RSA #5 Transformative Experiences
Online Resource: www.columbia.edu/itc/tc/parker/adlearnville/transformative.pdf
Our reading defines transformative learning as “learning that is based on reflection and on the interpretation of the experiences, ideas, and assumptions gained through prior learning.” (Palloff & Pratt, 2007, p.185). but perhaps a more comprehensive definition comes from a founding father of Transformative Learning Jack Mezirow who states that transformative learning is more a theory of deep processed learning that goes beyond facts and content knowledge acquisition, Learning that leaps past the memorization of data, learning equations, or learning historical facts and data. It is a desirable process for learners to think for themselves, through “true emancipation from sometimes mindless or unquestioning acceptance of what we have to come to know through our life experience”. (Mezirow 2000).
I found a really great resource by Dr. Judith E. Parker a professor at Columbia University. In her academic paper she discusses how transformative learning can be enhanced by looking at two real world life examples. First she looks at implementation of technology in the teachers college at Columbia and then at a Seminary school in Pennsylvania.
At Columbia, she cites a professor teaching the same class on campus, and online, and looks at Blackboard as a springboard for the beginning of transformative learning. One student said:
“The discussion conducted here is very involving; everybody could get a chance to express his own ideas. Moreover, the discussion board online gives us a further opportunity to share ideas with all of the class. It has been developed into a real learning forum. Everybody chose their favorite articles about learning and training in their fields, and then shared their own ideas on the “blackboard”, thus evokes a real open discussion. This learning style makes me feel that I can learn anytime anywhere from so many people of diverse fields... By posting, reading, and replying online, our learning location has burst out of the limited classroom and lecture time boundary, thus it has given us an authentic flexibility and motivation to learn.”
This kind of “authentic flexibility” is exactly what I feel will allow students to have a transformative experience because how can one really truly transform without doing it at their own pace and time. Structure is important, but can also be limiting.
When looking at how this can apply to professional development and PLC’s we can see that if as educators we can enhance our own learning and creative transformative learning experiences for teachers we will be able to create those same type of transformative experiences for our students.
Resources
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Parker, Dr. Judith E. (2001). Transformative Learning Enhanced With Technology. www.columbia.edu/itc/tc/parker/adlearnville/transformative.pdf
Mezirow, J. and Associates (2000). Learning as transformation. San Francisco: Jossey-
Bass.
Sunday, February 27, 2011
Wednesday, February 16, 2011
RSA #4 - Online vs. Face-to-Face Learning
So are we moving away from brick and morter schools. Will we all be teaching and learning from home by 2025? Is online learning really better than physical face-to-face interactions with live teachers and classmates? What is making them so successful? According to Palloff and Pratt, the success of the online learning environment is directly attributed to the instructor or facilitator. The instructor of online learning communities need to be flexible with a willingness to adjust instruction methods, delivery, assignments, or platforms of learning as needed. (Palloff & Pratt, 2007, pg. 124.) The reading looks at the 2004 studies of Rovai and Jordan to suggest that, students do in fact perform better in online learning communities that meet face to face, because of “reduced sense of isolation” and [appealing]to more dependent learners who rely on direct instructor contact to support their learning process.” (as cited in Palloff & Pratt, 2007, p. 125) This study focused on the graduate level learners, and did not compare to younger elementary learners. The reading also stressed learner-centric processes that facilitate learning within a constructive collaborative infrastructure. Lastly Pallof and Pratt stress the importance of the ‘environment’ of the online learning community. If the individuals of the community are focused on the environment that normally means it is not doing its job. The environment should be working towards transparency. (Pallof & Praff, page 117)
The Sloan Consortium report really is just grasping at data and trying to hard to draw some larger conclusions or research from data which is vast and often difficult to not only collect but interpret. There were inconsistencies with the defining of terms and programming as well as the overall processes with which data was extracted from the study schools. Accepting this challenge they began the process of defining distance education, developing a guidelines and a methodology to collect information on distance education, and in the collection of data started a data driven discussion on distance education. The study found that in the future if the trend continues it will become a substantial component of K-12 education. Research states that around one quarter of our nations K-12 schools have some type of e-learning or virtual school instruction. (Picciano & Seaman, 2007, p.17). However the focus of the coursework is in a blended or hybrid formatting. So is blending face-to-face with online learning the key?
I found an interesting New York Times article by Steve Lohr called “Study finds that online education beats the classroom”. The article begins quoting a 2009 93 page report from The US department of Education that claims “On average, students in online learning conditions performed better than those receiving face-to-face instruction.” (as cited in Lohr 2009). Barbara Means, the study’s lead author and an educational psychologist at SRI International said “The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction.” (Lohr 2009)
Studies like this are helpful because it gives online learning or distance learning credibility. I still feel like a blended format like our cohort is the best way to go because it gives face to the instructor as well as the learners which builds social presence and a sense of community. In the same article, Philip R. Regier, the dean of Arizona State University’s Online and Extended Campus program, said “People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.” (as cited in Lohr 2009)
Sources Cited
Lohr, S. (2009, August 19). “Study finds that online education beats the classroom”. The New York Times, p. 1. Retrieved February 11, 2011, from http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/?emc=eta1
Picciano, A and Seaman PhD., J (2007) K–12 ONLINE LEARNING: A SURVEY OF U.S.SCHOOL DISTRICTADMINISTRATORS Sloan Consortium. USA:Sloan-C. [http://www.sloan-c.org/publications/survey/pdf/K-12_Online_Learning.pdf]
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities Effective Strategies for the Virtual Classroom. San Francisco, CA: Jossey-Bass.
Tuesday, February 15, 2011
RSA # 3 Building Social Presence
In order to create an authentic online learning environment it is critical that all stakeholders collaborate and work towards creating a social presence in the online community. “Social Presence” is all about each individual making their “online self” more real to the other members of the group; likewise the learner is creating an identity in order to more effectively share who they are as a learner with the other members of the group to create a more effective and “personal” group experience where learners truly feel like they are not just interacting with “ghost people” but with real people with real identities and personalities. (Palloff & Pratt, 2007).
While it is essential that students work toward developing a sense of social presence, as with most practices in education the modeling begins with the instructor. The instructor must act more like a facilitator of learning and create avenues which allow the learners in the community to interact in an open, respectful, thoughtful, academic yet personal way. Instructors and learners must work together as balanced partners in the development of the online environment, as it is the learners who are know how they learn best. (Palloff & Pratt, 2007, p. 22-23) Although we know this is an essential component to effective online learning, building social presence is difficult and can be problematic for many learners.
Karen Kear, in her 2010 article “Social Presence in online learning communities” explains that a diminished sense of social presence might create avoidance, or lack of participation in online discussions which may eventually cause a sense of separation between the student and the online learning community. Instructors or facilitators can help prevent this issue by helping students feel like they are a valued part of the online class by allowing students to communicate in various formats; this way students will be more likely to build a strong social presence. Both Kear (2010) and Palloff (2007) stress the importance of blending face-to-face, asynchronous, and synchronous communication as essential to not only building social presence, but a strong, functioning online learning environment.
Palloff states “…that an initial face-to-face meeting can be helpful to orient students to the online environment and technology in use.” (p. 32) After this initial meeting, students may have a stronger connection and sense of belonging and trust not only to the instructor, but more importantly to their fellow learners. This preliminary connection allows for further social presence and growth during the online portion of their education. By folding in synchronous chatting with asynchronous forums, students can establish a solid social presence during their online learning experiences.
Resources
Kear, K. (2010). Social presence in online learning communities. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D.
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities Effective Strategies for the Virtual Classroom. San Francisco, CA: Jossey-Bass.
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