Teaching in Social and Technological Networks « Connectivism - 0 views
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Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives).
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This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
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However, in order for education to work within the larger structure of integrated societal systems, clear outcomes are still needed.
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How can we achieve learning targets when the educator is no longer able to control the actions of learners?
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I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks. In the future, however, the role of the teacher, the educator, will be dramatically different from the current norm. Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
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Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
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A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected.
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The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
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When I first started learning about the internet (pre-web days), I felt like I had stepped into a alternate realm with its own norms of behaviour and conduct. Bulletin boards and chat rooms presented a challenging mix of navigating social protocols while developing technical skills. By engaging with these conversation spaces – and forming a few tentative connections with others – I was able to find a precarious foothold in the online medium.
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Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
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Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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Imagine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
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This would really change how courses are currently taught. How would current course, program, departmental, school-wide assessments, evaluations react?
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Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
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Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters. The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
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During CCK08/09, one of Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.”
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Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence.
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In CCK08/09, we used The Daily, the connectivism blog, elearnspace, OLDaily, Twitter, Facebook, Ning, Second Life, and numerous other tools to connect with learners. Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
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We’re
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We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment. My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
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Aggregation had so much potential. And yet has delivered relatively little over the last decade.
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Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
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I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work.
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