Ever the optimist….

MrDubbs got me thinking this week…in a recent blog post, “What is this change agent Will is talking about?” In his post he described his reaction to an interview with Will Richardson. I found it interesting that he described how he was tempted to take a pessimistic view towards the use of Web 2.0 tools in the classroom, but was trying to keep an open mind.  Being the eternal optimist when it comes to the potential for Web 2.0 to transform teaching and learning, I paused to think more deeply about why I hold out such hope for promoting the use of technology and the Web in the classrooms of our College.

Upon reflection I have decided that the short answer to why I am optimistic about the potential of technology, particularly web-based technology, is that I have seen evidence that appropriate use of technology in the classroom often leads to a different way of teaching and learning.  Introduction of web-based learning tools also accelerates the achievement of student-centred learning and I am also convinced that adoption of student-centred learning principles results in improved learning outcomes for learners of all ages.

Notice the words “appropriate use”!    using the Web to deliver distance learning is often nothing more than traditional teaching delivered on-line; teacher-directed as opposed to learner-directed.  The Internet is used to deliver talking head type lectures, with mainly  text-based materials, students watching, listening, working individually, and being assessed with traditional assessment tools.  The only advantage to this delivery method is that it makes teaching more accessible.  It works for some people but it certainly doesn’t challenge students to learn differently.

So when does on-line teaching challenge students to learn differently?   When it changes to student-centred teaching.   Student-centered teaching methods shift the focus of activity from the teacher to the learners. These methods include active learning, cooperative learning,  and inductive teaching and learning. Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.

On-line teaching , if handled well,  provides  superb opportunities to model a student-centred  approach. It is not enough to simply place print based materials onto a server. Rather electronic delivery offers the hope of increased learner-learner and learner-teacher interaction. It also provides opportunities for learners to access and browse a variety of resources, and then focus on areas of need and interest, so that control for learning is passed on to the learner in a guided way as self-efficacy is increased.  EC&I 831 has demonstrated for me the effectiveness of an open, student-centred classroom.  I have never learned so much so fast and been so engaged in the process. The fact that our classroom is a virtual one and that we have been connecting with classmates and our professor on-line has enriched the learning process not diminished it. I have been challenged to process and gather information in a different way; encouraged to make meaning from my on-line research and connections and as a result I have become a more capable learner.

 

 

 

Briefly describe one of your “student-centered learning” experiences.   Click on the COMMENTS link to get started!