Questions about what online learning will look like . . . - 65 views

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  #1 Cris Crissman on 26 Aug 08

   

  I'll offer a few questions for reflection that relate to my main area of interest - what will online learning look like and what pedagogical theories will undergird it?:
  
  1) Many of the examples described in description of "The Future Classroom" (p. 105) sound like independent learning experiences. Is there research that online learning works best when completed independently with a tutor's guidance rather than in a social constructivist model with the creation of a learning community? Isn't there a benefit in a model that combines a learning community and independent, tutor-guided learning? Didn't the one-room school house have both?
  
  2) Christensen, Horn & Johnson (2008) describe a disruptive tool for student-centric learning as "user-developed online tools for learning" (p. 136). It sounds like these tools will offer tremendous opportunities for customization to fit each individual learner's needs by students, their peers, teachers, and parents. Can we harvest this user-generated content so that producing real content for self and others become authentic purposes for learning? Could these become part of a learning objects repository?
  
  3) Does the authors' explanation of why disruptive innovation should first compete against nonconsumption ("Following a Disruptive Pattern," pp. 96-100) explain in part the difficulty we've experienced in trying to encourage teachers to integrate Web 2.0 and 3D Web tools? Will online learning in nonconsumption areas lead the way for the change in culture that we need for the face-to-face learning environment?

   

  <div class="cArrow"> </div><div class="cContentInner">I'll offer a few questions for reflection that relate to my main area of interest - what will online learning look like and what pedagogical theories will undergird it?: <br /> <br /> 1) Many of the examples described in description of "The Future Classroom" (p. 105) sound like independent learning experiences. Is there research that online learning works best when completed independently with a tutor's guidance rather than in a social constructivist model with the creation of a learning community? Isn't there a benefit in a model that combines a learning community and independent, tutor-guided learning? Didn't the one-room school house have both? <br /> <br /> 2) Christensen, Horn & Johnson (2008) describe a disruptive tool for student-centric learning as "user-developed online tools for learning" (p. 136). It sounds like these tools will offer tremendous opportunities for customization to fit each individual learner's needs by students, their peers, teachers, and parents. Can we harvest this user-generated content so that producing real content for self and others become authentic purposes for learning? Could these become part of a learning objects repository? <br /> <br /> 3) Does the authors' explanation of why disruptive innovation should first compete against nonconsumption ("Following a Disruptive Pattern," pp. 96-100) explain in part the difficulty we've experienced in trying to encourage teachers to integrate Web 2.0 and 3D Web tools? Will online learning in nonconsumption areas lead the way for the change in culture that we need for the face-to-face learning environment?</div>

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