Changing The Paradigm
Once upon a time it was believed that students were receptors to whom
messages could be effectively conveyed. As Chet Meyers and Thomas Jones explain,
this older pedagogical metaphor of "transmission" emphasized 'the efficient flow
of information down the pipeline, presumably to the empty vessel' (1993, p5).
To some extent, I believe this is possible/true. There is the capacity for many
students to hear what is said, write it down, synthesize their notes and write a
reasonable response. It is possible for students to pass a course this way. I
know, because I have done it. However, this experience wasn't nearly as
rewarding as others where I was positioned as a navigator and required to
reflect on my learning, as I progressed. This type of experience was similar to
completing a maze. Try completing this Amazing Maze to experience this
yourself!
How did you go? If you found this difficult, possibly frustrating, that's because this maze is one of the most challenging. Finding your way through this maze will be time-consuming and require constant re-positioning and re-direction. A lot of effort with little positive return along the way. To be honest, this is the type of task many students could find so disheartening that they decide to exit. It is student centred, in that the learner is active, it does encourage reflection which Anne Campbell and Lin Norton believe is central to learning (2007, p22). However, there is no support for the student other than the maze itself, including the two arrows. There is no facilitator to help guide the student and help them to achieve success. As an educator in the tertiary setting I have found that students in the Bridging Course drop out if they don't receive enough guidance - they feel stuck in a maze and because they come to the university perceiving themselves as inadequate. Without sufficient help and a range of learning opportunities they decide to exit and to try to find success elsewhere.
I have come to recognize, therefore, the importance of effective learner centred teaching where the structure is provided by the teacher and the student is given support as they find their way through the maze. The course can be difficult to complete but the teacher monitors each student's progress and promotes their learning as they progress. They reflect on the structure of the course and student success, during the program, and make helpful changes and/or provide input. So, in the maze, they would place symbols or clues when students come to a standstill which generate further learning and success. Maybe this is why shows such as the Amazing Race have been so popular (?). Take a look at the clip (click on picture) for an example of very engaging student centred learning/teaching.
The difference between the maze and the race is that in the latter students/contestants are paired. This allows for deeper learning in that problems are solved collaboratively. It is through this collaboration that students can access prior learning, make connections and build assist each other to move to the next stage. This factors in "dialogue metaphor" (Meyers & Thomas, 1993), which emphasizes active interchange and community as integral to learning. In my tutorials I am trying to incorporate more of this dialogue between myself and students. I set tasks that allow for independent learning, such as essay writing, but along the way I have students complete tasks alone and together, also as a whole class, which encourage their skill-building and understanding of concepts. This can, for example, include a debate about immigration. Technology is useful for the debate in that it can provide links to current information and also enable the presentation to and by students of clips, blogs and wikis that present a range of perspectives on the issue. This is what I like about using technology in the classroom. It brings in so many more opportunities that support student-centred learning, and it encourages students to be motivated to look for clues and become more confident about contributing to discussion.
This interdependence between learners and facilitator can work with an online curriculum. As Lynette Porter (2004) points out, rather than "the teacher directing the educational activities, the teacher/designer plans the educational structure and, during the course, facilitates educational activities and acts as a coach" (p.43). Of course, "without a clear map of the overall purpose and design of a course, the internal design of modules, sequencing, content and activities will be weak." (2004, p.43) So, students can work on individual activities such as journals and program design, group activities such as wikis, problem solve via email and discussion forums and share ideas in face-to-face sessions. The facilitator establishes the tasks and timeframes, contributes as an expert to help with problem solving, and provides feedback for improvement. Fundamental to my teaching philosophy is the aim of helping students to recognize their own value and abilities. Technology is important in that it helps me to guide students and monitor their progress, at the same time encouraging their willingness to look for answers on their own, and thereby develop their skills rather than becoming dependent on mine.
For a further comparison of teacher centred and student centred learning click below:
http://en.wikipedia.org/wiki/Student-centred_learning
Campbell, A. & Norton, L. (2007). Learning, Teaching and Assessing in Higher Education: Developing a Reflective Practice. Learning Matters Ltd: Exeter.
Jones, T. & Meyers, C. ( 1993). Promoting Active Learning: Strategies for the College Classroom. Maxwell MacMillan: New York.
How did you go? If you found this difficult, possibly frustrating, that's because this maze is one of the most challenging. Finding your way through this maze will be time-consuming and require constant re-positioning and re-direction. A lot of effort with little positive return along the way. To be honest, this is the type of task many students could find so disheartening that they decide to exit. It is student centred, in that the learner is active, it does encourage reflection which Anne Campbell and Lin Norton believe is central to learning (2007, p22). However, there is no support for the student other than the maze itself, including the two arrows. There is no facilitator to help guide the student and help them to achieve success. As an educator in the tertiary setting I have found that students in the Bridging Course drop out if they don't receive enough guidance - they feel stuck in a maze and because they come to the university perceiving themselves as inadequate. Without sufficient help and a range of learning opportunities they decide to exit and to try to find success elsewhere.
I have come to recognize, therefore, the importance of effective learner centred teaching where the structure is provided by the teacher and the student is given support as they find their way through the maze. The course can be difficult to complete but the teacher monitors each student's progress and promotes their learning as they progress. They reflect on the structure of the course and student success, during the program, and make helpful changes and/or provide input. So, in the maze, they would place symbols or clues when students come to a standstill which generate further learning and success. Maybe this is why shows such as the Amazing Race have been so popular (?). Take a look at the clip (click on picture) for an example of very engaging student centred learning/teaching.
The difference between the maze and the race is that in the latter students/contestants are paired. This allows for deeper learning in that problems are solved collaboratively. It is through this collaboration that students can access prior learning, make connections and build assist each other to move to the next stage. This factors in "dialogue metaphor" (Meyers & Thomas, 1993), which emphasizes active interchange and community as integral to learning. In my tutorials I am trying to incorporate more of this dialogue between myself and students. I set tasks that allow for independent learning, such as essay writing, but along the way I have students complete tasks alone and together, also as a whole class, which encourage their skill-building and understanding of concepts. This can, for example, include a debate about immigration. Technology is useful for the debate in that it can provide links to current information and also enable the presentation to and by students of clips, blogs and wikis that present a range of perspectives on the issue. This is what I like about using technology in the classroom. It brings in so many more opportunities that support student-centred learning, and it encourages students to be motivated to look for clues and become more confident about contributing to discussion.
This interdependence between learners and facilitator can work with an online curriculum. As Lynette Porter (2004) points out, rather than "the teacher directing the educational activities, the teacher/designer plans the educational structure and, during the course, facilitates educational activities and acts as a coach" (p.43). Of course, "without a clear map of the overall purpose and design of a course, the internal design of modules, sequencing, content and activities will be weak." (2004, p.43) So, students can work on individual activities such as journals and program design, group activities such as wikis, problem solve via email and discussion forums and share ideas in face-to-face sessions. The facilitator establishes the tasks and timeframes, contributes as an expert to help with problem solving, and provides feedback for improvement. Fundamental to my teaching philosophy is the aim of helping students to recognize their own value and abilities. Technology is important in that it helps me to guide students and monitor their progress, at the same time encouraging their willingness to look for answers on their own, and thereby develop their skills rather than becoming dependent on mine.
For a further comparison of teacher centred and student centred learning click below:
http://en.wikipedia.org/wiki/Student-centred_learning
Campbell, A. & Norton, L. (2007). Learning, Teaching and Assessing in Higher Education: Developing a Reflective Practice. Learning Matters Ltd: Exeter.
Jones, T. & Meyers, C. ( 1993). Promoting Active Learning: Strategies for the College Classroom. Maxwell MacMillan: New York.
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