ECI831 – Introduction to Learning Networks
September 27th, 2009
(Side note: I find it absolutely ironic that the week I learn the OSI Model in grad school, I learn about Learning Networks in an open course – so many networks!)
Well, that YouTube video never came to fruition. Life got more hectic than planned, drama happened, and the cool recording snippets I made were lost or deleted off my camera. For someone who is so invested in technology, I sure do fail a lot at it sometimes.
On a happier note, I was able to attend my first synchronous session ever with the class through Elluminate last Tuesday, and it was pretty interesting. So many students were logged in to participate in both listening to a lecturer and discussing different points on the side. While I have attended webinars and board meetings via Elluminate, I have never attended a class. Some of the students were complaining that the side chat function was too confusing. Others were having side conversations that didn’t seem to have much to do with what was being talked about. Others of us “lurked” and contributed every once in awhile. I even managed to embarrass myself by cracking a joke at an inopportune time on what I was about to find out was a terribly sad topic. *slaps self* As I mentioned before, I really need to read more Canadian news if I am to participate effectively in this class…
Anyways, the question of the week is:
So we know that social learning matters. We know that people form communities in formal and informal environments. How far should we go, as educators, to support non-formal and informal learning? How do we deal with the fact that we are part of a formal system when we know that a heck of a lot of learning (many say, most) happens outside of our formal learning systems? Where do we fit into this? Or in summary, the key question to consider is “what is our role in non-formal learning?”
To be quite honest, if you were not paying even a bit of attention during the amazing lecture or if you were not there at all, the above questions may make no sense. I was moderately paying attention, and I’m still a bit confused. I think I may ignore the side conversations next time…
To break it down:
How far should we go, as educators, to support non-formal and informal learning?
- Non-formal learning was defined to happened in a “prescribed but unfettered learning environment” where the “learner” is in “control” and “personal intentions outweigh externally defined intentions”. I think it was described as the middle ground between formal and informal learning.
- Informal learning is…well…I think as informal as it gets.
- How far should we go to support both? I would say that depends on the students you are dealing with. There are pros and cons to all three learning environments.
How do we deal with the fact that we are part of a formal system when we know that a heck of a lot of learning (many say, most) happens outside of our formal learning systems?
- Well, I think we should better ourselves as teachers so a heck of a lot of learning happens in the formal environment as well! Whether that be utilizing the tech tools out there or ensuring we pursue some sort of personal development, I think we owe it to the students to be the best teachers we can be in any environment.
“What is our role in non-formal learning?”
- There was a saying on one of the slides that read, “Engagement matters more than interaction”. Maybe that’s it – to engage. Not to watch from the sidelines, not to put down, and not to become a fanatic, but to engage others and be a teacher/participant that fosters that engagement. Wrestle with new ideas. Try new means of communication. Learn to be discerning. Work on trust.
It is interesting to me to be considering what my role is in non-formal learning considering I’m a “not-for-credit” student in this open course, and I got a sense that some of the for-credit students resented our presence in the class. I do tend to be a bystander because I have no binding responsibility to the course. I can watch, I can listen, I can process, but I am not required to complete assignments, participate, etc. I have to motivate myself to move beyond the bystander role and into one of engagement.
But, I’ll admit, that seems hard when nothing tangible is at stake (unlike my grad school classes or the classes I teach).
Well, next week again. We’ll see how it goes…
Suggested Readings from the class wiki:
- Connectivism: A Learning Theory for the Digital Age (by George Siemens, the next guest presenter)
- (on teenagers who are) Living and Learning with Social Media (video by danah boyd)
Very good Article!I am a “not for credit”student at the ECI831 Course too. I really liked your post!