''Emerging web applications offer unique
opportunities to customize the learning environment for individual learners.''
Drexler starts her paper with such an important statement that in itself presents is a reason behind adapting technology in class. Saying individual learners calls for the use of technology, and I completely agree for technology offers a great deal of individualism.
Teachers can tailor their materials to match their students' level, interest, cultural background, gender or age. Teachers can look up resources and implement certain VLEs and create their own individual way of teaching. This paper takes individualism to the next level by exploring connected learning where each students construct his very own personal learning environment with the guidance of teachers.
Video Source: https://www.youtube.com/watch?v=IsIVbj42ZYU
It is learner centered (Drexler, 2010) which reverse passive learners to very active initiators who are in charge of their own learning.
Teachers must find where to stand carefully so as to provide sufficient guidance while maintaining ''learners autonomy'' (Drexler, 2010). This is quite tricky since the boarders are not clearly defined, and this whole approach is quite new and revolutionary. For teachers to move from being the main source of information and directors of the learning process to mentors tip toeing into their learners personal environments which the greatest caution so as not to be leaders or too directive. The role of the teacher in this paper is claimed to be a facilitator or a coach, but these too roles sound quiet subjective. To some traditional teachers who run the class thoroughly are facilitators, and to some they are only supposed to provide guidelines.
Connection emphasized in such learning mode seem really rewarding such as the ones ''between one learner and other learners, between learners and tutors, between a learning community and its learning resources'' (Steeples and Jones, 2002).
This statement explores many advantages from social learning, the guidelines of tutors and the ability to manage the resources available and be selective. These techniques when adopted correctly support the trend that calls for a more life long take on learning.
In a traditional classroom sitting, the teacher has the primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field(Drexler, 2010).
This massive shift in the direction of the learning process expand the environment to include real experts from all the world, after all the teacher is not an expert an all subject matters and they don't havelock be. The cyberspace allows for people to form networks and exchange expertise and experiences, and it is very promising to start taking advantages of such opportunities in classrooms.
This process in about ''connecting the node'' where students build their own learning environment one step at a time, revisit and edit this documented journey. A challenge I personally faced when I attempted to conduct my own PLE is where is place myself in my own learning journey: am I a content generator or a knowledge consumer? Do I add to the resources and tools I use, or am I a mere passive learner?
This learning method is problem solutions based where teachers state the problem while students travel solo in the cyberspace in an attempt to find their own created solutions(Drexler, 2010). Again, this approach seems to empower learners to be up to the challenges the life ahead of them will present.
Students select modern issues that interest them, and their strong involvement in curriculum design is claimed to increase their motivation(Drexler, 2010). I personally can relate to that since this makes learning more relevant and exciting.
Drexler starts her paper with such an important statement that in itself presents is a reason behind adapting technology in class. Saying individual learners calls for the use of technology, and I completely agree for technology offers a great deal of individualism.
Teachers can tailor their materials to match their students' level, interest, cultural background, gender or age. Teachers can look up resources and implement certain VLEs and create their own individual way of teaching. This paper takes individualism to the next level by exploring connected learning where each students construct his very own personal learning environment with the guidance of teachers.
Connected learning characteristics:
This video sums up the idea of connected
learning and explains the reasons behind
such approach. It clarifies that today's educational system is not up to the
standards of the modern world we live in; therefore, connected learning
establishes itself is a probable solution due to its adaptability as well as
the fact that it supports life long learning
Video Source: https://www.youtube.com/watch?v=IsIVbj42ZYU
It is learner centered (Drexler, 2010) which reverse passive learners to very active initiators who are in charge of their own learning.
Teachers must find where to stand carefully so as to provide sufficient guidance while maintaining ''learners autonomy'' (Drexler, 2010). This is quite tricky since the boarders are not clearly defined, and this whole approach is quite new and revolutionary. For teachers to move from being the main source of information and directors of the learning process to mentors tip toeing into their learners personal environments which the greatest caution so as not to be leaders or too directive. The role of the teacher in this paper is claimed to be a facilitator or a coach, but these too roles sound quiet subjective. To some traditional teachers who run the class thoroughly are facilitators, and to some they are only supposed to provide guidelines.
Connection emphasized in such learning mode seem really rewarding such as the ones ''between one learner and other learners, between learners and tutors, between a learning community and its learning resources'' (Steeples and Jones, 2002).
This statement explores many advantages from social learning, the guidelines of tutors and the ability to manage the resources available and be selective. These techniques when adopted correctly support the trend that calls for a more life long take on learning.
In a traditional classroom sitting, the teacher has the primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field(Drexler, 2010).
This massive shift in the direction of the learning process expand the environment to include real experts from all the world, after all the teacher is not an expert an all subject matters and they don't havelock be. The cyberspace allows for people to form networks and exchange expertise and experiences, and it is very promising to start taking advantages of such opportunities in classrooms.
This process in about ''connecting the node'' where students build their own learning environment one step at a time, revisit and edit this documented journey. A challenge I personally faced when I attempted to conduct my own PLE is where is place myself in my own learning journey: am I a content generator or a knowledge consumer? Do I add to the resources and tools I use, or am I a mere passive learner?
This learning method is problem solutions based where teachers state the problem while students travel solo in the cyberspace in an attempt to find their own created solutions(Drexler, 2010). Again, this approach seems to empower learners to be up to the challenges the life ahead of them will present.
Students select modern issues that interest them, and their strong involvement in curriculum design is claimed to increase their motivation(Drexler, 2010). I personally can relate to that since this makes learning more relevant and exciting.
Meaningful
learning occurs with knowledge construction, not reproduction; conversation,
not reception; collaboration, not competition; and reflection, not prescription
(Jonassen, 2003).
This statement may be considered as a new fundamental for formal education. Fully interpreting its implications would require days. Fruitful learning is meant to be designed for the students needs' and interests'. The time they are in plays an important role in that. This factory like one size fit all reproduced content no longer serves the individuals (Godin, 2011), and the current curriculum was not designed for today learners(Prensky, 2001). With the availability of social media and online games, meaningful conversation opportunities that foster creative thinking are limitless. Thus, there is no justification behind why learners in many institutions are until today at the receiving end. Team work and learning from peers is also supported in this model which allows for community formation. Learning through reflections is a whole new story. Learners must engage critically with the resources, agree, disagree, add and edit. Technology promotes the voice of the individual and challenges their thinking.
Digital literacy is empathized since technology is not merely a tool and rather a main force in the learning experience. A recommended solution to students' illiteracy is to introduce a tool each week(Drexler's, 2010), so the whole newness of things don't overwhelm students.
Students are advised to manage their time and workload(Drexler's, 2010) as their are now in charge of their learning.
We have to accept that this much initiation and participation from the students' parts may not be welcomed by some less digitally literate and proactive learners.
References:
This statement may be considered as a new fundamental for formal education. Fully interpreting its implications would require days. Fruitful learning is meant to be designed for the students needs' and interests'. The time they are in plays an important role in that. This factory like one size fit all reproduced content no longer serves the individuals (Godin, 2011), and the current curriculum was not designed for today learners(Prensky, 2001). With the availability of social media and online games, meaningful conversation opportunities that foster creative thinking are limitless. Thus, there is no justification behind why learners in many institutions are until today at the receiving end. Team work and learning from peers is also supported in this model which allows for community formation. Learning through reflections is a whole new story. Learners must engage critically with the resources, agree, disagree, add and edit. Technology promotes the voice of the individual and challenges their thinking.
Digital literacy is empathized since technology is not merely a tool and rather a main force in the learning experience. A recommended solution to students' illiteracy is to introduce a tool each week(Drexler's, 2010), so the whole newness of things don't overwhelm students.
Students are advised to manage their time and workload(Drexler's, 2010) as their are now in charge of their learning.
We have to accept that this much initiation and participation from the students' parts may not be welcomed by some less digitally literate and proactive learners.
References:
Drexler, Wendy. "The Networked
Student Model for Construction of Personal Learning Environments: Balancing
Teacher Control and Student Autonomy." Australasian Journal of Educational
Technology, 26, 3, Pp. 369-385, 2010. Web. 10 Dec. 2015.
Godin, Seth, and Jessica Hagy.
Linchpin: Are You Indispensable? 2011. Print.
Jonassen, David H. Learning to Solve
Problems with Technology: A Constructivist Perspective. 2nd ed. Upper Saddle
River, N.J.: Merrill, 2003. Print.
Prensky, Mark. ''Digital Natives,
Digital Immigrants.'' 2001. On the Horizon 9, 5, MCB University Press.
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