Attributes of Learning in terms of being LEARNER-Centered

If we accept Einstein’s genius as different from that of Beethoven, then that would suggest the way each person stores and learns information is inherently different. The theory of Constructivism suggests that learners have unique schemas built from past experience; learners both subjectively and actively transform information by modifying their cognitive structures according to new understandings. Gaining information regarding student misconceptions and cultural backgrounds is especially important in differentiating the lesson to suite student needs.

Taking multiple courses online, I found that they all had one thing in common: a week was dedicated to introductions. This essentially acted as an ice-breaker and gave the learner time to familiarize themselves with the technology. Even more importantly, the forums allows, and in fact encourages participants to question and discuss. In this particular course, we all come from varying backgrounds of technology prowess and the ‘General Course Information’ and ‘E-Toolkit Query’ provide the opportunity to discuss concerns and give suggestions.

In my own Moodle course, I am working to create a Splash page dedicated to understanding my students. Along with the Ice-breaker, I will develop a quiz questioning student’s misconceptions regarding Space. I also included the Introductory Survey provided by Moodle that determines the what the learner values in an online learning experience. Finally, I scheduled an Chat for the first week of class so that students could meet!

The learning activities in technology-based environments play a fundamental role in determining learning outcomes. Kearsley (1997) believe that technology provides unique opportunities of engagement that may be challenging to achieve in other venues. Learners must be engaged and interested in the activity for learning to occur.

II. Knowledge-Centered

Knowledge Centered learning reflects upon the role of the teacher in setting the ‘course’ of learning. This generation of students can attain information with a mere tap of a button. Where many of us had to travel to libraries to learn about topics, now information can accessed in seconds. However, it is up to the teacher to provide scaffolding in order to guide students as they make meaningful connections. According to Anderson, knowledge is built when students, teachers, and community collaborate, in other words through a social network.

The courses I have taken online have all promoted collaboration. DELICIOUS, the social bookmarking tool, was used in my course and it helped us manage and share our resources. Therefore, when it comes to completing projects, we accessed information quickly and efficiently.

III. Assessment-Centered

I do find that my online-courses lack formative assessment from teachers while it is rich in student feedback. Before submitting an assignment, I feel often felt like it was a ‘one-shot deal’. I find this interesting as most of my courses discuss at length of the importance of building knowledge and providing feedback as benchmarks to developing knowledge.

When participating in my Teacher’s Education Program, we were on a Pass and Fail system. We were continually given feedback (both peer and teacher reviewed) and were not granted a Pass until the quality of our assignments were up to the standards. I miss this particular point with my online courses. I love getting to know my profs and asking them for advice and feedback. I feel less compelled to do so using an online venue. I feel like I am ‘bugging’ the teacher. Does anyone else feel this way?

IV. Community-Centered

I have certainly noticed a difference between distance learning and online learning in terms of time-constraints. I feel that there is less freedom with online learning. I took a distance learning course in Psychology and found that I was quite strong at pacing myself. A community-centered format adds a new dimension to my experience: GUILT. For example, this week I have been working at the after-school tutorial program until 5:00 every night, and then on to report cards. I was unable to take the time to log into the course. As a result I continually felt guilty and anxious, a feeling I never got with distance learning.