About Ana Cristina Pratas

Educator, blogger, curator; interested in educational technology, educational innovation, online education; love photography, music, seas and open skies

Adding Failure to the Educational Mix

I don’t know exactly when failure became acceptable, but when the fashion world embraces failure, you know that failure has definitely become sexy.

Perhaps it was comfortable for education to embrace concepts of failure from the business world. After all, failure is part of the learning process, that endless spiral of advancing and regressing back to the initial novelty of information that the brain must re-process and make sense of. There are other kinds of failure as well – lessons where the wifi fails in the midst of creating digital stories, days when the IWB will stubbornly not be re-aligned, the sound cable has gone missing when the teacher has a great video to show the class, team members are absent on the day of a presentation; the list is endless and well known to those who spend a lifetime in classrooms.

Then there are other types of classroom failures – a lack of references which students miss and then fail to grasp the inherent meaning of text, a lack of cultural appropriateness, a lack of time for discussing what students really want to know about because there are tests to prepare for. Again, realities that many educators will be familiar with.

However, in between failures and successes, there are fine, subtle lines. Failure may be accepted,  as long as it is  followed by success.  Preferably by tremendous success, the kind  which often characterises the contemporary tales of the celebrity world. This is part of the acceptance – the story of failing and rising again. Icarus who rises as Phoenix.

In the educational process, though, this does not always happen at such a dramatic scale. Learners’ successes are often quiet, indeterminable. Success in learning takes time. And needless to say (yet I repeat), real learning is not about passing exams.

There is failure too when it comes to peer observations, as Didau points out:

One of the most pernicious and abiding myths at work is the belief that students should make progress every lesson.

This is meaningless. Learning is complicated and takes place over time. Everyone has experienced the fact that sometimes a lesson seems to have gone really well but yet students remember nothing the next lesson.

This is because we’re obsessed with measuring students’ performance rather than their learning.

Is Education a mere loop of failures?

No. Not in the least.

But it is a world where failure is an inherent part of the process. It is a world where constant motivation is essential in the many layers and forms teachers are able to provide students.

If one is to speak of authenticity in learning, then aspects of failure need to be added to the mix of items which constitute authenticity in learning and classrooms.

So, what is left within this mix?

The acceptance that learning is risky; what is new (e.g. learning to use a new digital tool) may take failure in order to  succeed; the need to reassure learners that yes, failure may be accepted for as long as success is aimed for and achieved in the end.

After all, aren’t we all aiming to pass exams?

Or is learning, real learning, a more authentic educational process?

How do you deal with failure in educational processes?

References:

Mundy, L.,  2013 – Losing is the New Winning

Sowray, B., 2013 – Tom Ford’s Secret to Success? Failure

Stenger, M. 2013, – We Can Only Guarantee Success if We Have Low Expectations. Anything Else Demands Risking Failure: Interview with Dabid Didau

Note

The image with Seth Godin’s quote is by Martin Marcisovsky

World Teacher Day

October finds me me in my well known routines – eyes on screens, eyes in books, eyes observing students. October also finds me juggling online seminars and the desire to be outdoors. October finds me in transit – designing courses, learning on courses, switching from educator to learner, wearing different hats,  hoping that in the process I may become a better educator for those I work with.

October also finds me giving thanks to the many educators who inspire, guide and collaborate with me. On October 5th, my thoughts will go out to all in my connected web of networks and collaborations – with thanks and gratitude.

In a world where so much change impacts Education, individuals can no longer pretend to be islands of all knowledge. In a world where educators face all the realities of change in their students’ faces, where educators are handed outdated curricula to perform as teaching, in classrooms designed for the industrial age yet juggling digital devices for learning, there is an international day where teachers are recognised as an essential link for sustainable and improved living conditions across the globe.

The Global Learning Crisis
To all who enlighten me, to all who push boundaries, to all who make the world a more informed place – thank you.

Note:

The image with Seth Godin’s quote is by Samantha Tran

Here Come the Clones – A Slant on Multicultural Learning

In a globalised world, filled with the richness and risks of multiculturalism, how does one maintain a sense of being unique while at the same time, having a sense of “belonging”? Does the sense of “self” maintain its individuality or with the increase of networks and connections, with the far reaching consequences of globalisation, is one left to become a shadow of self, a clone of contemporary “selves”?

Because  London Fashion Week was recently taking place, I asked my female students what was the first piece of clothing which came to their mind when they thought of black for women.  Immediately their replies were “abayas”, “sheilas” (the black cloak and headscarf which is characteristic of female clothing in the Arabic Gulf). Women in the Arabic Gulf are as trend conscious as women anywhere else (if not more, as financial wealth is widespread), yet it was not biker jackets,  nor black boots,  nor LBD (little black dresses) which were initial references for these students. Their references were local,  and directly meaningful to their everyday lives.

An anecdotal example, but one that is significant when it comes to multicultural learning. Any teacher asking similar questions to their students will have responses which are mostly rooted in a local context. (I would like to make a note here: when referring to “multicultural learning”, I am referring to learning across cultures/with other cultures,  and not to political policies of social engineering).

Which brings me to ask whether in today’s scenario of social media entwined with learning and knowledge creation, if there is a risk of cloning in education. On the one hand, the same or similar digital platforms and tools are becoming widely used – for instance, Moodle as a learning platform for distance learning and Fotobabble as a digital tool. On the other hand, learning, sharing and creating knowledge through social networks is increasingly entwined in educational practices. How sustainable is this for the individual who is learning, to maintain his/her individuality?

When discussing  sustainability and authenticity  in higher education, Kaviola (2006) highlights how

“In transformative learning method students construct their own information and solutions to problems in co-operation and dialogue with the others involved in the learning process. When a student practices decision-making related to sustainable development in a collective learning situation (e.g. problem based or contradictory information), his or her ability to manage conflicting situations (which are inevitable in changes that promote sustainable development) will improve. This is also a way to develop students a sense of ownership in the learning process (Wals 2006: 49). “

This ownership in turn becomes personal, localised and individual. Rather than cloning, one has contextualised learning, which provides a degree of authenticity and meaningfulness in learning. Again, turning to Kaviola (2007) who explains that,

” A human cannot live in isolation away from society. Constructivism stipulates that learning and the object of learning are an indistinguishable part of the socio- cultural framework in which the learning takes place. This implies that information is always constructed in a certain context and that a person will put together a picture of the surrounding reality and him or herself by selecting and interpreting information and by reflecting on the feedback that s/he gets on his or her actions. ” (Kaviola, 2007)

A step further is of course Connectivism, where through connections and networks, knowledge is shared, distributed, and transferred. Individual learning through networks, chaotic as it may initially appear, is an inherent characteristic of Connectivism (Siemens, 2004). This informal learning lies on a set of principles, namely,

* Perceiving learning and knowledge in a diversity of opinions

* Learning as a process of connecting specialised nodes or information sources

* Nurturing and maintaining connections is necessary to facilitate continual learning

* The ability to see connections between fields, ideas and concepts is a core skill

* Decision-making is itself a learning process

Learning contexts will take many forms, whether those be personal,  institutional, or national. Learning cultures are even broader, with some sharing similar characteristics. However, despite the similarities, despite connections and learning networks, I doubt that today’s education panorama with Open Access, MOOCs and the myriad of online learning resources that exist, will lead to cloned education models or learners. These may push individual learners out of their comfort zone,  may provoke them into a richer, more critical analysis of knowledge and learning, but will not necessarily create clones. Clones are indeed among us (Korea’s Plastic Surgery Obsession Is A Glimpse Into The Futurebut hopefully will remain in the domain of other social concerns. 

Learning, like much else, remains an individual perception; a perception fostered and shared by a localised culture. That culture may indeed be transnational, international, mulitcultural (pick your choice) but it is left to the individual and fortunately, individual differences are still what makes us individuals – both as learners and humans.

 

References:

Kaviola, T., 2007, Towards Sustainable Development in Higher Education

Siemens, G., 2004, Connectivism

Wheeler, S., 2012, Theories for the Digital Age – Connectivism

Digital Delights : Connecting Online Education – Connectivism - A selection of articles and posts on Connectivism

The Cyborg Within

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Who am I?

Who are you?

Simple questions, yet where does one begin unravelling the complexity of being a “someone”?

It was over the summer,  that issues of identity came again to linger on my mind. When I first visited Laos years ago, there was hardly a mobile phone in sight; to access the internet you needed to find an obscure, dark internet cafe, where you then struggled with connectivity. Today, that world has changed dramatically, like so many other places around the world. Today, one may find wi-fi in practically almost all public cafes and restaurants; everywhere you turn your gaze to, there will be someone taking a selfie, checking their photogenic image and uploading it to a social network; when silvery, Mekong evenings spread across the jungle skies, there will be throngs walking, jogging, running along the bank, with their smart phones,  some in Adidas track-suits,  most with  ear-plugs and an eye on their mobile screen. You could be almost anywhere else in the world – if not for the natural surroundings.

If asked who am I, I sometimes grin and say “I’m a cyborg. Whatever else?” Others’ reactions are usually quite interesting; often their associations are with dark, menacing Sci-Fi  films, where cyborgs are threatening beings, their powers far beyond mere humans. There is a lurking fear, a lurking mis-trust of cyborgs. Being a cyborg, simply put, is not desirable.

However.

Those jogging on the bank of the Mekong with their smart phones held dearly and tightly in their hands and those who possibly are reading this blog entry, are equally as much of a contemporary cyborg as I am. There are different interpretations of being a cyborg,  e.g. those who wear technology for enhanced digital experiences, those who participate in digital worlds, forming an identity within simulations, and those, like myself, who are equally comfortable in and out of digital worlds. As Turkle (2012) explains, “We are all cyborgs now”, in regard to how we “wander in and out of the physical real”. This element of being a cyborg has another characteristic as well, for one is in the digital world and somewhere else simultaneously. In other words, as cyborgs, we not only wander in and out of digital dimensions, but even when connecting with others, when digitally communicating with others, we are inhabiting two worlds at the same time.

Technologies and identity are complex issues. As someone who has had an interest in the digital since the internet became publicly available, it comes as no wonder that “who I am” will necessarily include the digital mix of who I am. In other words, I am my “life mix” (Turkle, 2012), moving quietly between worlds, between connections, between digital devices.

1xcom272947hangingThere are times when both my real and virtual self need breathing space as well – for instance, there may be times I don’t participate as much on one social network but with time, will return to it. There are times when I feel the need to disconnect, feel the need to think and dream without the ongoing connection which I do have in my life. This is not a rejection of my digital, cyborg self; merely a pause and one that I must ensure by silencing all my mobile digital gadgets. My “life mix” is both asynchronous and synchronous. Time to disconnect, briefly,  becomes a necessity. “Hanging up”, being “off the grid” is also necessary downtime for cyborgs.

A word of caution though: one may choose, re-invent or play with identity. This is not my case. Perhaps because it is not my case, I am equally at ease with my “life mix”.  Within my mix I am often a learner and educator, (though definitely, not only – e.g. I watch movies, connect with friends and family at non-professional levels, listen to music and so on). In these complex times of deep changes, I seek answers, I ask questions. I participate in online communities with others who likewise share the same concerns and questions. These communities range from social networks such as Twitter and G+, to VLEs where I learn and share with other members.

Which brings me to learning – once again. Leppisaari and Lee (2010) highlight how images are an integral part of constructing knowledge. By taking up visuals of footwear (Leppisaari and Lofroth 2013), one can visual one’s identity and role within multicultural learning.

From cyborg, from wandering in out of digital and analogue worlds, my footwear reflects the type of learning I engage in . Sandals – open, strappy, comfortable in twilight zones of being a cyborg. Sandals are ideal for treading lightly in a hyperlinked world.

Sandals are also practical for informal learning – which is how I would say most of my learning is today. I learn with and through my social networks, reading open access journals, reading articles online, participating in MOOCs, taking open online courses, and daily,  with my PLN, sharing and taking  part in on-going conversations. I attend webinars and belong to professional networks, where conferences are sometimes held online. Both these last two examples offer me the possibility of learning and participating in contexts which otherwise I could not attend. And I learn as I always have, even before the internet, i.e.. by learning from other fields of knowledge. Hence it is no surprise that I am a supporter of cross (or multi) disciplinary learning.

At times, I also take part in more formal learning, i.e. a structured course, where, ideally I will submit assignments on time. Hence, a pair of red shoes dangling, expressing on the one hand, a certain degree of formal artifact and on the other, the eternal quest of balancing time.

As a learner and educator I have lived and worked in different countries with distinct cultures. Though fascinating as it may sound, living and working in different cultures may be walzing through a mysterious field – one knows the footsteps to the dance but the music is different. Every time one thinks one finally understands the tune and attempts to dance, the steps will be different, for cultures are complex and forever changing. Every culture will have what is easily noticeable and learnable – with so many other steps hidden or disguised and which are essential for its understanding. And yes, there are times when simple sandals are more convenient to live within those settings, leaving light footprints, opening paths of learning for others who, in turn, will create meaningful knowledge and learning for their own cultural contexts.

When Downes (2013) speaks of learning, he mentions how:

“To teach is to model and to demonstrate; to learn is to practice and reflect“.

In a multicultural setting, whether F2F or online (e.g. distance education), this requires sturdy (but comfortable)  boots. Not only does one need to be sensitive to the culture, (e.g. in terms of what is or not appropriate) but the modelling has to be meaningful to it as well. Tapping into what may or not be meaningful to learners requires patience, resilience and time. Boots are often necessary for learning.

Much like Dorothy (Wizard of Oz), I dream of the perfect lesson, the perfect learning path where as an educator, it would only take a snappy click of heels for my students to become inspired, creative, and critical thinkers. In my cyborg mind, this is simple, with a myriad of tools and platforms to offer. In my “real”, analogue classrooms, this is much more challenging. At times, simply hard to do. After all, there are days and days – with a mix of 20+ learners in a classroom, there are bound to be days where the flow of learning just isn’t happening as one would wish it to.

Yet, I cling to the notion of a perfect lesson, where tasks are meaningful, motivational and fun for all. There are days when no click of heel is necessary and objectives are accomplished. And there are days when I return to the dream of a perfect lesson.

Today I have chosen 3 variations of footwear that perhaps define my days. When reflecting on the nature of being a cyborg and  a multicultural learner/participant, one also needs to add the digital dimension to multicultural learning. On the one hand, there is the culture of digital identity as an integral  part of the notion of identity, while on the other hand, there is also a cultural  field on online learning/distance education. Both of these, in my eyes, have different features; features which overlap at times, and which add another dimension to multicultural learning. In other words, it is not just the analogue world which has multicultural learning – there is a digital world as well.

When technologies and identities blend, “simple” issues of identity become more complex. In my mind, often richer as well.

Do you ever consider your cyborg self?

How do you perceive yourself as a cyborg?

References:

Leppisaari, I. and Lee, O., 2010, Modelling Digital Natives’ International Collaboration: Finnish-Korean Experiences of Environmental Education

Turkle, S., 2012, Alone Together

The Book that Spoke to Me

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Summer days are still upon my part of the world, but thoughts and resolutions are turning towards a new academic year with its challenges and wealth of learnings. With a de-cluttered mind, I set about preparing for what may lie ahead. Not only will be there be months of teaching, (as yet unknown courses), but also my own personal studies and professional development for which I necessarily need to slot in time for.

With an end-of-summer-break-resolution, I begin reading educational articles and commentaries, mostly finding myself asking when will they speak to me. When will all these academic writings actually speak to me; “me” who is an educator with years of classroom experience, with years of learning experience and as such, with some points of reference in the world of education?

 That is when I picked up a book lying on my coffee table, having kept it to read with a calm, quieter mind, hoping that new discoveries and perspectives would engage and stimulate my own personal thoughts. What I had not expected was how the book would speak to me.

As someone who has been in education for over 20 years and has studied formally and informally, academic articles are not a novel form of text. Yes, there may be another slant on a topic, but mostly, there will be strings and strings of other references, backing up every second statement. Despite my respect for this academic endeavour, despite understanding the “whys” of this style of writing, I have still wanted to read a non-fiction book, a book on education, that spoke to me. A narrative that started from the perspective that I understood current affairs in education, was aware of educational changes, of the role of digital literacies,  and wished to be inspired to take further action for constructive, positive, educational change. A book that would express its’ authors own ideas, without that endless string of quotations and  references, backing up every new statement. I wanted a book where the writers’ voices were present, were heard and not drowning in an academic display of references.  This book spoke to me.

Each chapter may be read on its own if one wishes. However, because the book is a dialogue with educators, inclusively including transcripts of conversations between the writers, I did not dip into chapters. Instead, as I read linearly, each chapter added to my own random thoughts, provoking me into further questionings of my own teaching experience, forming cohesion between beliefs and questions to pursue. 1xcom44797macroPearlsThese provocations made me take notes on how to better introduce effective change in my daily practices and reflect further on how to best achieve change. It was equally refreshing to come across references to educational technologists whose work I am familiar with and deeply admire, as well as including intelligent nuggets of information from social networks such as blogs. Not all references were entirely new to me, thus giving me a sense of a shared community, both as a reader and a participant, as well as teaching me about new connections and thinkers. This book spoke to me as a contemporary educator who is interested in professional development, interested in learning and yes, aware of the profound changes occurring at the many levels of education around the world.

 As someone who partakes in academia, this book also satisfied my own need for solid and further academic references. The richness of scope was another feature that left me reading slowly, not wishing to end the pleasure of the text. Having a background in the Humanities, I relished the weavings of film and theatre, for instance, as much as the academic writers and knowledge banks referred to. However, it is not a book solely for those with a background in the humanities – rather, a book every educator who is interested in transformational education should read.

 Why? Because it is written as a dialogue with the reader, providing case studies from others as well as the writers’ own experiences.  Throughout the chapters, there are also dialogues between the two writers, adding to that refreshing feature of speaking with rather down to the reader.  The reader becomes part of the dialogue, a participant in the transformation of learning. The reader becomes a member of that “learning gymnasium” which is explicitly described and referred to through the book.

adaptation studies “Adaptation Studies and Learning” is written by practitioners and for practitioners. There is a strong sense of knowing the world of classrooms, knowing daily challenges and restrictions, yet overcoming these by implementing effective changes in attitude and approach. Touching on film history, theories in education and literary criticism, “Adaptation Studies and Learning”, is in my view, about adapting to todays’ needs in education, how to overcome the culture of instant technological gratification, how to implement change and focus on learning instead.

Learning – that elusive, messy, chaotic process in which education is (supposedly) set up for.  Learning how to adapt to an increasingly fast-paced changing world, a world with uncertain professions, a world where openness, resilience and transdisciplinarity reign unfettered. Learning how to live with these features, learning how to guide students through these characteristics of today’s learning experience is what “Adaptation Studies and Learning” focuses on closely. Drawing in the reader as a participant in the narrative, provoking the reader to reflect on his/her own educational narratives, this book certainly did speak to me.

1xcom29429alluser8926TimeForFairyTalesWhat summer readings have spoken to you?

Reference:

Adaptation Studies and Learning 2013, Raw, L. and Gurr, T. 

iPadogogy, Portfolios and iSense?

Slowly, sluggishly, another academic year draws towards its end. A year of bridges, a year of learning, a year of questioning. A year which leaves me with no e-portfolios to go through.

Some may find that a relief; personally, I find it a pity.

It is never too soon to have learners begin their e-portfolio, in particular when working within an iPadology framework. The question of e-portfolios has been widely accepted but where is the practice?

Let’s begin by considering an iPadology framework where students have a possible iBook and a selection of apps to work with. It is with the apps that students create their presentations, whether those be with Haiku, Keynote or digital stories with PuppetPal or any other app appropriate for story-telling. Students may present their work to the whole class or neatly submit it to the teacher through a LMS or cloud. Either way, this approach is parallel to when students wrote only for the teacher’s eyes – a practice I have always rejected. In an age where digital literacies are needed to be fostered and developed, producing only for the teacher’s eyes makes even less sense to me.

Which begs the question, if students are encouraged to use apps for creating stories, movies and other tasks, why must these creative productions be hidden in a cloud?

Let me take a step back for a moment – what are these digital literacies which are so bantered about? If literacy may be understood as  “a set of social and cultural practices that involve the interpretation, production and communication of shared meanings. Literacy implies the ability to make sense and to create meaning, as well as an understanding that doing so is a social practice that draws on an array of complex, interwoven social, cultural and historical contexts” (Payton & Hague 2010), then digital literacies are all of the above but with the addition of digital tools.

These digital tools help build new knowledges, changing how students learn and develop knowledge. Belshaw (2011) points out how there may not be a complete agreement among some regarding the precise definition digital literacies, yet highlights how there are 8 main elements to take into consideration:

If these literacies are to be included in a learner’s experience, if a learner is encouraged to bring his/her life experiences to their learning experiences, then their work needs to be visible.

This visibility serves different purposes as well. On the one hand, it is a show-case of the learner’s work and progress throughout an academic year or course. On the other hand, by being able to display, share, comment and improve, the individual learns.

It comes as no surprise that I believe blogs to be the best medium for a student’s portfolio. While there may be a whole industry willing to sell e-portfolios to educational institutions, again, these are far from my preferences. Why should a student leave their work locked up, far from the real world, in an institution’s system? Where is the purpose? (Where is the openness?) It is not only the need for one’s portfolio to be accessible anywhere, at anytime – it is a question of ownership. A learner’s portfolio belongs to him/her, reflecting their progress, learning and achievements.  Even if a system is mobile, the learner’s portfolio will still be tucked away, visible to teacher and possibly peers. Possibly.

More than tools developed for digital curation and storage, for example LiveBinders, blogs are easy to use, easy to share and students are left with a visible trace of their progress. As Downes  (2004) explains, “What makes blogs so attractive, in both the educational community and the Internet at large, is their ease of use. A blog owner can edit or update a new entry without worrying about page formats or HTML syntax. Sebastian Fiedler, a media pedagogy specialist at the University of Augsburg in Germany, has been monitoring the rise of blogs for a number of years. “Many lightweight, cost-efficient systems and tools have emerged in the personal Webpublishing realm,” he writes. “These tools offer a new and powerful toolkit for the support of collaborative and individual learning that adheres to the patterns of contemporary information-intensive work and learning outside of formal educational settings.”

Downes (2004) also discusses the value and pitfalls of blogging, adding that “Despite obvious appearances, blogging isn’t really about writing at all; that’s just the end point of the process, the outcome that occurs more or less naturally if everything else has been done right. Blogging is about, first, reading. But more important, it is about reading what is of interest to you: your culture, your community, your ideas. And it is about engaging with the content and with the authors of what you have read—reflecting, criticizing, questioning, reacting. If a student has nothing to blog about, it is not because he or she has nothing to write about or has a boring life. It is because the student has not yet stretched out to the larger world, has not yet learned to meaningfully engage in a community. For blogging in education to be a success, this first must be embraced and encouraged.”

Students are learning. It is through practice, by being given opportunities to create, develop and display their work that an iPadology (for instance) adds to what I would call “iSense“.  By keeping a portfolio, students are able to go back, reflect, while at the same, go forward with their learning while developing their digital literacies – literacies which for me,  also include other skills such as digital citizenship, being aware of one’s digital footprint and a degree of transparency in the learning process. Luca, (2011) who neatly points out 5 reasons supporting why students should blog, also stresses how students’ world view changes when blogging – a learning experience which one would hope exists in education.

I cannot perceive learning as an end, despite there being objectives for every course. Learning is a process, one that needs to be encouraged and supported. The focus on the learner, offering individualisation and catering to different learning needs and styles,  only makes sense when giving learners a chance to develop a project with tools which best meet the project and their learning styles.  To have students develop a blog as their portfolio, only enhances the “iSense” which is necessary in today’s environment of digital literacies.

Lastly, a word on change.

It has happened. It is happening. Change in our world, change in our daily learning and practices.

And no, it won’t be turning back so soon.

NOTE:

Please note that I have purposefully referred to E-Portfolios as portfolios. Just as E-learning is a part of learning, electronic portfolios may be considered part of portfolios, especially as the introduction and practice of digital education is increasingly a common feature in many parts of the world.

References

12 Important Trends in the EPortfolio Industry

Downes, S., 2004, Educational Blogging

Luca, J., 2011, 5 Reasons Why our Students are Writing Blogs and Creating ePorfolios

Payton, S. & C. Hague, 2010, Digital Literacy – Professional Development Resource

Further Reading

Couros, G., 2013, 5 Reasons Your Students Should Blog

Lampinen, M., 2013, Blogging in the 21st Century Classroom

Rosenthal,S., 2011, Learning abut Blogs for Your Students – Part II Writing

Waters, S., 2011, Getting More Out of Student Blogging

So What Happened to Learning?

I sift through reams of words and worlds of pedagogy.

I blink through bytes of pedagogy and educational concerns.

May 2013 and still the drums beat on about 21st Century Learning. May 2013, and one still faces screens flickering on about disruptions in the educational process. Spring 2013 and again I wonder – what happened to learning?

It is simple enough to pin-point what learning should and may entail today. It is simple enough to declare “we want to become digital learners”. Yet, how far is the curriculum actually moving forward to give space to the learning which needs to be put into practice?

Students will not start creating content for learning if not given space and encouragement. Students have busy lives – they are connected and digitally intense. It’s that passion, that connectivity which needs to be channeled towards learning and learning environments, that still eludes me.

Just as I am baffled by a student who explains to me that they were told not to download interactive stories onto their iPads because those apps (i.e. interactive stories) take up too much space, I am left wondering – so it’s OK to fill up an iPad with games which require no learning, no thinking, no incentive towards productive creativity?

Change in attitudes will not happen because one decides to implement change from above. Change in learning attitudes is not solely the responsibility of teachers. It is the responsibility of all members of an institution, of a community.

As a classroom teacher, I want a change in focus. Stop telling me how and what to teach. Begin telling me about learning.

Tell me about the learning for futures uncertain.

Tell me about learning for jobs which have not yet been established.

Talk to me about learning.

Then, perhaps, will I awake from this flickering slumber of digital bytes on teaching.