“accessing information …merely the first step of the learning process.”

Standard

Great post on the ‘ Learning to learn with NGL‘ Blog discussing using NGL to learn Yoga. One of the key points I got from this post was the idea that ‘accessing information’ is ‘merely the first step of the learning process’ and that active participation and engagement is what is necessary to achieve best results.

This is another good reminder for me as I continue my studies in the USQ NGL course and prepare for my upcoming assignments.

Advertisements

Diversity in Learning

Standard
Diversity Mask by Spiva Arts, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  Spiva Arts 

Professor Chris Dede’s quote about the diversity of learning, as shared in the Week 6 readings, is a good reminder of the need to be flexible in our teaching approaches. As a student I have been grateful that I have not been restricted to certain readings or focus for the course – it has given me an opportunity to focus my learning on an area that is practical and revelant for me. As a teacher, I need to consider this element of choice in the learning for my students. One way would be to ensure the networked learning activity I implement in my learning context is structured to support inquiry-based learning which can enable students to explore problems, ask questions and make discoveries that fulfill their personal curiosities (Drexler, 2010).

Reference

Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), 369-385. Retrieved from: http://www.ascilite.org.au/ajet/ajet26/drexler.html

How to harness the amazing ideas of others !

Standard

Derek Sivers’ you tube video ‘Obvious to you. Amazing to others’ shared on the NGL Diigo really struck a chord with me. After all,  who hasn’t been surprised when someone else has found their idea useful, even we when thought it wasn’t really new or innovative at all?

I have even experienced this as a student of this NGL course, where I have been pleasantly surprised that peers have found some of my blog posts useful…even when I thought my ideas were just run-of-the-mill.

Anyway, in role as a teacher, one of the key questions I need to explore is how this idea can apply to the students in my organisation?

I can certainly see that one of the principles of NGL – connectivitism –  could help to surface some of the knowledge of my students.

After all, connectivism is about forming connections for learning and not simply trying to ‘acquire’ or ‘transmit’ knowledge (Downes, 2011). It’s about sharing your ideas to benefit the whole. This is because, as Steven Downes so nicely put it, “what you’re doing when you share is to create material that other people can learn from. Your sharing creates more content ….People appreciate that, you will probably appreciate the content other people …share with you.” (Downes, 2011).

Even though in my work environment, we need our students to ‘acquire’ some knowledge about the new procedures we want to implement in our organisation, by enabling discussion to occur around these procedures, we could open the doors to new and better ideas. In fact, as some of our procedure documents are still being developed, we could make them available on an online collaborative site, like SharePoint, for our students to comment on and critique prior to finalisation. With the input from our staff members (the students) who are working on the ground, their subject matter expertise would be invaluable, and would help gain their buy in as we transition to new practices.

Now that’s an idea!

References

Downes, S. (2011). “Connectivism” and Connective Knowledge. Retrieved August 05, 2014, from http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html