Credo 2016
Having spent the last 27 years as an educator working in a brick and mortar high school, I have repeatedly pondered the physical, cognitive, emotional and intellectual growth in human development. Despite the hours of professional reading done, the multitude of seminars attended, and the graduate work completed, it was the last 10 years spent working with At-Risk youth in an Alternate setting[1] that most poignantly developed my current beliefs about how best to facilitate learning. Although I have long embraced a constructivist philosophy of education, managing students with complex learning needs and high rates of comorbidity, made it abundantly clear to me that success in learning depends first, and foremost, upon mental health. As such, my philosophical stance has been expanded to integrate both social and psychological components.
I would say that I have migrated to Social Constructivism, albeit, I use an Attachment-based lens with which to focus on my practice. Based on the early work of John Dewey and the cognitive learning theory of Piaget, constructivism is rooted in the idea that humans individually make the knowledge they own and that it is an active process. Vygotsky, who shared many of Piaget’s assumptions about how children learn, placed a much stronger emphasis on the social context of learning, expanding constructivist principles into the theory of social constructivism. Acknowledging the social nature of learning, social constructivists would argue that much is learned by social interaction, especially from “more knowledgeable others” and particularly, from skilled adults. The Vygotskian idea I pay particular attention to is the Zone of Proximal Development (ZPD). This “zone” is close, but just beyond the reach of the learner’s current ability. I do believe that it is crucial for those in charge of learning to lead children and youth into these zones appropriately.
Echoing the importance of adult leadership in the successful development of children are the Attachment theorists. Introduced by John Bowlby in the first half of the 20th century, Attachment Theory identifies a motivational system in the brain that Bowlby postulates was gradually designed by natural selection to compel infants and children to regulate proximity to an attachment figure (Fraley 2010). Neufeld and Mate (2004) emphasize the importance of understanding the implications of attachment dysfunction on emotional regulation and cognitive development and suggest that many of the learning and behavioural issues teachers and parents face today, could be remedied by properly developing attachment relationships.
As with any “new age,” old theories and ways of practice are challenged; imminent is that change will occur in both. As such, educational theorists like George Siemens and Canadian Stephen Downes, have responded to the increasing demand placed upon systems to provide “online access” to education by expanding educational theory to examine and define the electronic realm. George Siemens, credited with developing the theory of Connectivism, explains how technology impacts learning, the learner and the learning environment in his book Knowing Knowledge (2006). In it he explains that:
I would say that I have migrated to Social Constructivism, albeit, I use an Attachment-based lens with which to focus on my practice. Based on the early work of John Dewey and the cognitive learning theory of Piaget, constructivism is rooted in the idea that humans individually make the knowledge they own and that it is an active process. Vygotsky, who shared many of Piaget’s assumptions about how children learn, placed a much stronger emphasis on the social context of learning, expanding constructivist principles into the theory of social constructivism. Acknowledging the social nature of learning, social constructivists would argue that much is learned by social interaction, especially from “more knowledgeable others” and particularly, from skilled adults. The Vygotskian idea I pay particular attention to is the Zone of Proximal Development (ZPD). This “zone” is close, but just beyond the reach of the learner’s current ability. I do believe that it is crucial for those in charge of learning to lead children and youth into these zones appropriately.
Echoing the importance of adult leadership in the successful development of children are the Attachment theorists. Introduced by John Bowlby in the first half of the 20th century, Attachment Theory identifies a motivational system in the brain that Bowlby postulates was gradually designed by natural selection to compel infants and children to regulate proximity to an attachment figure (Fraley 2010). Neufeld and Mate (2004) emphasize the importance of understanding the implications of attachment dysfunction on emotional regulation and cognitive development and suggest that many of the learning and behavioural issues teachers and parents face today, could be remedied by properly developing attachment relationships.
As with any “new age,” old theories and ways of practice are challenged; imminent is that change will occur in both. As such, educational theorists like George Siemens and Canadian Stephen Downes, have responded to the increasing demand placed upon systems to provide “online access” to education by expanding educational theory to examine and define the electronic realm. George Siemens, credited with developing the theory of Connectivism, explains how technology impacts learning, the learner and the learning environment in his book Knowing Knowledge (2006). In it he explains that:
Connections provide the greatest value when they generate a certain type of content for the learner. It is not content in general that we want. We want content that is current, relevant, and contextually appropriate. Connections are the devices that enable this to occur. (p. 42)
|
With the almost ubiquitous use of the Internet along with the boom of wireless technologies, I have been drawn to facilitating learning using increased amounts of technology. Using technology does require a shift in structure and form of lesson design, but I have found that if I am careful in choosing tools that enable students to meet the learning goals, my philosophical positions do not have to be compromised. Despite Siemens’ conviction that “connections” are the devices that enable a user to get important and relevant information, it is imperative to examine that increased uses of interactive technologies may not necessarily translate into increased “feelings” of social connection. Sherry Turkle warns that unbridled use of technology and in particular social media, in fact may increase feelings of isolation (Turkle, 2012). I am both curious about the expansive possibilities and cautious about the potential pitfalls in moving to online forms of education but I have no doubt that one great strengths of living in the “connected world” is that increased connectivity potentially allows for more personalization in education.
My passion has always been to create learning sequences that provide choice and are tailored more personally to fit individual student need - something that I have found to be quite a challenge in synchronous, face-to-face learning environments with a high demand for all students to be covering the same curriculum at the same time, whether or not they have the necessary background or interest in the subject. I believe that true personalization depends quite crucially on two things: the student’s desire to want to know the information and my willingness to allow students the latitude to control the majority of their learning journeys. This is where I see technology driven, online learning systems able to make the greatest impact, if implemented thoughtfully and with purpose. Unfortunately my greater challenge may be to figure out how to re-create the hands-on, socially synergistic environment I love about face-to face educational environments, within the online learning experience. At present, my sense is that a gamified structure within a blended learning environment might just fit the bill!
References
Fraley, R. C. (2010) A brief overview of adult attachment theory and research, University of Illinois. Retrieved from https://internal.psychology.illinois.edu/~rcfraley/attachment.htm
Neufeld, G., & Mate, G. (2004). Hold onto your kids: why parents matter more than peers. Toronto, ON: Random House.
Parry, M. (August 29, 2010). “Online,bigger classes may be better classes.” Retrieved from Chronicle of Higher Education http://chronicle.com/article/Open-Teaching-When-the/124170
Siemens, G. (2006) Knowing Knowledge. Retreived from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
Turkle, S. (2012 February). Connected, but alone? [Video File]. Retrieved from http://www.ted.com/talks/sherry_turkle_alone_together?language=en
[1] An “Alternate setting” in British Columbia refers to an educational program that is provided to students who demonstrate difficulty with the structure of school and the content delivery styles typically available to the general population for the courses required for high school graduation. Alternate programs usually have a lower teacher to student ratio and an Educational Assistant to support the students as well.
My passion has always been to create learning sequences that provide choice and are tailored more personally to fit individual student need - something that I have found to be quite a challenge in synchronous, face-to-face learning environments with a high demand for all students to be covering the same curriculum at the same time, whether or not they have the necessary background or interest in the subject. I believe that true personalization depends quite crucially on two things: the student’s desire to want to know the information and my willingness to allow students the latitude to control the majority of their learning journeys. This is where I see technology driven, online learning systems able to make the greatest impact, if implemented thoughtfully and with purpose. Unfortunately my greater challenge may be to figure out how to re-create the hands-on, socially synergistic environment I love about face-to face educational environments, within the online learning experience. At present, my sense is that a gamified structure within a blended learning environment might just fit the bill!
References
Fraley, R. C. (2010) A brief overview of adult attachment theory and research, University of Illinois. Retrieved from https://internal.psychology.illinois.edu/~rcfraley/attachment.htm
Neufeld, G., & Mate, G. (2004). Hold onto your kids: why parents matter more than peers. Toronto, ON: Random House.
Parry, M. (August 29, 2010). “Online,bigger classes may be better classes.” Retrieved from Chronicle of Higher Education http://chronicle.com/article/Open-Teaching-When-the/124170
Siemens, G. (2006) Knowing Knowledge. Retreived from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
Turkle, S. (2012 February). Connected, but alone? [Video File]. Retrieved from http://www.ted.com/talks/sherry_turkle_alone_together?language=en
[1] An “Alternate setting” in British Columbia refers to an educational program that is provided to students who demonstrate difficulty with the structure of school and the content delivery styles typically available to the general population for the courses required for high school graduation. Alternate programs usually have a lower teacher to student ratio and an Educational Assistant to support the students as well.