process through videos and/or photographs, describing each step of the process. The tutor may ask additional questions or require photographs from different angles to see if the grafting is done correctly (and we would prefer not to be receiving pots of plants in the post!).  Does the student know what s/he is doing? Can s/he explain the process? Can s/he demonstrate this clearly? That shows knowledge, ability and competency, regardless of the mode of demonstration.

Back to the secondary school teacher – she would already have had ample experience teaching in an academic way. However, a practical top-up course would ensure that she could walk the walk, not just talk the talk. It’s a great way to inspire and motivate students too when you can personalise the learning for them. What better way to put paid to that oft-quoted sneer “Those who can, do. Those who can’t, teach.“.