Subject: [IFETS-DISCUSSION:841] Depersonalisation of Learning
From: Cathy Burke (cathy@windses.free-online.co.uk)
Date: Thu 04 Jan 2001 - 11:54:55 MET
Date: Thu, 04 Jan 2001 10:54:55 +0000 From: Cathy Burke <cathy@windses.free-online.co.uk> Subject: [IFETS-DISCUSSION:841] Depersonalisation of Learning
Jim said,
One of my
big concerns is the potential depersonalisation of learning through the
computer and I spend a lot of time and energy making personal (but open
to all) replies to students' online contributions.
For me, I must say, I have
I experienced myself the ups and downs of learning how to use computers
while learning collaboratively within a peer review context. I survived
and became very enthusiastic about the potential for breaking down the
individualistic barriers set up over years as a consequence of our
traditional modes of learning at school. The computer, used in the way
described by Jim, can have the effect of increasing personalisation in
the learning context since it enables students to view, evaluate and
know their peers as scholars - a privilege usually only reserved for the
teacher.
And I am still enthusiastic and encourage online seminars and
presentations as well as informal discussion spaces ( and the role play
exercises) and ultimately both in my face to face teaching and online,
I work towards building student confidence around collaboration and peer
review. The theory here is that by identifying good practise among ones
peer group, one becomes more reflective and conscious of what needs to
change in ones own effort. HOWEVER ....after some time now of observing
what actually happens, (not researching formally) I reckon that its very
hard to detect the reflexivity which I am hoping for.
A typical response to a very competent online contribution might be - 'I
cant write like that!' the consequence being demotivating rather than
motivating. In fact, what I observe among my own students is that the
competent students do very well and become further motivated while the
weaker students contribute infrequently and become less motivated.
I think the key factor - as Jim points out - is constant vigilance and
pretty constant and sensitive tutor intervention to encourage and
recognise aspects of contributions which are particularly helpful. And -
a key factor - is to allow for an encourage students to take on this
role themselves. What can be communicated in this process is -
hopefully - that what makes for quality is not necessarily the whole
response, which , for a less than confident learner can simply
overwhelm - but a small aspect of it. Perhaps that way the ones who
turn away might be encouraged to listen a while.
Cathy
--Catherine Burke 7 The Windses Grindleford Hope Valley S 32 2HY Tel: 01433 631907
Dr. Catherine Burke Lecturer in Education: Child & Family Studies, Bretton Hall College West Bretton WF4 4LG 01924 830261 -----------------------------------------------------------------------------
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