I find now that learning can be defined by stating that one is building upon knowledge through resources, shared ideas, new concepts, and review of information that is analyzed and processed into new knowledge and application for the individual. Today we are finding that the traditional forms of learning are being impacted because of the tools and resources available through Web 2.0. The opportunity to learn has become more diverse within the informal and formal setting because we are surrounded with an abundance of information that has become more easily accessible across a variety of tools and devices. Concepts that build upon these changes realize the potential that can occur when you connect both the informal and formal modes of learning to what is called “connected learning,” which we discovered within our lesson three readings and discussions. The ideas behind connected learning allow for learners to play are larger role in the design of what they learn. It introduces the idea that learning can happen at a more individualized pace through some underlying structure.
Teaching is then defined by those whose expertise is shared to connect information and knowledge building for the learners to gain. Teaching occurs in various forms, but in the traditional sense can be viewed as the expert knowledge holder or the class facilitator and is often structured around teacher-centered learning. In the non-traditional sense, teaching can occur across learning, peer-to-peer, professional-to-professional, and professional-to-peer. With the concept of connected learning, we can find the teacher still holds the role as the facilitator, but also becomes a part of the learning. The teacher becomes less constricted by standard structure and focuses on each individual learner and their strengths, weaknesses, and personal interests.
Although I am not an educator, the philosophy that I initially described does still remain similar with the idea of blending three concepts. These include Essentialism, Humanism and Behaviorism. Essentialism is one that is teacher-centered and as described by Lynch, “It is the teaching of basic skills that have been proven over time to be needed in society.” Humanism is a student-centered philosophy that is focused on “fostering each student to his or her fullest potential.” Behaviorism is then a society-centered philosophy that “focuses on cultivating behaviors that are beneficial to society.” The main reason for keeping this blended philosophy, is because I do still believe that the three philosophies combined could help with the direction that is needed in educational environments, given the impacts of our technologically-driven and changing world. We need teachers to still maintain foundation and structure, and students that are desired to seek their full potential and to become lifelong learners. In addition, we need to create learning environments that harvest behaviors of a creative and respectable society that can benefit the future. Which is how I felt about this previously. Maintaining one concept does not seem to encompass the right changes that are needed in education that is needed to move forward. Traditional education has steadily maintained the top-down hierarchy that limits the learning to be only that which is expected. Teachers will always play an important leading role in the education system, but what technology does, is change the landscape to something a little more exploratory for both the teacher and the learner. What I have learned as a result of this course is the exciting potential that can come when blending tools of Web 2.0 with learning and why it becomes important to understand that change is needed. Although seemingly complex to develop, there are already great things happening in the world that provide an unbelievable realm of opportunity and access for continued learning. We have the opportunity as individuals, whether learners or educators, to integrate tools for learning beyond what we could imagine.
From an informal view on learning, children tend to learn through their surroundings and the access to tools and resources they have around them. They also learn through play, experimenting, and exploration. They learn skills that help them to memorize, conceptualize and materialize information into new knowledge. Adults may learn through experience, shared resources, professional networking, self-learning tools, and exploration. A key relation in how learning occurs between all age groups is the ability to explore through the tools and resources that we use every day to then piece the information together to build upon new knowledge and application. When it comes to formal learning and how it occurs, I believe it begins in a traditional institution that sets the foundations and standard requirements of learning by age and grade. Usually learning in the formal setting is found through books, worksheets, and classroom discussions or lectures. The information that is taught is then tested for memorization and understanding through grade/point-based measurements. This shows the progression and level of learning achieved. The learner begins their knowledge building through what is known and then explores information through the materials that are given to them. The educator directs and guides this learning with their lessons. Whether this is a young child or and adult learner, every level of a course or curriculum is met with some standard expectation that the learner is work towards achieving to progress and receive recognition in understanding. Learning in this sense can be seen a rigid or limiting because the learner is only expected to learn what is provided to them and often does not connect information from across subjects or through deeper learning.
The role that a teacher may have in the new ecology of learning can be best described as the knowledge holder and facilitator. Their purpose is to then facilitate and encourage the learning process by providing the appropriate learning tools, resources, and expertise. Teachers in these learning environments, whether formal or informal are meant to engage the learners and help them to absorb and retain knowledge. I think a major change we see in educators through the new ecology of learning, is the approach they take with each individual learner and how each learner’s interests and success of learning is achieved in a design that is personalized and unique for them. The learners then become a greater part of the design for their learning. The learners are there to receive, process and apply information into cognitive and comprehensive understanding.
When it comes to informal learning, I think we may find visible indicators of learning less obvious unless we find that the learner is able to apply what is learned into some context or the tool itself provides varying levels and skillsets that indicate growth. The growth may be different for each individual and their strengths and weaknesses may require different tactics and focus points to deepen the learning experience. However, I believe a great indicator of success in learning is the real-world application. Taking this into a formal environment, visible indicators become the ability to show or demonstrate understanding. This is usually shown in test scores or written/verbal presentations that suggest a level of understanding that have met or exceeded expectations. Knowing that learning is occurring is then seen through exemplification and reprocessing the information into personal understanding. No matter what the reason for learning may be, we must be able to approach the change needed in education with an open mind to how we discover moments where learning is occurring outside of what is familiar.
The role of technology in my philosophy is important to the overall expectation of how learning can occur today for each individual and the encouragement behind the need for lifelong learning. A shift is occurring with today’s learning environments that necessitate a change in the approaches we take to learning because of technology. The role that technology has in learning in today’s world is progressively more influential in the process and how learning is occurring. Technology has created new ways of measuring success and progress for the individual learner and for a community of learners. Technology has broken down barriers and expanded the connections and reach that educators and learners can use to enhance the learning experience. It then becomes a matter of how we can design, connect and successfully integrate technology into learning for the future.
Link to Article on Philosophies