Interactions to support learning
Anderson indicates that good theories assist us in making things and this theory enables us to reflect on our own experiences- whether participating in or creating one (trying to!)- in online learning environments. (2008, p.46) I choose to pull out some main points from Anderson’s chapter on online learning in order to explain my experiences.
LEARNER-CENTERED- Anderson explains that to have learnING centered online learning “a teacher makes efforts to gain an understanding of students’ prerequisite knowledge, including any misconceptions that the learner starts with in their construction of new knowledge.” (2008 p.48). I have experienced learner-centered online learning through the MET program, Elluminate PD sessions and an online ESOL course. The courses offered within the MET program are by far the most learner-centered in that we are encouraged to participate in Icebreaker activities which give our instructors background information about ourselves. Also, through our asynchronous communication we share a plethora of information about our personal experiences and are given ample opportunity to pose questions and have them answered through discussion with others. We are also afforded with the ability to communicate directly with our instructors when we need specific help (or clarity) provided. I’m not convinced there are extensive ‘diagnostic tools’ but everything is pretty transparent. With Elluminate and the online ESOL course there was a much-less learner-centered approach- it was all about imparting knowledge and demonstrating retention of this through participation and/or assignments.
KNOWLEDGE-CENTERED- Although online learning environments can provide the disadvantage of overwhelming the learner with content Anderson describes how the internet can provide increased access to almost limitless resources that enable the learner to cultivate their knowledge of the topic which can be beneficial due to the variety of layouts, designs and perspectives they are exposed to (p.49, 2008). I have felt overwhelmed many times, particularly while doing 2 courses concurrently, at the sheer volume of resources we have at our fingertips. As wonderful as it is to have this access, I am developing a new skill-base for determining what is absolutely essential for me to immerse myself in to what is beneficial to what can wait until…. I wish I had more time!
ASSESSMENT-CENTERED-
Online learning provides an abundance of opportunities for learners to participate in authentic assessment tasks. They are often constructed collaboratively, encourage peer and expert reviews and are “infused with opportunity and requirement for self-assessment” (Anderson, 2008, p.50). I believe that online learning and blended learning experiences provide invaluable opportunities for ‘assessment of learning and for learning’. The ability to do online quizzes (html), practical tasks (WIMBA voiceboard), group projects (LMS rubric), personal projects (proposal), peer review (thinking ETEC 500 Article Critiques) and authentic/practical tasks (Moodle course and EDUBlog) has certainly enhanced my learning in this program.
COMMUNITY-CENTERED-
I think community-centered learning is fantastic. Anderson highlights one drawback: that “Participation in a community of learners almost inevitably places constraints upon this independence – even when the pressure of synchronous connection is eliminated by use of asynchronous communications tools.” (2008, p.52). Many of us joined the MET program because it enables us to participate when we have the time. However, as we quickly realized, if you are away from the forums for more than a day or two you will be welcomed by a full discussion forum and have a lot of reading/responding to do before we can begin our own contributions/assignments. This can be attributed to time-management. The opportunities for knowledge building in this truly constructivist learning environment have a)kept me out of any remotely possible comfort zone; b)ensured that I am constantly learning new things (IT related and otherwise); c)made me remember an abundance of skills/tools I forgot I had; and d)built my confidence as a 21st century learner (and educator!). Every time I open up a discussion I know that one of my colleagues will pose a thought-provoking question, share a personal anecdote or contribute a brilliant idea.
References
Anderson, T. (2008a). Towards a Theory of Online Learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.