12/24/11

Whats the Real Source of Pedagogic Change? Educational Technology and Change Journal

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Whats the Real Source of Pedagogic Change?

Posted on December 22, 2011 by JimS

[Note: Snagged is a new feature in ETCJ to spotlight some of the latest and most stimulating articles on educational technology. The idea came about in an informal email exchange within the last 24 hours with Bert Kimura, who's been sending me some of his best web snags for the last fifteen plus years. His latest, this article by Donald Clark, has moved us to develop Snagged, a platform for recognizing articles that hook our attention and, hopefully, encourage us to jump into a discussion. Please send your catch of the day to me, jamess@hawaii.edu, for possible snagging. -Editor] Donald Clark, in More Pedagogic Change in 10 Years Than Last 1000 Years All Driven by 10 Technology Innovations, asks, Whats the real source of pedagogic change? His answer: The primary driver for pedagogic change is something that has changed the behaviours of learners, independently of teachers, teaching and education the internet (Donald Clark Plan B, 12.7.11). Here are the ten technology innovations with excerpted explanations: 1. Asynchronous the new default: Only after youve exhausted the asynchronous online options should you consider synchronous face-to-face events. 2. Links free from tyranny of linear learning: It has allowed us to escape from the linear straightjacket of the lecture or paper bound text 3. Search and rescue: This pedagogic shift means more independence for learners, less dependence on memorised facts and answers to most questions, 24/7, for free. 4. Wikipedia and death of the expert: The radical pedagogic shift is not only in the way knowledge is produced but the fact that its free, seen as open to discussion and debate, and so damn useful. 5. Facebook and friends: Being networked means living within a new pedagogic ecosystem. 6. Twitter, texting and posting: Far from drifting towards high end media, text is alive and kicking. 7. Youtube less is more and knowing how: YouTube has shown us how to do video, keep it short and that we dont need big budgets to do good stuff. 8. Games: Gameplay is just another word for sophisticated, experiential pedagogy. 9. Tools: Tools [word processor, spreadsheet and presentation tools], pedagogically, allow us to teach and learn at a much higher level. 10. Open source: In this age of digital abundance, open and free content is the democratisation of knowledge. Pedagogy, in this sense, has been freed from institutional teaching. What are your thoughts? Do you agree with Clark? Disagree? Partially agree? Do you see it differently? If yes, how so? Please share your thoughts with us as a comment to this article. If you encounter problems posting, email your comment to me and Ill post it for you. -Jim (jamess@hawaii.edu)
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8 Responses
1.

Dr. LM Johnson, on December 22, 2011 at 12:24 pm said: I think what we are seeing as the force of change (push and pull) is the increasing access to information sacred and profane. We witnessed the same sort of revolution in the Western civilizations during the middle ages when the then major source of information Bibles and church services were no longer only in Latin, but made accessible in the vernacular. Its just the scale thats different and mediums of information distribution (web enabled devices), but these influences are ancillary to the democratization and access to information information about what, when, how, where, and who and, importantly, many voices about the why of things are now available. Ive been an on online instructor for a decade and my role is more to facilitate paths toward skill and knowledge acquisition than to deliver it, but my fundamental educator role as motivator, questioner, and engaging resource has not evolved considerably, Id argue. I do certainly have more tools to teach and learn with (often one and the same process), but the tool and the content it conveys or constructs is not as significant as the process and outcomes. Reply

JimS, on December 22, 2011 at 1:07 pm said: Dr. LM Johnson: Ive been an on online instructor for a decade and my role is more to facilitate paths toward skill and knowledge acquisition than to deliver it, but my fundamental educator role as motivator, questioner, and engaging resource has not evolved considerably, Id argue. This strikes me as the kind of comment that can only come from an educator who has actually taught in the online environment for many years. Ive had this same thought, too. It reminds me of the student theres always one in every completely online class Ive taught who complains at the end of the semester: You havent taught me anything. Ive had to learn everything on my own. What he means is that the teacher didnt tell him what to do, when to do it, how to do it, and why. Instead, he had to read the information and apply it on his own. Of course, he fails to realize that the information was designed, provided, and linked to by the teacher. Im not convinced that this isnt a good thing, i.e., shifting the responsibility for learning to the learner rather than the teacher. In the end, the student is empowered. In the traditional model, the real danger is a student who remains increasingly dependent on teachers for learning and believes he can only learn in a classroom led by a teacher. As online teachers, I believe were engaging students but in different ways. Many of our most critical exchanges are via private email with individual students. We also engage students in chatrooms and forums. Here, even when we address a single student, our comments are public to all. Thus, we touch the one as well as the many. And our dialogues dont end at the end of class or the semester. We can continue to dialogue with students long after the class is over. Reply 2. harrykeller, on December 22, 2011 at 2:13 pm said: I get the feeling that the list has ten items because we have ten digits. Much of really good education is not open source, even much of the free stuff to give one example. The really good stuff includes asynchronous; thats a huge change in how we can learn even though its not be utilized as much as it should be yet. Links are nice but werent required to eliminate linear learning. I mean, you can do that even in a book, and many do. Instead, I am more interested in adaptive learning where remediation is provided as necessary, and those learning faster can move ahead faster. Search and rescue and Wikipedia appear to be two sides of the same coin. They slightly remove the necessity for memorizing some stuff, but other stuff that was silly to memorize in the first place may finally be dethroned. Do not, however, underestimate the importance of a good memory. YouTube has really become a remarkable change agent because you can upload just about any video for free, and people can view it for the same price. Motion is better at engaging than stasis. Means for sharing video will continue to have an increasing impact on everything, including education. Facebook and Twitter are both social media. These can make a difference in education if you can rise above the noise levels. However, social media is not, in and of itself, education. Too often forums and other social networking media have pleas from