21 de junio de 2008

Beyond the line of lockstep, the confines of the classroom and the
demands placed upon the learner, the new trends point towards
the opening of new spaces that free the students from any social,
academic, or self imposed constraints.
 
This ideology of expansion, brought forth by Temmu Arina,
exemplifies how every experience can be seen as learning, and
every new point of view can be integrated into our own
perception.
School, with its traditional concepts, has
limited the strengths of this, and though steps
have been taken towards achieving significant
changes, there are other means to use that
can lead us there.
Technology is one of them. Given the rapid, constant growth of
communication technologies, as well as the access opened to many more
users who are perfecting them, theories have been set concerning its
importance and application in the fields of education.
This is not a new trend. Many attempts have been made to use this to
many different degrees of success, all directing the learner towards what
the teacher wants him to learn. Rather, this new conception advocates for
learner freedom, where he can learn the same things in different ways.
 

A guidance without pathways, but only

suggestions where to start. A virtually
unlimited space for interaction and further
reflection upon the aspects of the topic
discussed and studied.
Several options and potential participants,
meeting at one place for the same purpose.
At first, educators might see these as only
troublesome chaos. Once again, it must be
said, we must go beyond our
preconceptions and open up for the idea of
how this could work.
To explore this approach, we must explore its applications: As teachers we would be there
to present our class a topic, work on it along them, then introduce them to the different
places over the internet where they could expand their understanding of it. There is no
specific set of homework we would ask for, and therefore, no standard grading or feedback.
We aim for the learner to find his own way through the information, select it according to
his specific interests and needs, and in the end internalize it in the form of a personal
reflection upon his own learning.
 People play a very important part of this process.
Technology is just that; without the people interacting,
using it, its meaning and purpose would be lost.
Participants not only search for the knowledge, but
construct upon it. Discussion boards, instant messaging,
wikis, blogs, podcasts, video; all made by the very
same users, sharing and exchanging towards a more
ample understanding of the topic.

Informal and mobile learning: Learners utterly

interested, being where the knowledge to be had is.
Learners taking part in their own acquisition of new,
meaningful and useful information, without being led
by the classical concepts of teaching. Students being
motivated, connected whether by face to face contact
or over a social network in the internet. It is now, then,
that as teachers we step into this space of possibilities,
and make it work for the best of our educational
I find these ideas truly interesting. Mobility and informality may sound confusing at first,

but can be very well applied in learning, particularly with the kind of students I have. Given

my students´ access to the internet, and their willingness to surf the net to find and discuss

things, I believe they can use podcasts and blogs quite well to meet the requirements of

this trend. Of course, as I mentioned it in my work, there must high motivation involved.

I had already considered the use of social software for my students to use, and now I can

see there are actual theories concerning how they can actually help them improve. The early

results are showing in my class, as they are participating in the first activities guided

towards it.

The part about opening spaces sounds good, particularly if you consider local networks such

as one for the school. Then again, as the interviewee said, that could lead to more formal

learning. Even then, considering that most students this age are not quite ready for self

guided and reflective learning yet, this might be a practical application.

Finally, connectivism I find most important. This is the true matter here. There might not be

an actual feed back from the teacher, but by having them interact and share opinions and

thoughts, there will not only be a sort of feedback, but also advancement in the use of the