Bolonga can undermine logical learning
I teach at an automotive technical training institution where we have few self starters or self motivators. I’m all for tools that aid in the spread of knowledge and not afraid that they will put me out of a job. I’m a baby boomer, and a little slower at adapting to and accepting new technologies. I’ve found there is a lot of false information or bologna on the internet. Bologna can undermine logical learning. That’s my opinion.
I look at my job as that of a guide, one that helps my students on the start their journey thru the pasture of life, around bologna not one that spreads it. My goal is for them to find their own path to achieve their goal. The journey is all about reliable knowledge. That’s how goals are achieved. Slow down, watch your step, enjoy the journey.
I teach Information and Office Tech (IT & OT) on ground classes. This works in my favor since a lot of my lessons include the students use of companion websites provided by the text publisher. Sometimes these allow me to grant access to online resources so I can track when the students access them and turn off access after a deadline. I put this information directly in the gradebook so the students know they are accountable for the online work and meeting the deadline. I also provide an online calendar through the gradebook with all assignments, hyperlinks to them, and deadlines clearly posted. This cuts down on the excuses of students not knowing what to do, when to do it, and where to find it. Of couse there are always some who still fall behind and I do some hand holding and occasionally extend deadlines. I see a trend of more student resources being available online and include tools for the instructor. Even traditionaly hands-on work can be simulated (but never replaced) with some of these online applications.
Dariusz,
Fascinating comments! I would make a distinction between tactile and experiential learning. MOST learners benefits from experiential approaches which is why "clicking through" or experiencing the environment, makes it more interesting ...or can, if the instructional design is well done :)
Dr. Ruth Reynard
Hello Dr. Reynard,
I found your comment concerning hands-on learners to be quite interesting. I find that most professionals who work with machines are certainly kinesthetic learners, benefitting from tactile learning environment. However, I was surprised to learn that many students in my online U.S. History class were tactile learners that enjoyed studying history online far more than when approaching the subject in a traditional classroom.
Many of my students hold this opinion because they are able to “click†through the classroom, exploring various written resources, multimedia offerings, website listings and maps available in different parts of the classroom. Also, I find that my lectures add to the kinesthetic nature of the online classroom. Many hands-on learners find my lectures beneficial because, unlike a traditional lecture in which one sits in a room listening to a subject matter expert, during my online lectures, I am able to provide students with the ability to download files or view maps and other data which I can emphasize and manipulate according to student interest. Even the ability of student to type comments during the lecture adds to the tactile nature of the classroom. The act of typing as a form of interaction often helps hands-on learners to avert boredom while listening to online lectures.
In conclusion, I was surprised to see that an online classroom can offer so much hands-on learning, even for a subject such as U.S. History.
I agree with you that not all subject areas can benefit from the same uses of technology as others. As our course states, it must be relevant. For example, my school would like to add a simlab which is great for those in the medical field. However, I teach massage therapy and massaging a mannequin will never replace the quality of muscle tissue found on a live human being. I do however wish to incorporate online software applications for soap charting and triggerpoint mapping. I think that would be more relevant to my students. I think the important thing to remember is how technology will support student learning and that we are not cookie cutter programs where one technology will work for everyone.
Dustin,
I'm wondering if you have discovered any simulation technology that could help provide training opportunities for your students? I know that CJ programs as well as medical programs have really benefited from this approach...
Dr. Ruth Reynard
I am also an automotive/diesel instructor. In addition to "blended learning" our courses would mostly benefit from an apprenticeship program. Most of these guys are in for a world of hurt when they enter a for-profit shop and think that they are competent because they have been given flexible learning objectives and completed a large percentage of their education requirements from home.
My best solution would involve a technician who has a proven track record of solving problems and turning profits to engage in this type of program after he/she has attained a higher level of experience.
Charles,
Good suggestions! I agree that late assignments are simply a part of the process with some students. Every student is at a different stage of development. Having consequences is most effective, and it certainly supports the professional preparation aspects of career and vocational education.
Dr. Ruth Reynard
Cleve,
I have taught many blended class and have had the same problme as you everytime. Some students understand when assignments are due and others do not. If you check usually those students that are late with their work for blended are also late for regular face-to-face class work. Deducting points for late work sometimes help. If possible close the place where the student is to upload the work and make them bring it to you on paper. This make help them get it done and uploaded electronically.
Dana,
You have thought through the interaction well. I would suggest that if you could use the Internet for discussions and collaborative group work, the learning context would become even more dynamic. This would be due to the combination of autonomy, collaboration , and knowledge building.
Dr. Ruth Reynard
I agree,with having the studnets read relevant material from a related text, discvuss the topic covered to get them on board with terminology and then we use online material primarily for the antimations of the systems and then we procede with lecture and from there to lab. After lab we go into discussion about what we did durring the hands on portion and help them to understand how the item really works to reinforce the material covered durring lecture. This is not quite the traditional hybrid learning they use in college, but it works well for me in the technical field.
John, your "outrageous claim" tactic is always a winner!! :) Yes, providing the asynchronous opportunity provides more time to think and build on ideas. Good point.
I teach business courses and I've found the tactic of making an outrageous claim does ignite good discussion - an online on occasion it can be better because participants can add in their own research easier than in-class.
In addition to teaching in the traditional classroom, I have taught online for almost four years. This is the first term that I have taught a blended format, and I am working through a few glitches, which is not related to the technology as much as it has to do with motivating the students to be self-learners. I have a small group in my class, and not one has kept up with meeting weekly deadlines for all of their work. Do you have any ideas on how I can help the students see the importance of completing their work on time?
I am with you Todd. I have pulled up different things off the internet to show students. We looked at the information provided and came up with a proper repair, and discussed what was on the forum. I am also in an automotive technical school.
This helped to bring the Xboxers into the discussion and they were very interested in the subject. They were able to determine the correct repairs and put aside the false teachings on the forum.
It was a great way to combine internet and class lectures.
I think that the solution to implementing the use of this alternative, using the web as a teaching tool, would be for us as instructors to search the web for good reliable sources of information and provide the students with a guide of sorts providing web links to good information that they can explore and bring back to class.
I have an idea, an excersize in skeptical thinking; privde the students with a link to some information about an engine claim that you know to be false! Then challenge the students to research the subject and prove that it is false by locating more liable sources on the web showing testing data or how the false claim breaks the laws of physics, as many do.
Indeed, Dave, and the better students will be prepared to go on learning beyond the class experience.
I often find that with the challenge of todays students we must use everything we can to help motivate.The more "new" technologies we bring to the table the more the students have the challenge to learn.
I am all for giving a student every resource possible to gain information. I am a hand on type instructor, yes the student has a visual online but when I put a component in their hands it is like turning on a switch.
Yes, Thomas, the journey is the process and reinforces the process of learning in general. Good points!
