Weaving Conversations

TLT Knowledge Log

Learner responsibility?

Posted by C Elizabeth Thomas on August 28, 2006

In the absence of a theory that emerges from the data, then the only measure most will turn to is the measure of ROI/science… this is “dependable” if not flawed. When tied with the plea for sociological study (however ungrounded it is) it makes clear that the study of the social process of engaged learning… specifically using technology for such… is relevant. So… it isn’t necessarily about adoption (by faculty) but perhaps about empowerment of the learner… now they aren’t binary… separate… they are the same… i am learner… i am teacher… i am learned…

The sequence is still not there… but the identification of art v. science in learning design is relevant… it’s an ecology, a system, that all players are part of. Why are we guessing about what works? Why wouldn’t a grounded theory approach… examine the data… see what emereges… work? Why not include the students… beyond the end of semester fill in the blank evaluatoin… can’t they design their own learning? Wouldn’t that open things up to valuable perspectives? How do learning styles play into this notion of connectivism. I feel like students are being lumped…Okay… part 2… keep digging it emerges! Read this!
In a recent post in his connectivism blog, Siemens speaks about the convergence of thought among certain thought leaders of the change necessary in educational process to move to a learning world that is more appropriate to the circumstances in the world. An interesting synopsis shows itself as follows:

“I’ve spent the last year talking connectivism (and really stating and restating the basic premise in different ways…Will captures my main message nicely: “knowledge resides in the network, and that to be truly educated these days, we need to know how to leverage that knowledge when we need it. And that we all get smarter as we link to one another and become a part of the conversations that are going on.”).”

He goes on to suggest:

“Creating a compelling vision of the nature of that change is the key task. How do we implement new models of learning? Jay Cross tackles things from a stance of informal learning, Stephen Downes approaches it (partly) from the concept of elearning 2.0, and I approach it from connectivism. We are generally all saying similar things. But how will we move to implementation? How will we transform our learning spaces and structures? What needs to change with our technology? I’ll spend time over the next few months trying to dig deeper with the implementation concerns and opportunities. A sense of inevitability exists about these changes…the way out from our current position, however, is still largely undefined. I would love suggestions or comments relating to steps and directions required for implementation‚Ķ”

Here’s my problem… the point of view is as the professional delivering education… I think. I wonder if that role is becoming obsolete… at least for adult learners. Not that collaboration isn’t important… of course it is! But the lines between the educator and the educating is feels like it can blur if the educating are lead to mechanisms that facilitate management of information and knowledge. Which… by the way… I find the interchange of those words to be quite challenging… information, to me, is quite different that knowledge. I think that’s clear in many postings, but not always in language.


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