MLP- modern learning pedagogy: part six

These are my U-LEARN 14 notes continued. I'm now up to keynote 3.

It's awesome re-reading these 6 months later, while I'm in the middle of developing our MLE. My lens has become more focussed. This feels like I'm at U-learn again and that this is my research in action, so it's almost the research methodology: ACTION LEARNING. It's a good thing I did a paper in it for my post-grad; now to dust of that part of my brain?! Hmm...

I am torn, I see my role as the facilitator, and in my experience I would set up students with various forms of expression. Then when it came time to present their learning I know that I've taught them to present their learning on certain graphic organisers or posters or a speech or a role play. But in re-reading these slides, I'm now thinking I need to be more flexible.

So my next step is to unravel my years of teaching experience and move beyond the 'sage on the stage' model which was clearly, so carefully masked by what I thought was facilitation, where I've traditionally modelled and scaffolded them in various models of representation. Instead, according to this UDL model of learning, students should be scaffolding their own learning. It's an interesting notion, and in many ways, I can hear my co-teacher saying to me "I told you so", and out of my mouth I'll probably say "sorry brosef".

Hmm, I need a convo. More on this later :-)

I might ask him to guest blog actually. He's the expert in UDL, I only heard about it for the first time at U-learn. It felt like a dinosaur moment. Everyone else nodding knowingly, while I'm quickly googling. #goodtimes #teacherproblems

MLP- modern learning pedagogy: part two

Late in 2014, I was fortunate enough to attend U Learn 14. It was an incredible opportunity to regain my wavering focus. It is here that I quickly remembered my thirst to understand the best ways to promote learning. Knowledge is of course power, but it is more than that, it's also got to be actioned. 

An argument that education serve 3 purposes was proposed at the first Key Note. The following notes are taken from Yoram Harpaz "The big picture, what should educators be doing with students in this modern era?" Education is all about ideologies.

These purposes being:

Socialisation

Acculturation

Individuation

The purpose is the desired graduate.

The desired graduate = knowledge, skills, traits, worldview.

Educators have been made to adopt phrases such as 'learning outcomes', an idea that we work towards an outcome. Socialisation might be the practical and useful 'learning experiences' we provide students, we empower them to exercise these particular skills as it might be 'good' to be an educated person that is 'adapted to society'.

Furthermore, the 'inner value' of the content we deliver may improve a students cultural values and the 'truth' they live by. This acculturation may lead a student to meet the demands of a social framework, we like to call the 'workforce'.

At the core of many teaching programmes, one would assume; individuation. An idea where we support students to be an individual, we in essence are truly their 'guide on the side'. This would be the hope that we facilitate their learning, and that they each, one day fulfil their needs through unique self regulated learning.

Yoram asked all the educators at Ulearn make the 'tragic' choice. We filled in a google form and chose between the three. 

Needless to say, but making the choice to be a teacher thinking under any single ideology ALONE is a difficult task.

As an educator, it is the 'space' of learning that most interests me. Which currently, fills my mind, right alongside the 'community of thinking' pedagogical paradigm that governs my teaching practice. 

It is the 21st century, and we should no longer be reducing our educational system to a basic 'assembly line'; hey child number 2034668, learn this vocation, support the social structure of the workforce. But just so you know, your future job may not be around in 10 years, maybe not even 5 years. 

A breakout I attended, Mark Osborne 'Modern learning environments- where learning takes place'. It was intriguing. He indicated that our current model of learning was 'endangered'. Technology and access to media has enabled people to consume KNOWLEDGE at an increased rate. Therefore, computerisation of KNOWLEDGE through digital means has BANKRUPTED many industries. There are several sectors that are vulnerable to this.

Is the modern learning paradigm an answer to this? Who knows?

Here are constraints to consider:

TRENDING IN 2015: If we were future historians looking back at 2015, this is what would STILL be trending, and has been trending in the education system for almost 100 years.

learning is built around the machine:

learners are-

organised by birth

learn subjects or content best at a certain age or time during the day

grouped in 30's or by gender

taught and don't become collaborators or teachers

taught at the same rate as others.

***

What should the vision of our future be?