The Zhang & Bonk (2008) article was so full of resources! The tables linking Gardner's Multiple Intelligences to Emerging Learning Technologies was so interesting that I found myself checking out various links for hours. It is amazing to see the resources we have at our fingertips on the internet. The problem? Identifying which resource fits any given need best. I've wrestled with whether a Wiki or a GoogleDoc is best for community efforts at writing and editing papers and test reviews and I've found at least 50 wonderful videos on read aloud techniques on You Tube to name a few of my successes turned frustrations. I know that after teaching online for a few semesters and trying out these technolgies, it will become more clear which resources work best with my classes, students, and online course platform.
The other mental tennis match I'm encountering is that I would like my class to be more of an Open Learning Environment (OLE) as described by Hannafin, Land, and Oliver (1999). Although I did not have a word to describe these communities previously, I was excited to read the chapter on Open Learning Environments: Foundations, Methods, and Models. This described the online instructional strategies I've encountered in a variety of VLCs; although they were interest based. From motherhood to knitting, cooking to gardening, I now realize that I've been a member of a wide variety of VLCs and learned a great deal from the content and interactions on these OLE websites. The struggle is how to replicate that type of self-directed, interest-based environment for a course that requires set objectives, assignments, and grades.
The key, I think, lies in the four basic components of OLEs as described in chapter 6: enabling contests, resources, tools, and scaffolding. Another main component that I see in OLEs is choice. The struggle is how to allow students choice while also achieving the goals of the course and covering essential course topics to prepare my students for their subsequent coursework. I don't think I'll get there by the end of this semester, but I will continue to strive toward the type of VLC that replicates OLEs...drawing students to participate because they enjoy spending time there and because they desire to be part of the interaction and the dynamic learning environment.
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I agree with you Stephanie - there is so much information to assist us as instructors in the internet that I could spend days searching websites and getting ideas. I keep saying when things slow down I will pick up this book and browse through all the websites listed - I hope that day is coming soon. How important the fact that you listed in your last paragraph that we want students to enjoy spending time in their virtual learning community because they desire too. That was well stated.
ReplyDeleteWe indeed have had an eye opening experience this semester. My question- how do we discern what sites hold the most beneficial information? We all have so little time, I need the key to finding things quick. Any ideas?
ReplyDeleteI agree with you, we have so many resources available to us. What should we choose? Unfortunately, there is not one solution, just through trial and error, we discover what works and what doesn't. I have noticed recently, that lots of publishers are now offering more instructional materials that are instructor ready (many of them are like the options mentioned in the Zhang and Bonk (2008)This makes tying an exercise to content easier for the instructor. Choices...Choices..Choices...
ReplyDeleteI too plan on trying some of the (new to me) technology I have learned about this semester. For the project I am working on now, I need to learn how to draw students to participate because they enjoy spending time in my project community and because they desire to be part of the interaction and the dynamic learning environment. Thanks for the great thoughts.
ReplyDeleteRe: "The struggle is how to replicate that type of self-directed, interest-based environment for a course that requires set objectives, assignments, and grades." I understand your dilemma of between an OLE and the structure constraints set by assignments and grades, although I do think having defined objectives is necessary. but you seemed to imply that that learning objectives should come from students, which I do agree, in some circumstances when students are confident and competent to do so. Great reflections!
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