READ: Lesson 2: Instructor’s Notes #1

(Same message posted to course twitter & discussion notes)

 

Here are the instructor's notes #1 for Lesson 2. Read them carefully to enrich your learning. It's long but you may find them relevant to your learning experiences.

 

Lesson 1 Journal Entry

I relished reading all your first journal entries. Many of them were very reflective and informative. I am very proud of those who take time to complete your journal entries. Yes, I do respond to all your journal entries. I will do so for all upcoming journal entries because I value the dialogues that we carried. In 7 ½ weeks, the instruction progresses rapidly. We often overlook the importance of reflecting on our learning. In ETC655, we focus on "Connectivism" and "Open Network Learning Environment" that require us to reflect our learning constantly to just-in-time learning adjustment. I know several of you may have said I wrote more than you put in. Yes, I believe engaging such deep reflection with you is as critical as teaching. I hope you share the same values as mine.

Feel free to respond to my comments and feedback to your weekly journal. In fact, one of you has responded to my comments already.

 

Below are the conversations that I engaged with a couple of our classmates on Lesson 1 journal entries. With their permissions, I shared them with you. I believe you could learn from these conversations.

 

·  Mott and Wiley (2009) say that Open Network Learning is "time-persistent," but what about when platforms go offline (MySpace), PLE software is sunset (iGoogle), and even entire modes like Adobe Flash player are discontinued? 

o   Chih: Personally, linkage could be a strategy to address the question. It means we need to learn how to migrate from one platform to another. Throughout the years, 645 and 655

have gone through many different tools and platforms because they were discontinued. From Delicious to Diigo, perhaps I need to look for other platforms. From the BBlearn discussion board to the Nabble discussion board (with RSS and other linkages) and back to BBLearn discussion board. One thing that doesn't change is "keep changing." :-) Ironically. RIght?!

 

·  Why is there zero conversation about how connectivism should be increasing access for students? If learners can choose their own content and modality, they will inevitably choose that which aligns with their own learning preferences, and, for learners with disabilities, there is greater availability to match the environment to the unique needs of that learner. Why isn't this being discussed and explored in our readings of connectivism?

o   Chih: I countenance your observation. That is what I mentioned earlier about open pedagogy. That is the reason why there is another movement: microcredential learning that should allow students to pick and choose different content and arrange the sequence of content. Personally, I would love to try such a design. I have been pushing NAU to do it but the bureaucracy isn't easy to break. I am still promoting a smash-up concept with a pool of microcredential courses that students can customize their needs and to complete to earn a degree.

 

· I'm finding I have several problems with connectivism (as presented in our readings so far) that I didn't get from our readings in ETC 645. They are as follows:

o   How are learners supposed to find quality resources? What are their criteria for examining its quality? I haven't seen discussion on how to find or analyze a resource (for PLE or OER). It seems like we might need to borrow from the field of rhetoric to help teach rhetorical analysis to students.

·  Chih: It can be borrowed from the field of rhetoric. That is the reason why we see many instructions are presented with required reading and optional reading from certain resources. This is also why Connectivism emphasizes on different network building, people network, content network, and technology network. With current work affairs, disinformation, and misinformation are prevalent. There has been a resurgence of interest in teaching "critical thinking skills" as part of digital literature that is not necessarily related to specific knowledge. 

 

o   Since we'll need to teach students how to find and analyze resources, how should

instructors balance the time of the technology learning curve for diverse learners with the time for class content? Your article said they are of equal importance but Anderson and Dron (2011) said that forming the network is more important than the course content. In this case, teachers are not content experts but network experts (and all of the completely different training that implies) which I cannot reasonably envision happening.

o   Chih: Personally, I lean toward equally important while some, like Anderson, and Dron, in fact, Siemens as well, think networks are more important than content. Perhaps this is where the resource network comes into play. It is impossible that we learn everything in one course. In addition, content evolves constantly. Therefore, we need to learn where to get reliable resources is critical. That is the reason why I hope students can build their resource networks

after completing courses. For instance, where are the required readings coming from. Who are the key people in certain topics? I require my students to know 3-5 key researchers in each of their research topics and their key literature.

 

o   Additionally, if an instructor is simply a "critical friend" or "co-traveler," who on earth

is driving this boat? I understand that connectivism wants instructors to be

co-learners, but in our ETC 645 readings, Anderson made it seem like the

instructor's role in connectivism was to serve as the guide to the professional

learning network of which they are already a part and students are attempting

to access (or increase their access to). In this case, instructors must be both content savvy and network savvy. 

·  Chih: In a formal learning environment, instructors still are while in a non-formal learning environment, both are. In formal learning, it is almost impossible to let students take full control of their learning. It is possible for a doctoral student and his/her mentor since it is an apprenticeship relationship and the education of doctoral students is a much longer process. I would agree with you that instructors must be both content and network savvy which is not necessarily aligned with a traditional thought on content only.

 

o   Finally, is connectivism solely a theory for the privileged? From our readings of

connectivism and its reliance on Web 2.0 and social media tools, how are

learners in areas of the world where open access to the internet is restricted

or prohibited supposed to employ connectivism? What about learners without the

internet? What about learners who could access the internet, but can't afford

to pay for it or the computer needed to access it? How does connectivism address these students' needs?

o   Chih: Interesting thought. I have never thought about Connectivism as a theory for the privileged. I would have to say it is possible due to the current trends of education. I like your critical thinking point on social justice and connectivism. If you don't mind, I would like to use this question to challenge my doctoral students.

 

o   Additionally, if connectivism was used in an area with restrictions on free and open access to the internet, does connectivism itself become a propaganda tool of the state?

Chih: It can be. As mentioned earlier, some corporations and the states have packaged connectivism with open concepts for the purposes of propaganda and profits.

 

Assignment 1: PIC

Several of you used Kumu to create networked PICs. Excellent way to share your stories with us.

One of our classmates indicated networked PIC is too complicated. What do you think? In fact, it was the purpose because our life is complicated. Think about whether our life is more linear/sequential, hierarchical, or networked? Perhaps the involution of our life can be depicted better with "networked" PIC. We don't play 1 or 2 roles. In fact, we played multiple of them and they overlapped and networked. I encourage you to create a "networked" PIC to know yourself better.

 

Q: I did not have time to create my PIC in a network format to earn the extra points. Can I do that after the deadline?

A: Yes, you may. To the end of the class, you can take time to create your PIC in a network format. After you complete it, email me your new PIC. I highly recommend you to look into NodeXL and Kumu, particularly NodeXL.

 

How is ETC655 different from other courses?

ETC655 has the highest course number that indicates higher expectations on all your instructional works from lesson discussions, journal entries, and collaborative works. I know you have high expectations for your own learning as well. I am here to help and to ensure you reach your learning goals.

 

Lesson discussions

We are studying Connectivism and Open Network Learning Environment. That means we need to carefully decide who, what, how, and why to connect with. In other courses, you learn how critical "interaction" is. In ETC655, we need to focus on "connection" and "interaction." It is called "interconnection" or "interconnectivity." It is more than just actively interacting with others. In addition, you need to carefully decide whom you should interact with to reach your learning goals. Similar to the previous course(s) that you worked with me, I will provide your "social interconnectivity" performances with your weekly to help you to make just-in-time learning adjustments to enhance your learning. I will provide more advanced data-informed instruction and feedback after each lesson.