So, this socio-constructivist, all fingers to the keyboard, online, blended-learning thing is the way forward, isn't? Everybody should get online and interact. It's the business!
I have been considering recently what I will investigate for my MA dissertation and I have decided to research interaction in the discussion forum of a VLE (virtual learning environment) that forms a part of all our courses. The reason however for my interest is not that I think it's a great new thing that everybody should get into. My interest is the people who do not find it useful and have no intention of becoming involved in such a form of interaction. I think this to be far more informative than investigating the people who are so enthusiastic about it all.
In a workshop recently where we discussed the first inklings of our dissertation research ideas, I presented my intention to investigate the on site students of our group and their non-interaction with the discussion forums on Blackboard. To put this in context, this a multinational group of experienced teachers, some of whom are taking the Educational Technology and TESOL course, rather than just TESOL. They know about the principles of socio-constructivism, the suggested benefits of interaction in learning and some are considering the potential of blended learning in their own school environments, whether with moodle, wikis, blogs or whatever.
In the workshop I mentioned above, I chatted to a colleague whose beliefs I will condense into the following vignette.
"I haven't got time to spend on the Blackboard discussion environment. It's a waste of time. There are so many other things to do on this course and with all due respect to everybody else here, I just don't want to spend time in discussion with them, when they don't really know any more than I do. I prefer to spend time reading the views of experts in books or journals and listen to or talk with the tutors, who are experts in their field. I'll learn from them because they know more than me.
How can people spend so much time on the internet, it's so sad, go out and do something less boring instead. Why don't people just get a life? The last thing I want to do is spend my time sitting in front of a computer writing to people. These happy-clappy discussion workshops are bad enough. Ok, I admit I'm perhaps not very sociable, but I have my family and friends and I socialise with them, that'll do me thanks - no offence. Also, on the discussion forum, I don't want to spend time writing my opinions when they might be crap. I mean, then everyone will think, 'What an idiot!', he doesn't know anything.
Frankly, I have no desire to take part in these discussion forums, it's just not for me."
In a nutshell, and interrupted by the group discussion, this is what I understood of his perspective. The words are not exactly the same, though some expressions are. The ideas were not necessarily expressed in this order and he was egged on a bit by another participant with similar views. However, I think this gives a good reflection of this person's opinions.
Is this opinion wrong? Can a person with these opinions be an effective teacher? What do you think?
Considering there will be many teachers and students the world over who share some or all of these opinions I think care needs to be taken with proposing any form of online interaction, either for teacher development or with students. There is never an answer for everything when dealing with people, so it is dangerous to suggest that the internet has as many 'answers' as some people suggest. Some people don't like reading, some people don't watch TV and some people don't want to use the internet or social media. In fact, some people just aren't actually very sociable. Everybody's opinion is valid.
This is a revolutionary time in education, where the internet is being used in many attempts to increase flexibility in course design and modes of interaction in higher education, state education and even private language schools. Is this reliance on the internet as flexible as it seems or will it force those who are not interested into using it more because they have to? Will it discriminate against those who can't afford the technology or a broadband connection? Are the opinions expressed in the vignette above valid, or should this guy just get with the times?
Hi Richard,
ReplyDeleteYou alluded to something similar with a comment on BlackBoard but I resisted adding my own voice for fear of ruffling feathers. So, instead I shall speak up here on your... erm... public blogspace. ;)
Where have I heard the whole "I haven't got time for that" line before? That's right - with other teachers in reference to any form of professional development whether face-to-face or online. Of course, it's not for you or I to pass judgement on people who choose to engage in PD activities or not but sometimes you have to wonder what they are in it for. The line "they don't really know anymore than I do" also sadly sums up the attitude quite well. Many people I have worked with believe there's nothing they can learn from a peer that they don't already know. In thinking this way, I believe they are missing out on an important PD opportunity.
Oh well, perhaps Julian can whip them into shape with some well-argued points on the Education of Language Teachers. ;)
Hi Dave, thanks for engaging with me on my public space! For anyone wondering, we have a Blackboard VLE for our MA course on which the participants are supposed to interact. Although interestingly it's mostly the distance students and very few 'on-siters', which is why I'm interested in examining the reasons for this in my dissertation. Anyway, I digress...
ReplyDeleteTotally agree with this commonality of this attitude Dave, I've come across some pretty horrendous examples in my relatively short career. The idea of not having enough time is interesting, as everyone has the same amount of time, it just comes back to how potential activities are prioritised, which comes back to personal values. Also, the mention of time os a first, easy answer, it's only when I started digging that other things came out and for me the most interesting comment was that about embarrassing oneself in a 'public' forum, I have a hunch that this is perhaps the crux of the problem and the other points are mere excuses. Hopefully my dissertation will allow me to find out!
It's good that you are looking from that angle. I've also made some early plans for my assignment for Education of Language Teachers to be on PLNs but the obvious flaw is that there would be a huge imbalance - surveying people who are active online would be easy but getting opinions from the others who stay away would likely just be limited to people I work with (and then they'd probably say they didn't have enough time anyway! :p)
ReplyDeleteThe point about 'embarassment' is one I wuld equate to something I just read in Julian's notes for Unit 3 - articulation i.e. the development of ideas/theories by discussing them with colleagues/peers and reformulating as you go. You may start with a bad idea but reshape it into a good one through discussion. All part of the learning process and don't we always tell our students that's nothing to be ashamed of?
And as for time, it seems to me the people who make time are the ones who shouldn't have any!
Lol. How you have time with a job and a family I have no idea!
ReplyDeleteThe articulation idea is one I strongly believe in. I don't mind vocalising my ideas and reformulating them during discussion, but it's something that can be off-putting. I sometimes experience flashbacks of things I've said in the presence of more experienced colleagues that I now cringe about when I think about them! Let's face it, you give away more about your knowledge by sharing than you do by keeping quiet. Some people are quiet and unforthcoming in face to face interaction and some people aren't with others in between, perhaps it could be said that public writing is the same (though may not reflect verbal interaction, as non-vocal people may be quite prolific writer/ commentors).
The thing about public writing is that it does require leaping over an affective hurdle. I remember what it was like lurking on blogs and being scared to participate. I've still never commented on Scott Thornbury's blog! I suppose it's like public speaking, it's not an easy thing to do, but once you do it, it gets easier.
In terms of discussion forums in blended learning, I think it's the responsibility of the tutor(s) to offer support and encouragement in order to help participants get past their initial fears. It's also important to build a strong feeling of community and to be honest, I'm not sure that has really happened on some courses.