By James Matthews
As a student, at first, these online courses presented an unusual challenge for me – since I am so used to the “normal” way of learning from lecturing. I must say that I am rather surprised at how much I learn from being forced to read what academia says about a topic, how my cohorts (with whom I can better identify) feel about that topic, and how all of those stimuli affect my perspective. Throw in the fact that all of this is done online via a multitude of technological tools and I would venture to say that this is a near perfect example of how connectivism and some of the social learning theories mesh very successfully.
I also agree whole-heartedly with the authors of our text in that “Student-created multimedia is a natural environment for cooperative learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). Having to plan, organize, research, discuss, implement, and review tools and processes using multimedia sources forces us to develop a much deeper understanding of a topic instead of relying on the “old stand-by” of strictly direct instruction. The subsequent usage of various social networking tools promotes the sharing of ideas and concerns, which in turn, promotes deeper introspection of our own thoughts and expectations. One can either view these circumstances as obstacles that need to be overcome or as resources that should be utilized. I prefer the latter…you?
References: Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Post Comments (Atom)
James,
ReplyDeleteI also believe that our online class is a wonderful example of how connectivism and social learning theories mesh very well together. I have learned a whole lot more with these online university classes than I did in my undergrad classes, possibly because of the structure being so different. I really like this structure of learning online with different technological tools.
You make some great points in your post!
Marie Gauthier
James,
ReplyDeleteI have always needed some type of engaging activity to help hold my focus instead of just the traditional lecture. While I have learned how to understand content from lecture, I also know that I need visuals, audio, or another element to help keep my attention. In our in-service meetings, which are almost always in lecture format, I have to bounce my leg or bite my nails to try and stay engaged. Heck, come to think of it, I may have a case of ADHD, haha!
I agree that the variety of social networking tools available for us to utilize in our classroom should be implemented more often. Students today are not the same students of ten or twenty years ago. Instant access to information has changed the way they operate and we should look to embrace these changes, not view them as a hinderance.
Hey Marie,
ReplyDeleteThanks for the comments.
Isn't it funny how a different perspective changes how we learn (accept) "stuff" in life? I remember undergrad courses as means to an end...and not much more. Now, as a teacher, the availability and applicability of various tools and concepts seem so interesting.
Can we chalk it up as growth?
Take it easy,
James
Hey Jeffrey,
ReplyDeleteHere, here; I second those emotions!
I have noticed that teachers often want students to do some of the same things that we do not want to do. Have you ever noticed how borderline rude a group of teachers are in a teaching/meeting setting? There are constant conversations happening throughout the presentation, yet, on the other hand, we fully expect our students to remain silent while we teach. But I digress...
Maybe these tools are just what we need to capture and nurture the attention of our students. I'm on board!
Take it easy,
James
James,
ReplyDeleteIt is easy to view the technological tools of social learning as obstacles to overcome from a teachers perspective. Our generation has not grown up with these tools, so it is not second nature when figuring out how to best implement them into our instruction. Even as a student involved in the cooperative learning of this class, I find it hard sometimes to fully understand what needs to be done or learned without the direct instruction of a supervisor. But for our students, social networking tools, such as facebook, are their primary source of contact with others, and as technology continues to develop, they easily adapt to new constructs of social networking and collaborative tools. I don't think that technology will ever replace the "old standby" of traditional lecture based classrooms, but it does offer an extension to the learning process that normally would not occur.
Ross