Also published on the Educational Technology and Change Journal
It's common to hear the argument "we need to use social media in learning because that what the kids are doing." This position has merit but there's a lot that's packed into statement and this can sometimees cause confusion. The sentiment is correct in that there is a desire to engage with school age students on their terms. However, often this gets wrapped up in intentions for more learner centred and collaborative pedagogical stances. That's fine (if that's what you want), but it's important to make a distinction between the medium and the pedagogy. Although the affordance of social media to clearly towards to collaborative.
It's also interesting that this statement is often tied in with increasing the engagement of learners who are not engaged. It's almost like we are saying "let's speak their language." Again, this has merit. But it's important to understand that this is part of a bigger picture. Choosing the right communication channel is important if it will mean greater chance of validity with a particular group of learners. However, this will only take you so far. What most important is good learning design. Take your pedagogical stance, design the learning, and choose the mediums to deliver this learning appropriately. If you are taking a participatory or collaborative stance this could well involve internet based tools. I won't go further on this track as I've been this road before.
What I will say is that it's easier to talk in terms of communication channels. Teenager are communicating through facebook because they can. We now have additional communication channels. These supplement what we had before - talking, telephone, email. They allow people to be in contact in times and places where they couldn't before. We should be interested in using such channels for learning. Expressing the issue in this way takes the edge of statement: "we need to use it because they are using it". It also takes it away from merging it with the pedagogical debates.
Overall, I think it's useful to seperate the tool you use to deliver the learning away from the learning design process. Starting with the medium in mind is dangerous in that it can determine how you teach.
News analysis, features, special reports about emerging technologies and their impact for innovators and business leaders.
Acquisition or Participation
Also published on the Educational Technology and Change Journal
When you think about the various options for using technology in teaching and learning there is a stark contrast between those that come from the Web 2.0 movement which are often free/easy to use; and those that come from the commercial software companies - expensive and often cumbersome. Overall, you can also draw a pedagogical dividing line between these two areas - acquisition or participation.
Acquisition is all about preserving what we have, transmitting the knowledge in the way we have done in formal education. I'm talking here about web conferencing system, Learner Management Systems (I mean the core products not the added on interactive stuff), Lecture capture systems. They are complex, bandwidth heavy and are usually accompanied by a manual or require expensive training and support.
Participation is about... well participation, collaboration, knowledge construction, all that stuff. The tools to achieve these are usually stand-alone, free, easy to use, graphically impressive, and have build in communities of support to draw on.
I wonder why this is. Perhaps it's because commercial companies know they can make money from building a product that fulfills what the customer wants rather than what some people think they should want; it might be that it's more natural to make a tool about communication and collaboration online than it is to build something that is all about preserving the face-to-face lecture, it's certainly easier.
Whatever the reason, it feels from where I'm sitting that acquisition stuff is made the priority. No matter what it costs we want technologies to preserve what we do already. Ok, there is all this collaborative stuff but we can think about later once I get my head around this LMS control panel!
I'm simplifying things of course. The divide isn't that stark and in reality you need a combination of both. What's interesting is that if ever we want evidence for the dominant pedagogical model we only need to look at how we are using technology. Despite all the affordances for collaboration and communication it's the transmission we want it for.
When you think about the various options for using technology in teaching and learning there is a stark contrast between those that come from the Web 2.0 movement which are often free/easy to use; and those that come from the commercial software companies - expensive and often cumbersome. Overall, you can also draw a pedagogical dividing line between these two areas - acquisition or participation.
Acquisition is all about preserving what we have, transmitting the knowledge in the way we have done in formal education. I'm talking here about web conferencing system, Learner Management Systems (I mean the core products not the added on interactive stuff), Lecture capture systems. They are complex, bandwidth heavy and are usually accompanied by a manual or require expensive training and support.
Participation is about... well participation, collaboration, knowledge construction, all that stuff. The tools to achieve these are usually stand-alone, free, easy to use, graphically impressive, and have build in communities of support to draw on.
I wonder why this is. Perhaps it's because commercial companies know they can make money from building a product that fulfills what the customer wants rather than what some people think they should want; it might be that it's more natural to make a tool about communication and collaboration online than it is to build something that is all about preserving the face-to-face lecture, it's certainly easier.
Whatever the reason, it feels from where I'm sitting that acquisition stuff is made the priority. No matter what it costs we want technologies to preserve what we do already. Ok, there is all this collaborative stuff but we can think about later once I get my head around this LMS control panel!
I'm simplifying things of course. The divide isn't that stark and in reality you need a combination of both. What's interesting is that if ever we want evidence for the dominant pedagogical model we only need to look at how we are using technology. Despite all the affordances for collaboration and communication it's the transmission we want it for.
Word Cloud of this blog
I did a wordle of this blog which is now sitting on the front page. There are no real surprises. Learning is the biggest word which makes sense. I always intended this blog to be about my learning so I use this word in this context and in the context of using technology for learning. Technologies is second which is an obvious dominant theme. The important point for me is that when thinking about technology in education thinking about the learning should always come first. Any technology is there to act as an appropriate communication tool through which the learning can take place. It's all about informed decision making when it comes to choosing the right tool (be it online, offline, face-to-face etc). This is where educators need help. Making an informed decision is hindered by lack of training, training that concentrates too much on how to use a technology or a pedagogical model, and not having the time and space to undertake reflection and course design.
Accelerated learning
It feels like the last few weeks I have experienced accelerated learning. This is mainly because I've had to create a lot of bespoke content for consultancy work lately. In many ways, this is the most rewarding work activity I have. I love to create and in my subject area I feel like I often have a blank canvas on which to draw together my experiences and knowledge. The creation process is about getting the message right - which is about broaching the subject at the right level - the subject being using technology in education.
I've always been a big picture kind of guy and recently I've been bolder in talking about the big picture with clients. This is vital and will never teach again without some reference to this topic. The big picture is basically about how the reality of the educator changes when delivering learning at a distance or through blended learning. When addressing nervous and disorientated educators this is good place to start because it shows empathy with their situation. In addition, I run through the basic arguments for using learning technologies. This is important because it forces them to reflect on why their company or educational institution is going down this road. The answer to the "why" question often gets lost. I also ask "how ready are you to teach using technology?" It's a good way of teasing out the problem areas and tenor of the group.
Much of what I offer to the educational world is still about giving people an opportunity to practice using different types of internet based tools which they may not have encountered and discussing their potential for teaching and learning. Where I feel confident of value is that much of what I see out there is either too technical or too pedagogical. I try to find the middle ground in an attempt to always be relevant.
This sounds like a sale pitch but it's written for me to help articulate my thoughts.
I've always been a big picture kind of guy and recently I've been bolder in talking about the big picture with clients. This is vital and will never teach again without some reference to this topic. The big picture is basically about how the reality of the educator changes when delivering learning at a distance or through blended learning. When addressing nervous and disorientated educators this is good place to start because it shows empathy with their situation. In addition, I run through the basic arguments for using learning technologies. This is important because it forces them to reflect on why their company or educational institution is going down this road. The answer to the "why" question often gets lost. I also ask "how ready are you to teach using technology?" It's a good way of teasing out the problem areas and tenor of the group.
Much of what I offer to the educational world is still about giving people an opportunity to practice using different types of internet based tools which they may not have encountered and discussing their potential for teaching and learning. Where I feel confident of value is that much of what I see out there is either too technical or too pedagogical. I try to find the middle ground in an attempt to always be relevant.
This sounds like a sale pitch but it's written for me to help articulate my thoughts.
Levels of learning
Also published on the Educational Technology and Change Journal
I'm doing a lot of consultancy this month in various contexts under various titles designated by my clients. These include etutoring and master class in blended learning. The latter of these is good for my ego but is perhaps a bit grandiose. The content is never exactly the same as different emphasis is required with changing contexts. As long as my overall message is the same I am happy.
Titling is an issue I need to get to grips with. I haven't hit upon a one that I'm fantastically happy with. I've been using Web2.0Learning a lot but I don't want to be totally web 2.0 tool focused and the content often reflects this now. One important development has been that I've introduced a section which broaches the subject of practical issues surrounding teaching at a distance or blended. I find that there's a black hole of practical issues that don't get accounted for. Educators either get taught how to use a technology or something on the pedagogy - so more theoretical stuff. The praciticalities get left behind. Recently, I've been shoehorning in content which covers the reality of what changes in the life of an educator and organising oneself is so important. It's all pretty logical stuff but important nonetheless. I will reflect here on how things go in a few week.
What I wanted to record here today is how valuable the creative process is for me. What I learn through social media and my experiences at work get reflected on in this blog. I'm lucky that when called upon to deliver a consultancy session it involved crystallising my thinking from this learning for a public audience. It feels like a two stage process - writing down my thought forces me to clarify my thinking (and that's the first level of learning) whereas designing and delivering a session crystallises it even further (this is the second level of learning). I guess the third level is analysing the respective success or failure of the output!
I'm doing a lot of consultancy this month in various contexts under various titles designated by my clients. These include etutoring and master class in blended learning. The latter of these is good for my ego but is perhaps a bit grandiose. The content is never exactly the same as different emphasis is required with changing contexts. As long as my overall message is the same I am happy.
Titling is an issue I need to get to grips with. I haven't hit upon a one that I'm fantastically happy with. I've been using Web2.0Learning a lot but I don't want to be totally web 2.0 tool focused and the content often reflects this now. One important development has been that I've introduced a section which broaches the subject of practical issues surrounding teaching at a distance or blended. I find that there's a black hole of practical issues that don't get accounted for. Educators either get taught how to use a technology or something on the pedagogy - so more theoretical stuff. The praciticalities get left behind. Recently, I've been shoehorning in content which covers the reality of what changes in the life of an educator and organising oneself is so important. It's all pretty logical stuff but important nonetheless. I will reflect here on how things go in a few week.
What I wanted to record here today is how valuable the creative process is for me. What I learn through social media and my experiences at work get reflected on in this blog. I'm lucky that when called upon to deliver a consultancy session it involved crystallising my thinking from this learning for a public audience. It feels like a two stage process - writing down my thought forces me to clarify my thinking (and that's the first level of learning) whereas designing and delivering a session crystallises it even further (this is the second level of learning). I guess the third level is analysing the respective success or failure of the output!
Subscribe to:
Posts (Atom)