Replies
In this section you will find replies made in our forum throughout the semester.
In this section you will find replies made in our forum throughout the semester.
I think that the humanities and social sciences were skeptical of online learning because of the impersonal set up that online learning can establish. While technology does the very magical thing of bringing people together from every part of the world, it also does not create the “natural” space for sharing, in my experience. In what capacity can ZOOM, for example, hold space for discussions when there is an importance in also understanding people’s body language when having conversations? When humanities and social sciences are so heavily based on discussions, how can that happen with 10,000 students at that same time?
In addition, often technological assessments can also only exist within the binaries of right/wrong. As the Humanities tries to exist outside this binary, how can it properly evaluate and spark reflection for further critical thought with restrictive evaluation methods?
Overall, I think that demonstrating change for subjects that have been taught in specific ways for a very long time can be destabilizing and shocking. So, initial thoughts on moving courses online when we have embedded ideas of what education is “supposed” to look like, probably added to the worries of academics in the humanities and social sciences.
Hi McRhon,
I really liked your post and how you have situated these theories in real life practices. When you said that you were already using these theories without even knowing the name , it made me think about learning theories and having the vocabulary to back up practices. To be honest, I found these readings difficult and a little confusing as one huge theory leads to a bunch of other theories. It made me wonder that since our practices, now, will be informed by these theories, how much will it enhance or hinder our educational instincts? Will these theories cloud our personal values? Will basing educational practices on scholars and academic articles further remove us from the cultural practices embedded in us that can actually help to create better learning environments/teaching practices? i dont know, I have questions on questions! on questions !!
Andreas, thank you so much for having posted this clarification! I've been procrastinating posting on this forum as I felt like I haven't fully been able to understand all these learning theories and pedagogic approaches presented in the readings. Everyones notes and comments have been EXTREMELY helpful in understanding the theories, but I still feel like it has been difficult to grasp. That being said, almost any time I have had meaningfully learned something has been through informal discussions or through storytelling.
I LOVE LOVE being told stories, of any kind, whether that be for entertainment or education. I love the process of being able to connect and learn from somebody through stories. Most important about being told a story, is the ability to engage with it afterwards: to ask questions, or contest facts, to have a discussion. You can also understand situations and ideas more fully when they can be put into practice through lived (or fictional) events.
I also find that I learn very well through discussions. Being able to listen and observe discussions, and being able to think and try out new ideas with many other people is how new information gets really stuck into this good old brain of mine. This is true for me within a University context when students and profs can have discussions in a circle without trying to present "original ideas" or trying to impress one another with saying "smart things" but the times I have actually learned something that fully changed my way of thinking was through discussions with friends. The idea of communal learning and teaching is inherent in my personal values, and the only reason I know anything about anything is because of my friends and their ability to listen and discuss with one another.
So maybe this is in agreement to constructivism where learning is active, about the process and centered on the learner (205)". I guess i believe that learning as a whole is active and should be focused on the learner ( we are all communally learning in discussions and stories because they can center learner in some way). Buttt to be honest I could be veryyy wrong about this!!
Yeah! I also really wondered about naloxone (used to block the effects of opioids during an overdose), and other forms overdose training to be done in this framework. I have been trained via zoom to administer naloxone and to understand what kind of overdose is happening (ie opioids vs cocaine require different help), but if I'm being honest I dont remember anything from the training now. I never had to use naloxone in real life and so it never stuck in my brain i guess. I wonder how having online access to different kinds of trainings will help will benefit folks overall? or will it give people a false sense of preparedness to have been through "life like training"? maybe as you said, a "tsunami of adrenaline, powerlessness, and anxiety." is bound to happen no matter what?
I totally agree that this would be really engaging for younger audience and that the element of competitiveness is something that helps to retain information (personally when i get something wrong in the framework of competition, i really remember that information afterwards).
While doing my BFA in Montreal (the same city I have always lived in) I lived with my parents while doing my BFA, which is really normal for my family based on our ethnic background. But, there was this "othering" socially and culturally because almost all of my classmates were not from Montreal and they all lived on their own. For them, it was weird that I was still living with my parents and had familial and cultural responsibilities they didn't. It made it really hard for me to connect with them and not feel like I was being judged, or to do things they all expected everyone else could also do. Like Justyna, this effected how I integrated with the social parts of the class - which, for me, also effects how I learned in general.
Hey Alix,
I think this is a really great example of all us simultaneously feeling othered while all of us thinking that that can't be possible. It makes me wonder about conversations and how these work to dismantle the feeling of otherness (in really magically ways). But I wonder about the larger systems at play. Like Molly (the beauty) gives Ally (the weirdo), a huge makeover by the end of the movie so she now has enough confidence to ask out the jock (or the jock now wants to ask her out?? i dont know, i cant remember), but Ally is no longer "othered" only because she choses to fit into the broader system of how women *should* look. So it makes me wonder at what point we have to chose between change in the systems (that do not yet feel like they can be changed) and the change in ourselves we have to make to no longer feel othered.
I dont know, some thoughts!!
Hi Justyna!
I wanted to piggy-back on what you and Paula have said and how it made me think of more general thoughts of online learning.
There seems to be these contradictions between online learning, Connectivism and constructivism. These theories feel as though their aims are to make online learning more accessible to *everyone* as it "should be chosen according to the learning situation", but does not explicitly take into account learning situations where people do not have access to the internet and access to online literacy. This perpetuates and continues a vicious cycle of not having access to information/education and doesn't do the work of addressing this issue.
In addition, Connectivism and constructivism assumes that everyone's abilities are the same. If a successful online learner means "being active, self-directed, creative, socially engaged". how do people with anxiety, depression, autism (for example) fit into this "success" of online learning when these tasks can be quite difficult do when you have various kinds of mental/physical abilities?
i dont know?? just some thoughts!!
Hi Alix,
I learn in the exact same ways!! But I also face an issue with Constructivism because, to be honest, I am a CLASSIC procrastinator and have a lot of trouble with self directed learning. I wonder how you deal with this if thee is a lack of encouragement from lecturers?
Like you, while I agree with constructivism I also feel a bit like that comes into opposition with the way that I work. I generally need more guidance from teachers, and I don't really excel when things are supposed to be self-directed. I dont know, this contradictory feelings has been bugging me for a little of time now!!
DAMMMMM YOU GUYS!!! THIS IS SO COOL AND INFORMATIVE!!
THOSE. PICTURES. ARE. ICONIC!
I have some questions that were sparked by all your thoughts!!! :
What do you mean by "Agree to disagree" as a method to build trust among students and to build cohesion/ safe space for students? What is the role of facilitator to go beyond "agreeing to disagree" and can going beyond this actually break the trust of students? Or if we decide to "agree to disagree" as a practice, does this mean that we are not actually challenging people's assumptions ?
- I just don't know if I personally agree with this method, so wondering about your thoughts!
Also, was there a reason for not adding the cultural presence on the "adult educator " side? Should adult educators not use their own cultural perspectives to enhance their teaching or connect with students?