The areas I intend to discuss with you include:
McLoughlin & Lee coined the term Pedagogy 2.0 in their 2007 article: Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. “The interdependence between ideas, individuals, communities and information networks,supported by technology, underpin the demands of Pedagogy 2.0, and offer a range of choices to individuals to suit their personal needs and goals.” (Emphasis is mine.) In their definition about content and curriculum they discuss “micro units”, “bit-sized modules”, constructivist learning and active participation. My question is if all this is really new – an out growth of Web 2.0? I’d argue that this is not brand new. In fact, these are the principles of good teaching; teachers creating a learning environment for students. There are always lectures – now they are shorter, chunked, but they still exist. Our own excellent model of good teaching, Cheshta, gives us a 5 – 10 minute overview of the unit. One of the first things I did when I began to teach faculty to use WebCT in the late 90’s was to teach our faculty to “chunk” materials; to turn one-hour lectures into 15 minute guides.
This is not to say that Web 2.0 has no role in the transition of pedagogy, after all, part of the definition is that Pedagogy 2.0 is supported by technology. Engagement about the materials beyond the “transmission of the content” becomes easier for both faculty and students because of the ease of continued dialogue and bringing in experts and peers and others. Collaboration wasn’t created with web 2.0, but the tools make it possible for students to create and sustain the collaborations themselves.
I believe that “personal meaning construction” of knowledge is the single most important part of learning. It has its roots in problem-based learning. Essential components of problem-based learning include feedback, reflection and group dynamics. PBL predates Web 2.0, but students were dependent upon faculty and librarians for the materials they needed. With Internet access to experts, databases and peers, students gain control over the PBL experience.
Is pedagogy evolving because the Web 2.0 tools provide the freedom necessary? Or is pedagogy being forced into a specific direction because of the available Web 2.0 tools? Which is the tail? Which is the dog?
Sheri, I agree with a lot you expressed in your blog. I was exposed to blogs for the purpose of college about 2 years ago but have not found an everyday use for me to continue using them but I may find a need by the end of these classes and I am learning something new each day, like what a doodle is, so who knows. I agree with you about the chunking as this an old concept with a new techno twist. The shorter, chunked, lessons fit the Millennial Generation studies that support how our brain learns. I love this book I found years ago called Teaching with brain in mind by Eric Jensen. He puts a list of guide lines in it for direct instruction time of new content, for example K-2nd grade is 5-8 minutes and adults 15-18 minutes. And oddly enough initial connections and building connections for explicit learning begins within 15 minutes of exposer to new information and the synaptic connection gets stronger during the next hour. So turning one-hour lectures into 15 minute guide can be a very powerful tool!
ReplyDeleteI also strongly with your statement “I believe that “personal meaning construction” of knowledge is the single most important part of learning.” I really enjoyed reading your blog!! Well done! Melissa
I have been thinking about your statement "Collaboration wasn’t created with web 2.0, but the tools make it possible for students to create and sustain the collaborations themselves". I agree with this statement, people have been collaborating way before computers. I do however believe that the use of web 2.0 tools have made it possible to have multiple users (Schrum and Levin, 2009) working together simultaneously from all over the world in an efficient way.
ReplyDeleteGreat blog-Jenny