How is the learner role being conceptualized within the context of connected learning? Is it different from how it has been conceptualized in the past? Why?

This week we learned about connected learning, or learning that is socially embedded, interest driven and orientated toward education, economic or political opportunity.

In this context the learner is an active participant in creating a product that matters to them and others. In doing so, their learners presence, intellect, ideas and effort also matter. This is different from traditional learning methods that view the learner as a more passive an empty vessel to be filled with information shared by an expert instructor. Perhaps this is because the context in which we live, learn and work has changed. Web 2.0 tools give all learners the opportunity to produce, publish, promote, create, edit and share their work with other interested learners. We are all producers and consumers. As such learning and information flows in a multi-directional pattern that depends upon learners sharing ideas, abilities, and interests with each other.

“Mattering is a motive:
the feeling that others depend on us, are interested in us, are concerned with our fate, or
experience us as an ego–extension exercises a powerful influence on our actions”
(Rosenberg and McCullough, 1981, p. 165).

How do you see the role of teacher as learner? What challenges and opportunities are possible in that role?

In an connected learning environment everyone is a learner and a teacher. The instructor both creates and participates in the scenario, solving problems and actively sharing his knowledge, interests, and abilities. A key difference here is that everyone’s perspective matters and everyone, including the teacher contributes equally to the endeavor. This method can be both equitable and engaging. By removing teacher dominance in the learning environment, power is redistributed to the students. For teachers accustomed to planning out the details of each class period the shift to a more problem focused, unpredictable style could be a challenge, but the resulting student engagement and shared purpose are the reward.

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https://clalliance.org/

Do you see any challenges to implementing this view of the learner in formal and informal contexts?

Shifting from traditional instructional method to a connected classroom requires bravery, flexibility, faith and above all trust. Creating and problem solving, in a group, can be messy. Teachers must trust in this process, themselves, and their students for this method to be successful. In less formal contexts, some challenges associated with connected learning are sourcing quality information and connections, and the natural inequity (lack of connection and support) inherent in social systems can widen the educational gap between the haves and have nots.

Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community & Mental Health, 2, 163–182. retrieved on September 17, 2021 from https://psycnet.apa.org/record/1983-07744-001