In conventional teaching and learning one instructor engages with multiple students and there are only so many directions the session can take where the instructor has control. With dynamic learning and the use of embedded resources and hypertext markup language (HTML), you introduce a new dimension of the instructional design that assists the instructor and the student in taking the teaching and learning pathways in multiple dimensions. While some students may want to read information another group may prefer a video while others prefer a simultaneous chat with the instructor. Between synchronous and asynchronous pathways, all students get a preferred learning experience and the instructor can provide specific feedback to all students regardless of the student's chosen pathway. A higher level of engagement results.
Particularly for Gen X and Gen Y students there has to be relevance to education and the dynamics learning environment empowers students to be co-creators of their learning. This does not mean that there is not required learning outcomes, but it is enhanced to tailor to the needs, and yes, passions of (hopefully) enthusiastic learners.
I believe that you could write a thesis on this topic since there are so many components to a dynamic learning environment. I believe the most important aspect would be student engagement. The student dynamic of engagement is different in a conventional environment. I view a conventional environment as the information or learning "coming at the learner" while in a dynamic learning environment, I view the information as integrated into the process of learning.
Beverly,
Great idea! Yes, involving students in their own assessments can be revealing :)
Dr. Ruth Reynard
In my opinion these environments are ones where the students are completely engaged in the class. They have buy-in in their learning. The students are actively participating in their learning. I have conducted classes in which I allowed the students to design some of their assessments by coming up with test questions. They actually designed questions more difficult than I would have asked them. It caused them to think about the important topics and concepts of the course.
The total involvement of the student. They are no longer "wall flowers" who simply listen to the instructor and turn in assignments. They are now part of the learning process taking an active part in the learning process.
Nichoe,
Yes, the changes are vital...do you think this is a challenge for more conventional instructors?
Dr. Ruth Reynard
Dyanamic learning environments should be responsive to student needs. The word dynamic suggests that the environment can be changed as needed. For example: In a computer applications course the instructor could develop activites based on student majors to make the course more relevant for students.
Conventional environments worked on the "sage on the stage" principle where the instructor provided the knowledge and the student was responsible for absorbing it in any way he or she could. A dynamic learning environment turns this on its head. The instructor and the student are engaged in a relationship where they work together to explore issues, offer their own knowledge and experiences in a way that highlights the issues, and reach an understanding based on the collective wisdom of teacher and student. The teacher is indeed still an expert, but the teacher also acknowledges that students bring their own talents and ideas to the table that are valid.
Vimlarani,
Very well said...also to think about the customization and self-direction that characterize the dynamic learning space.
Dr. Ruth Reynard
Globalization has stretched the scope of the online learner population from a homogeneous profile of mostly adult, mostly employed, place-bound, goal-oriented, and intrinsically motivated to one that is heterogeneous, younger, dynamic, and responsive to rapid technological innovations. The concept of the independent, place-bound, adult, self-motivated, disciplined self-starter, and goal-oriented learner, which largely characterized the classic distance education learner, is now being challenged with socially mediated online learning activities that de-emphasize independent learning and emphasize social interaction and collaboration. Another important characteristic of the online learner that carries forward from the profile of the classic distance learner is self-directed learning. Furthermore, online learners must understand and value the learning opportunities afforded by collaborative and communication technologies in order to engage actively and constructively in learning. Competency in the use of online learning technologies, particularly communication and collaborative technologies, does not guarantee meaningful interaction, collaboration, and knowledge building in online learning environments. Hence Online learner has to be dynamic, be skilled in the use of online learning technologies, particularly communication and collaborative technologies, have a strong academic self-concept and good interpersonal and communication skills, have a basic understanding and appreciation of collaborative learning and develop competencies in related skills, and acquire self-directed learning skills through the deployment of time management and cognitive learning strategies.
Eugene,
Yes, customization an ddirect application are central to the dynamic environment. Well said!
Dr. Ruth Reynard
The dynamic learning environment is "dynamic". It provides multiple avenues of discussion of the materials. It allows for various learning styles to succeed. It is designed to feed the interests of the students, no matter what those interests are. In other words, it is not a "one size fits most" that is usually found in a conventional environment. It provides customization options, which are then utilized by the students.
Conventional environments are stagnant. They do allow the faculty to make major shifts, nor provide the tools for students to easily learn more. Most of the time, an inquiring student will quit looking for answers because it is just too hard or too time consuming.
Phyllis,
Very true...the instructor would have to spend time with orientation and assignment set up with the students in order for the students to succeed.
Dr. Ruth Reynard
Ruth, you presents some very interesting points about utlizing tablets in the classrooms and customized learning pathways. There is definitely a need for faciliators to devise syllabi that will encourage students to be self directed in understanding how to explore different pathways. With the use of tablets, one approach for an assignment could be designed to consider the class as one group project; each student would be responsible for exploring and presenting their "individual" pathway to contribute to the "whole." Of course, one has to consider that students should also be encouraged to appreciate and embrace diversity and the output of contributions reflecting different learning styles.
Phyllis,
Tablets provide direct access to research tools, writing or inputting tools and opportunities for customizing learning through direct interaction and response. All of this means that tablets or pads will engage students immediately. It also means, however, that instructors MUST move away from lecture and embrace facilitation and customized learning pathways for students - that is, not just presenting one path for the entire class group, but following multiple paths throughout the class.
Dr. Ruth Reynard
With the new tablets and smaller laptops/netbooks, students seem to desire more opportunies for hybrid and blended learning. The more interactive the society with mobile technologies, student will demand more interactive classrooms. However, the need for face-to face opportunities and peer support will still be in-demand. Hybrid course offers the best of both worlds. Faculty members need to be more aware that interactive learning using technology will be come the norm. What new ways of teaching do you see evolving with tablet devices?
Janelle,
Good observation, Janelle. Yes, the concept is full participation which, as you say, is always the goal. In a context that uses digital tools, however, the "footprint" of the student or lack of one, is much more immediately apparent.
Dr. Ruth Reynard
As an older person that teaches only on-ground, I have never experienced the hybrid learning environment. I am taking this course to learn more about, and become more accepting of, this type of learning environment. From what I have read, it seems that the major differences are the level of pro-active student involvement in their own learning process. This has always been the goal of teachers, but in traditional applications can get lost in the minutia. In the hybrid blended format, the student must take the role more seriously and is less likely to "skate" through a course.
Dr. Stacee,
Yes, full participation is central for both students and instructors. Great points!
Dr. Ruth Reynard
