VLOG – Learner Expectations and the MOOC

I created this Video Blog  (vlog) as a response to a GREAT video reflection I saw this morning by Ben Wilkoff. He suggested I do a vlog in response, and I did – my first proper vlog. I am much more comfortable with “show and tell” but in the name of modeling and practicing what one preaches, I created the vlog below. I welcome the dialogue about this video – either here on on the Youtube site! Thank you!


4 responses to VLOG – Learner Expectations and the MOOC

  1. I could not agree more with you; in fact, the MOOC experience to me, so far, has been both frightening and exhilirating. It is a new process of learning to learn in this environment; it is very overwhelming at first because many of us have been so conditioned to learn in a linear fashion. One does not undue 40 years of conditioning (oh no, I’ve dated myself); I think one has to first let go of learning habits that are no longer useful. We are no longer asked to write a column about a fraction of a subject, we are now prompted to connect the columns to produce a novel of our own. With each connection, the story line becomes an educational evolution. It’s actually quite profound. Susan

  2. colin says:

    It’s a river of stuff going by for sure. I think the disequilibrium for me stems from the linear classroom environment where everyone is expected to be following along with what “the plan” is. If you don’t know what the teacher at the front of the room is talking about, that’s either because a) you were talking to your friend in class, b) you didn’t do that well in a previous class or unit that this class depends on, or c) you had mono for the past few weeks and were out of it. The guilty thinking is: I haven’t had mono recently, ergo, I did something out of line or didn’t put enough effort in to pay attention and keep up with class.

    But that’s obviously not the case – there’s just a lot of people all working on somewhat different stuff at once. It would be impossible to keep up with it all. If we’re interested in a particular thread, we can go back in time and find out what participants said, what they were working on, who they were working with. Hopefully whether or not it worked.

    This was retweeted by Azhar this past week and helps manage the deluge: http://www.peternewbury.org/2013/01/drink-without-drowning-from-the-twitter-river/

    This subject sparked a tangent conversation I had with my wife (HS science teacher) this morning about teacher development and the disequilibrium, and the feeling of being shoved into this new style of learning when the learners (the teachers in this instance) don’t have a whole lot of time to devote to learning the tools and hence the environment that go along with that. To maintain certification in AK I believe teachers need 6 credits every 5 years – it would seem like the time is ripe for changing that to shorten the time frame and change the crediting and offer some sort of incentive structure to overcome that. 5 years is a long time [right now] when it comes to educational technology. I suppose the change I would want to see is the by routinely engaging in this fast changing environment for smaller “slices of learning” as part of their professional development teachers would get caught up with the tools.

    How would you account for it? (I’m on a badges kick so let’s go with that for the sake of debate). What various options for incentivizing works? And more difficult, how to make time during the day? The only thing that I could come up with as a possible answer was by team teaching, or by making the units small and focused enough where the teacher’s goal/output is a part of the teacher’s instruction, and the professional development environment serves as a sounding board for ideas, a support / motivation, and a forum to report successes and failures. The hope would be that the PLN acquired in that environment would be valuable enough to carry forward outside of the formal prodev.

    By the way I just can’t bring myself to call it a “Vlog”. Just sounds like Klingon.

    • akedtech says:

      Agreed! Also – I think we need to beef up what we are teaching in the UnderGrad and Licensure teaching programs. If teachers who go through an UG/Licensure program have met the NETS-T standards (which is the expectation of NCATE) one would expect them to have encountered these tools and to at least have a little background knowledge/experience with them. I think we are seeing pretty clearly this isn’t the case. In addition – what is the value of educational technology skill in the teacher evaluation process? It’s pretty clear that there is little or no value placed on ed tech skills for practicing teachers. Some of the sites we use for this class are actually blocked by many districts. I agree with helping teachers develop a PLN and allowing this to count as a PD activity (actually presenting about this at the JSD Tech Inservice in Feb) – and I also think that the system itself needs to begin to value the benefits a teacher network could have for their educators and ultimately for their students!

  3. Alison Neilson says:

    Yes, I agree with your discussion. I wish there was more talk by everyone about learners being in control of their own learning and teachers/instructors being there to help learners understand how they learn and find ways to enhance their learning abilities. Here is an interesting article about learning outcomes http://www.cautbulletin.ca/en_article.asp?articleid=3575 When I taught teacher education in Canada I deliberately challenged the teachers-to-be to figure out what they wanted to learn, what they needed to learn and for them to decide how they would evaluate themselves. Wow, they were not happy to have the comfortable structure taken away from them. Most, thankfully, after complaining, saw the benefit of taking control of their own learning and reflecting on ways that they could help their own students take control of their own learning too. A few were so conditioned by the system however, that they had a hard time doing this (at least while they were in my course – perhaps it was just a longer learning journey than the course lenght).

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