The following article contains comments on one article and two YouTube Videos concerning The Networked Student for EDTEC 467 Week 3-The Networked Learner MacArthur Foundation report on the Connected Learning Research Netowrk, Networked Student Wendy Drexler’s video describing networked learning, inspired by a Connectivism course offered by George Siemens and Stephen Downes, and Rethinking Learning MacArthur Foundation video on how digital media is changing the way students learn.
What are the ways in which the learner role is being conceptualized within the context of Web 2.0? After viewing the material I think that the concept of the learner in the digital age of Web 2.0 is to be an active participant in producing, creating, or reflecting on personal interests in a learning community. This community has a common goal to develop and support each other in learning concepts or applying those concepts in context. Is there research to validate this method of learning?
In a sense the learner will be in a network of learning or involved in connected learning. As defined in the article The Networked Learner: “Connected learning represents a framework for understanding and supporting learning, as well as a theory of intervention that grows out of our analysis of today’s changing social, economic, technological, and cultural context.” (1) Since the 21st century is constantly changing, this means the learner’s role will also involve developing life-long learning habits. Networking and information management will become increasingly important in this development. What do you think will be important for the future role of the learner?
Is it different from how it has been conceptualized in the past, and why?In the past learners role was a consumer of content rather than a producer. Diana Rhoten in the Youtube video Rethinking Learning mentions that the current thinking to have students use learning tools in order to remake content as the creator or producer.(3) Also, learners in the past have been expected to achieve educational outcomes based on defined objectives whereas learners today involved with connected learning are encouraged to attain understanding of personal interests. This is shown in the Youtube video Networked Student, where it shows a student choosing his own topic, psychology, to investigate.(2) Do you think young learners can choose appropriate interests?
It seems to me that past learning was didactic in nature where the learner possesses a knowledge base. In contrast connected learning deals with open learning experiences where the learner participates and produces knowledge within a community. Outcomes for connected learning have re-focused from individual objectives to community growth; changing the learner’s role to be more supportive and collaborative in nature rather than competitive. Do you think the individual is less valued and appreciated when learning in a community?
What do you see as challenges to implementing this view of the learner in formal and informal contexts? I am unsure the meaning of formal and informal contexts? What are your thoughts on differentiating formal and informal learning? In my comments below I relate formal context to that of public education and informal context to that of outside formal (forced?) education.
I think a challenge in implementing the networked learner in the formal context of public education is persuading the public and politics to support open learning experiences through technology. The public opinion may be hard to sway when parents either have a lack of knowledge of Web 2.0 technology or consider that technology to be a “waste of time”. Politics may have the same doubts, but in addition be burdened by the costs of supporting such a measure in public school systems. Technological hardware and maintenance can be expensive. Besides support there is also an issue of training teachers to new methods in facilitating this type of learning. Without support or formal training, this type of learning would not be successful in our current education system. Do you think teachers would embrace this type of learning when they are proud being “on stage” and conveying their expertise?
I think the challenge in implementing the network learner in an informal context could also involve economics and social systems. Areas that are economically underprivileged would have difficulty in implementing a technology based learning. In economically underprivileged areas the learner may not have access or be able to afford a computer and wifi service. Without these components it would be impossible to have connected learning. Also, communication skills are needed to communicate within learning networks. For example, social systems create barriers in communication through the use of local dialect (slang, foreign languages, etc.) and experiences that are uncommon to others. Also certain social systems have their own beliefs and values that can cause misinterpretations in learning. I hope technology can overcome these barriers. How can technology be made more accessible and support diversity ?
The bigger picture in implementing this type of learning may incorporate the informal context of learning within the structure of the formal context. This was noted by Mimi Ito, Associate Researcher Irvine and Lead Researcher for The digital Youth Project, when she stated in Rethinking Learning that the two should work together in a much more coordinated way. (3) Do you think formal education should incorporate informal learning in their curriculum?
References:
(1) Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., et al. (2013). Connected Learning Report. Digital Media and Learning Research Hub. Retrieved from http://www.nwp.org/cs/public/download/nwp_file/17070/ConnectedLearning_report.pdf?x-r=pcfile_d
(2) Networked Student (2008, Nov 26). Wendy Drexler (Producer). Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA
(3)Rethinking Learning (2010, December 1) MacArthur Foundation and Pearson Education. Retrieved from http://www.youtube.com/watch?v=c0xa98cy-Rw
kat5129 says
Hi Dana!
Regarding your question of “Do you think young learners can choose appropriate interests?”… I think it would be dangerous for us to assume that they cannot. I find that there is a real conflict in education right now. As teachers, we want students to think outside the box and become creative individuals. What good will it do us or them if they know only what exists already? We need innovation. So many classes do not push for this innovation, however. Some universities are turning away brilliant students because they are a round peg for a round hole. I think that this might have been created by not trusting students to make their own decisions and be responsible for their own learning.
Many other countries put learning decisions on their children before we give 16-18 year olds the choice of their future (i.e., university). Those countries seem to be faring pretty well… maybe we should take a page out of their books.