I was reading a recent blog post by Kyle Pace which was discussing the issue of choosing to adapt your teaching practice now to be more inclusive of technology, or to wait for the world to change around you.
Personally I feel that teaching practice will change to be more technology inclusive, no question. As those growing up in our society today immersed in online networks, social media etc grow up and some of them become teachers, it will be as natural as using a whiteboard is most of us today – it is a question of natural evolution. I guess the question is whether teachers today choose to move forward to be a part of that future or refuse to acknowledge the changing society that surrounds up and adapt their teaching practices to suit.
Convincing people about the value and relevance of online learning and teaching seems to be the eternal question though, at least until the next generation arrives. We are in an interesting transition stage as technology moves so fast, it is no wonder that teachers can have a hard time keeping up with out help. And no wonder that many feel it is too much of an effort to start.
This brings me to the point of this post really…
There is a lot of interesting material out there about adopting online technologies into teaching, Kyle’s blog post is a good example, and I myself am in the middle of developing a project to help teachers new to online learning get started. However I have a feeling much of the time, it is people who are already convinced about embracing technology who watch, and not those who really need to.
As part of my role as coordinator of a fully online program, and as someone who trains academics to write and teach online courses, who has to sit on the academic committees that vote on allowing such courses to go ahead, I can say that for the most part, those who are not interested in online learning are deeply suspicious about its credibility. Often this is justified because what they have seen has been done so poorly in the past. Also there are many teachers who simply will not look at any material or seek to learn more about this topic because they are just too busy.
I think in many ways teachers can feel as if technology is being forced down their throats, and more often these days I think this is a justified feeling. More universities finally seem to be realising that they have missed the boat on including online learning in their curricula, and that there is a REAL demand for it. So all of a sudden there is a big rush to get content up fast, a ‘goldrush’ if you will, which can sometimes be ill considered and not approach the problem from the perspective of understanding how technology can enhance an individual teacher’s practice, and how it is relevant to their industries and students.
This is usually a ‘one-size fits all’ kind of approach, where one platform or technology is offered, and the teachers are told they must use it. In my own institution last year there were statements such as ‘every academic must have part of their course online’ coming from those higher up – but no thought went into why this had to be so, how it would effect the students’ learning or the teacher. It was just about ticking a box. No wonder academics get their backs up when technology supported teaching is mentioned!
I tend to agree with the old adage, “You can lead a horse to water but you can’t make them drink”. When I first started helping to set up the online courses at my faculty, it was an incredibly hostile environment to such a venture. We found teachers who were interested, then worked hard to produce online courses and teaching practices that were effective. Feedback from students was good, and where it wasn’t we always tried to work as a community to help each other improve. Over the years word spread and more people wanted to try online teaching, bolstered by the success of their colleagues, and now it feels as though we are finally getting somewhere in terms of acceptance.
So in relation to Kyle’s post about do we move forward or wait, I guess I’d have to say don’t force anyone to start using technology in their teaching who doesn’t want to, or the results will most certainly be counter-productive. Let those who are not ready to move forward wait, while those who are forge ahead and build great examples for others to follow.
The material our team will be producing as part of the project I mentioned earlier will follow this philosophy, offering assistance to those who want it, and hopefully it will help teachers create sustainable, successful online teaching and learning initiatives that will inspire their colleagues to give it a go before the world catches up with them…
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Someone tweeted a link today that caught my eye to a recently published paper by Sharon Watson of the Chifley Business School in Melbourne. This paper was presented at the HERDSA 2009 conference at Charles Darwin University, Darwin.
As an online educator who builds his entire teaching philosophy around the concept of collaborative learning (or social constructivism), I was very interested to see what the paper had to say. I found it very interesting – have a read and see what you think. I had not thought much about whether interaction amongst students online was a bad or unwanted thing before, and perhaps this has something to do with my design background, where open conversation, peer review and critical exchange of ideas is not only encouraged, but a necessity – especially in the education process. It made me wonder if I have been inflicting my views of collaborative learning onto my students, or if I have been taking for granted that open sharing of ideas and knowledge is an essential part of the learning process…
The main conclusion of Watson’s paper was, that a student’s attitude towards online interaction with their peers seemed to be linked with their nationality in the context of the research that was conducted. Both Indian and Australian students made up the bulk of the study, and it seems that there was a marked preference for more interaction from the Indian students, and the Australian on the whole would’ve liked to keep things as they were with little peer interaction. She does also say that the courses were not well designed when it came to including discussion into the course structure, and that the study was done before any redevelopment to ensure changes would be received well by those studying the course.
This surprised me somewhat, because I know a colleague of mine, Ian McArthur, has done significant work with running online courses between Australian and Chinese cultures (through his Collabor8 projects) – and he has found that the Chinese students seem to find it more difficult to contribute effectively to online discussions in comparison to the much more active Australians, due to cultural differences in how they communicate and and how learning is usually conducted (In fact you can see an interesting presentation he has done on this topic here).
This to me suggests that perhaps it is not culture alone that influences preference for collaborative learning and student interaction online. Of course issues such as language, and cultural differences play an important part, but primarily I think we to begin with, the way the courses are designed and taught have to be examined first…
A Learning Community vs Distance Learning – decide what you’re aiming for from the get go!
I have always disliked it when anyone refers to ‘distance learning’ in relation to what I do. To me, the distance learning model is usually designed around the (dare I say antiquated?) concept of a student’s solitary involvement with the course content and perhaps their teacher, and is a completely different premise to what online learning these days really can be.
You just have to look at the abundance of social networking communities, online forums, social bookmarking out there to know that people love to interact and collaborate when it is relevant to them and when they can learn more from the experience to make the time invested worthwhile. Interacting with others online can lead to extremely rich learning experiences – but a student has to feel that interacting with their peers will give them a much higher level of personal satisfaction and a better learning experience for this to work.
I think a teacher has to decide right up front whether they want their online class to be community or a conduit for individual learning. If interaction is desired, then the course has to be designed to encourage this from the ground up.
My point is, that if you have designed an online course using a ‘distance learning’ mentality (students work individually to complete course assignments and get feedback from only their teacher), then of course interaction between students can become superfluous and pointless. Online students often choose to study online because of time constraints with their busy lives, so conversations that lead nowhere or serve no purpose are a road to disaster.
It is crucial that an online teacher establish a community, and engender a culture of collaborative enquiry amongst students from the start. This requires assessment to be designed such that discussion and review are necessary in order to reach the goal. Students should also have a space for unrelated social chat, and be shown what constitutes valuable contributions in a discussion. One of the most valuable uses of interaction in a class I have used is using general discussion (after a lecture usually) to help students build a set of collectively defined criteria about a concept that helps them make sense of the new information. They then take this into their project work, where they can apply it to their approaches in completing the task. Following this students present their work back to their peers, who review it based upon the criteria they established a a larger group earlier on. I have found this type of discussion is purposeful, and also allows students to apply what they have learned in constructive analysis of their fellow students’ work.
I definitely don’t think increased online interaction is a waste of students’ time – but these are of course my personal and therefore biased thoughts on the topic, but I would like to hear what others think. Perhaps I am too focused on collaboration and am running my students ragged – any of my students out there!?
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