eci831
ECI831 – Introduction to Learning Networks
(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)
From consumption to contribution (maybe)
Despite my amazingly hectic schedule, I decided to attempt to “attend” an open course on Social Media and Open Education through the University of Regina in Canada. Really, it was the trailer that roped me in – how can any resist such creativity? (Apparently, I can’t) While I’m at it, I’m going to insert a shameless plug for Free Technology for Teachers, the blog through which I found the class in the first place.
Non-Credit students got to meet with the class for the first time this evening, and since I’m a dork (and generally lazy to boot) and apparently cannot convert Saskatchewan Time into California Time (even though the prof gave us a handy-dandy converter), I missed the Elluminate session. (Dang it!) Thankfully, the materials are available for viewing/contemplation through the class’ wiki.
One of the optional (“but highly recommended”) assignments is to create an introductory video of oneself and post it to YouTube. It’s not that long – only 2-3 minutes (shorter than what I require my Spoken COM students to complete with their podcasts), and I have all the tools needed to make the video. Still, I hesitate…
…and I ask myself why…
…and I realized why it was.
- It’s not that I’m shy (heavens, no!). I’m a proven extrovert by nature. (Albeit, I have become a bit more withdrawn over time)
- It’s not that I don’t have the “skillz” to make such a video.
- It’s not that I lack the tools to make said video.
- It’s that I have never viewed myself as a contributor to any online community in this way.
I’m a online consumer by nature. I read others’ posts on Twitter, Facebook, etc. that I find interesting. I subscribe to blogs that educate or entertain me. I subscribe to newsfeeds, cooking blogs, tech reports, photo blogs, and so much more, but the common feature they have is generally a one-way communication. I read them, and they never know who I am (unless I actually talk/tweet/post back).
I take, I read, and I rarely give back.
I think that is why this class is challenging for me. Not only are the different tools of the Internet discussed; we are encouraged to use them to contribute something to the Internet that is actually meaningful.
Now that is a true challenge, and I will attempt to meet the task…
I now have a YouTube account. Oh, dear. I can promise you I won’t be posting videos of me dancing in tights or drooling as someone shaves my eyebrows off. Hopefully, I’ll be posting something more substantial.
Like that intro video. Now to get to work…
