As I examined Catherine McLoughlin papers that promote a highly involved learner experience, the content becomes less important and the focus shifts to the process of learning itself (McLoughlin, 2010). I agree with her on that this will empower learners to face any future challenge and will encourage a life long take on learning. However, there will still be some sort of content used selected by learners. This highlights the possible obstacles in this process:
1- Many of the information on the web are false (McLoughlin, 2008), biased, subjective or misleading. Student may not have the skill to investigate the validity of the source.
2- Within the context of language, resources on the web are not sorted by level nor by accent. They are mostly out there for everyone's reach. Setting students off to find materials might create huge language anxiety as they may run into frustratingly difficult content. Teachers might need to provide a website list or recommend certain sources and this might be viewed as a limiting factor.
3- Searching for materials freely might end up being pointless browsing on the interned since ''Young people aged between 16 and 24 spend more than 27 hours a week on the internet'' (Anderson, 2015), and students may not develop sufficient level of expertise at the agreed upon areas.
References:
Anderson, Elizabeth. "Teenagers Spend 27 Hours a Week Online: How Internet Use Has Ballooned in the Last Decade." The Telegraph. Telegraph Media Group. Web. 24 Nov. 2015.
McLoughlin C. & Lee M. ''Future Learning Landscapes: Transforming Pedagogy through Social Software'' (2008). Innovate, 4, 5.
McLoughlin C. & Lee M. ''Personalized and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software'' (2010). Australasian Journal of Educational Technology, 26(1), 28-43.
1- Many of the information on the web are false (McLoughlin, 2008), biased, subjective or misleading. Student may not have the skill to investigate the validity of the source.
2- Within the context of language, resources on the web are not sorted by level nor by accent. They are mostly out there for everyone's reach. Setting students off to find materials might create huge language anxiety as they may run into frustratingly difficult content. Teachers might need to provide a website list or recommend certain sources and this might be viewed as a limiting factor.
3- Searching for materials freely might end up being pointless browsing on the interned since ''Young people aged between 16 and 24 spend more than 27 hours a week on the internet'' (Anderson, 2015), and students may not develop sufficient level of expertise at the agreed upon areas.
References:
Anderson, Elizabeth. "Teenagers Spend 27 Hours a Week Online: How Internet Use Has Ballooned in the Last Decade." The Telegraph. Telegraph Media Group. Web. 24 Nov. 2015.
McLoughlin C. & Lee M. ''Future Learning Landscapes: Transforming Pedagogy through Social Software'' (2008). Innovate, 4, 5.
McLoughlin C. & Lee M. ''Personalized and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software'' (2010). Australasian Journal of Educational Technology, 26(1), 28-43.
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