“Metaphors of Educators”
Siemens (2008) advocated that instructors could “achieve centralized learning aims in decentralized learning environments” (p. 3) by adopting a teaching style that suited a more student-centered learning environment such as that of a curator, an atelier, a concierge, or network administrator (Siemens, 2008). These four roles seem well-suited for learning in this digital age which allows students to have more control over the learning process. Digital learning generously facilitates greater student autonomy in the classroom as computer technology and the Internet allow students to collect, analyze, synthesize, and produce data in ways that reflect their creativity and diverse strengths.
The instructor, as atelier, facilitates creativity by allowing the learner to present and reflect on content in a creative manner which is openly shared with others in the learning community for comment, critique, and reflection. Discussion threads, wikis, blogs, and open education resources that allow for sharing, communication, and collaboration best suit this educator metaphor. The role of the instructor as network administrator supports the learners as a guide to navigate a network of resources which will provide the necessary supports to help the learner meet the course objectives. The teacher as concierge seeks to introduce the learner new avenues and resources for learning.
These teaching styles represent masterful and influential guides who may be experts in their disciplines, however, these pedagogical styles require that instructors have the confidence to allow learners to have more control in the classroom, and that instructors possess a toolkit of technical resources that they are willing and able to use and teach students how to use with some comfort and ease. One also runs the risk of getting distracted by the plethora of engaging and enthralling resources available to the learners and less focused on the content itself. The instructor, who adapts to these non-traditional roles of teaching and learning, must be sure that standards are being taught. The focus needs to be to guide the students to connect with the content on a deeper level, develop higher-order thinking skills, while developing a collaborative classroom community, and self-directed learning skills.
The role which I believe is most amenable to students developing the qualities outlined above is that of the educator as curator. This expert presents content and guides the learner to scaffold the learning and connect with the content on a more meaningful level. I like to think of instruction in the digital age in terms of a gardener who sows the right combination of ingredients and encourages the flowers and vegetables to grow and flourish. The necessary ingredients to facilitate growth in the learner would be to provide learners with content, technical resources, teaching and learning support and then watch the learners process the ingredients in the way that best suits their diverse needs.
Reference:
Siemens, G. (2008, January 27). Learning and knowing in networks : Changing roles for educators and designers. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20
I like your analogy. I've been trying my hand at gardening the last few years and it's not always as easy as it looks. Knowing which seeds to sow and at what time takes knowledge of all of the factors that affect the crop such as weather, seasons. Then, despite all of the knowledge and skill, the garden's growth is out of your hands. I think it's the same way in a classroom. We do all you can do, but in the end, the student is responsible for his or her own learning. We're just there to guide them through it, and offer our expertise when needed.
ReplyDeleteThank you Lyle. That is exactly the point I was trying to get across in my gardening analogy. We sow into the students' lives academically and socially as role models, we give them the resources and tools they need to cultivate learning, and we guide them as they grow. I do believe that we have a responsibility to our students to help them to succeed in whatever way we can. This is why if they are not growing the way they need to, we are to add, reduce, or even change fertilizers- that is, alter our strategies and technques until we find a formula that works.
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