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MOOCs, Digital literacy for teachers, BYOD and kids in school without breakfast

May 11, 2012

Such are some of the themes raised by the group of students in the #educ5103 Online technology in education course this week. So how do we translate this?
Lets look at the first pair of ideas: MOOCs represent one of the most interesting innovations when it comes to thinking in terms of online learning, but it seems to contrast with a recognition that there remains a large proportion of “teachers” that both still fear the online world and, probably more importantly, still cannot rethink or accept that their traditional role is no longer relevant. It needs to change, and it goes way beyond digital literacy. It is about a redefinition of the goal of teaching, as well as a re-engineering of the social relationship between novices and experts, not teachers and learners. It is not sufficient to have one teacher to many students, we are moving in a more logical paradigm of a single novice seeking and consulting many experts in one subject area….. And that become possible online. These experts are also novices in other domains and therefore seek experts, that might have been their previous novices. A live social learning network… The way these students are tweeting (after class if you please!) might be an indication of that network? Try that in a classroom!
And now for the second pair: Bring Your Own Device vs no breakfast. How can anyone comment on this. Of course we need to take care of the basics for these kids. But maybe the BYOD can be an opportunity to share and to help the rest of the community to take notice, to be aware, and maybe to participate in redressing some of these social misses…. Let’s face it, our collective survival depends on it. So yes to BYOD, but let’s use it to build some social awareness and to foster sharing.
But we still have hungry kids……

One Comment leave one →
  1. May 11, 2012 12:53 am

    Agreed – we spend so much time trying to differentiate instruction and assessment for our K-12 students… if we helped them create personal learning networks they could differentiate themselves based on who they learn from, types of media, etc. It requires that tough shift from “teaching” to facilitating the learning and very clear communication around the expectations.

    So, my question is, how can we support the shift in role of the teacher? Do we model this shift when working to support teacher learning?

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