Are you referring to students retaining information and knowledge or attendance and completion, Thomas?
I have found that the key to a sucessful learning enviroment is making it fun and incorporating the whole class. I relate learning to a movie. When you watch a movie that is no fun all you remember is that that movie was no good. If you enjoy the show you remember everything about that show. Same in the classroom. I try and relate the material to everyday common parallels. That way the students chance of retention increases.
What have you noticed with your students specifically, Craig, in terms of dynamic learning?
A dynamic learning environment can add color to an otherwise black & white (linear) classroom. Having a class that has an Instructor led, student to student to instructor with a dose of internet teaches much more to all of the students. They get more bang for the buck.
I like you example here, Steve, of reusing helpful learning moments. What do you see are the main challenges of this approach?
Planning is typically the most challenging part and requires both the introspection of the class progress on a daily basis and the foresight to seize opportunities as they arise. By evaluating students through the use of verbal & written questioning and component manipulation a facilitator should be able to get a realistic sense concerning the student’s progress/success. As a class facilitator it is important to see when I can take advantage of opportunities to have students be involved with their learning. As an opportunity presents itself I will experiment using group discussion, tool or component manipulation, group assignments with shared accountability and other activities that allows the students to have fun but requires a display of competence. Based on how the students are able to perform or competently discuss the objective, will determine if the experiment was successful or how it should be modified to make it so. Depending on the outcome and the reoccurrence of the required area needing to be developed, I will likely add a successful experiment to the course notes and reuse it when I can.
Good comment, Steve. Towards that goal, how do you think you can, as a teacher, both plan for that engagement and evaluate when it has taken place?
I believe the short answer is that the essential characteristic of a dynamic learning environment is to have as complete as possible the total engagement of the student in the process of learning. The more the student is involved with their learning the better opportunity for a successful outcome.
Ah yes...pre-set standards!! I hear your pain :) It is my contention that higher education is now being compromised by the same standardization that has stiffled K-12 education for years. All higher education, vocational included, must retain its focus on critcal thinking, exploration of thought and higher order thinking in order for students to truly grow as learners.
So, what to do? Well, of course none of us can take on an entire system single-handedly, however we can at least make the decision that any standards we are expected to meet with our students are only a starting place rather than the ending point. The standards are the minimum rather than the maximum - just where the learning starts :) That keeps us away from standraized testng only as a means to evaluate learning.
I'm happy to hear you're working on your dissertation. A possible angle might be, "How can higher education reclaim its validity for students?"
I totally agree and this is what I am writing my Doctoral dissertation on at this time! Illich (1971) in "Deschooling Society" made the same point that you make. We need to have learning networks rather than "schools." The problem that I am having, and I am totally stuck on right now is:
How do I as a vocational instructor open up the classroom to become a learning network while at the same time meeting a set of ridiculous state mandated standards. Why on earth does someone fixing HVAC equipment need to learn trigonometry? To manage a learning network, and to take part of a learning network you must have a valid outcome that motivates the learner. My students want to learn how to fix air conditioning. That's great, I can do that - but what do you do when the state requirements say that in order to fix a/c you must do this, this, and this, regardless of "this x 3" being applicable to the trade. If you don't do this, this, and this you can't fix a/c in this state and thus you cannot have a job.
If I can figure the answer to this out I may have a chance of finishing before my dissertation chair retires, or I run out of money - whichever comes first.
-Chris
Indeed it does - individuality is being addressed more and more through customized courses and customized programs and indeed customized diplomas or degrees...students are searching for what they need. I think teachers/instructors must get their heads around that and become proficient in managing networks of learners rather than the conventional idea of classes of students. Do you agree? If that is so, then how are institutions also challenged?
It challenges the one-size-fits all version of traditional education. Many times courses are not designed to embrace individuality in traditional instruction, in dynamic instruction courses can be. I think that this is a shift in mindset, and teachers will just need to learn as well how to maintain this partnership. It comes down to communication.
-Chris
Yes, Christopher, various learning styles and perferences of both teachers (who are also learners) and students can be addressed through the multitude of possibilities using new technology. How do you think this challenges current teaching methodology? How can techers ensure that the partnership is sustained throughout the process?
I think it can be summed up in two words: partnership and respect. The partnership must be between learner and instructor. This partnership must include respect for the way people learn the best. In this dynamic learning environment this combination allows the instructor and the student to use new, interesting (for the individual) and alternative ways of knowing. Some learn best from reading, some from self discovery, some from demonstrations, and some from various forms of experimentation and demonstration. In the dynamic environment all of these fit, unlike in the conventional environment.
Yes good points, Thomas. I agree that conventional classrooms were and are not necessarily ineffective, just not as effective as technology-rich mediated environments of learning. The reason I say this is because the demands are different as you mentioned in one of your previous posts. We, therefore, as instructors must address those demands and not simply teach as we were taught even if we quite liked it. I actually attended high level research institutions both in the UK and Canada and while I am honored to have listened to some excellent minds, I would not describe an of the instructional experiences as dynamic :) It wasn't expected and I must say, I clued out a lot and learned how to stare without listening :) We know better now and we as teachers demand more from our students and the students demand more as they prepare for their future.
I find this question to be very prejudicial in its wording. The opposite of "dynamic" is "static" not conventional. The opposite of a "conventional learning environment" is NOT a dynamic learning environment. All true learning environments are dynamic...it is required by the most basic (psychological) definition of learning, "change in behavior". (If we really want to move the older "conventional" teachers/instructors into more modern systems, does it benefit us to insult them with this sort of false dicotomy?)
So are we really asking what characteristics distinguish the modern, electronically-assisted, globally-connected learning environment from the older environment that had to depend on the technology of its day? In my mind, the essential difference is the instant access to information provided to both the instructor and the student. In the past, I would have to give a homework assignment to students to find the current inflation rate, now a student can have that information on their cell phones less than a minute after I ask the question. Unfortunately, they typically do not have the skill to determine if the information is valid, nor capability to distinguish a good source from a bad source for the information.
Thus, an essential part of any modern classroom must be teaching our students to be critical consumers of information, even the information the instructor provides. Skeptical inquiry must continue to be the rule...I say "continue" because, again, even in the "conventinal" classroom, the goals should have been building skeptical inquiry skills (it often was not) and we produced citizens who often accepted the commonly understood without challenge. Today, that problem is magnified by the instant access to a lot of bad information.
I really agree with your comments here, Bryan, particularly about "hiding". A huge benefit to any Internet-based learning environment is the "published" nature of everything that happens. Students can be recognized immediately and, therefore, missed when not there very quickly. Additionally, everything that is posted or exchanged is a published voice of the student. This really helps to raise confidence levels of students and to encourage students to see themselves as important contributors to the process.
Well, I have been doing this for a few years now and have seen major differences between the two. In a conventional environment, people can become dependent and figure out easier ways to make it through the course without learning what they should. That is not to say that this is not possible in the hybrid or dynamic environments, however, if this does happen, it is likely because the instructor is not paying attention and doing what they should. There should be no where to hide in this world.
When people ask me whether it is easier to do an online class I tell them, heck no. There is much more accountability and personal attention. I know every one of my students and they are forced to interact with myself and their colleagues if they want a passing grade.
The real advantage of this dynamic environment is that it truly appeals to the younger generation and their likes and dislikes when it comes to interacting. The short attention span and communicating in the virtual world has become quite normal and expected for many of these folks. I have however had many people in their 50's and 60's who have adjusted just fine. It is just another adjustment and if you try and get the proper support, you will be fine.
My comments, any others?
Yes, Dianne, and the role of the instructor as you say changes, however, remains vital in the process.
The dynamic learning environment differs greatly from the conventional environment in that it is self-directed by the learner. Following the constructivist theory of learning the learner would be responsible for their own learning (with the necessary levels of scaffolding offered as needed). That is, they would have to construct their own meanings and apply their own knowledge in order to make the learning meaningful and relevant. Student interest as well as motivation would be greatly increased using that method.
Student possibilities are also endless in terms of the time needed for instruction or learning. For instance, they would not necessarily need to be present in a classroom from 6 to 9 to learn key concepts. Instead, they can learn those concepts at their own pace; using their own methods and their own time. Students can take ownership of their own learning and processes.
Conventional environments entail teacher-directed and determined activities, learning, etc. which does not give much consideration to a student-centered learning approach. With dynamic learning environments the student would assume more control over the course content, methods, etc. Essentially, students function as a community where they offer support to each other in the learning process. It also results in great levels of collaboration and dialogue which are again essential for effective learning.
