The Changing Notion of Teaching and Learning in the Digital Age PDF

Topic  The Changing Notion of 1 Teaching and Learning in the Digital Age LEARNING OUTCOMES By the end of this topic, you should be able to:...

Topic  The Changing Notion of 1 Teaching and Learning in the Digital Age LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Define ecologies in the digital era; 2. Describe how to manage the changing roles and pedagogies; 3. Identify various paradigm shifts in teaching and learning in the digital era; and 4. Explain the meaning of lifelong learning.  INTRODUCTION Looking back, say 20 years ago ă there were no smartphones, no cloud computing, no tablet computers and many other types of equipment we use today. The Internet then was expensive and limited to a selected group of people. Computers were also expensive, and not everyone could afford to buy one. Now, almost everyone has a smartphone! The Internet and computers have become working tools for everyone, just like your pen and pencil. Copyright © Open University Malaysia (OUM) 2  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE Information and communication technology (ICT) has grown rapidly and has changed the way people work. Bill Gates once advised that education and the workplace in the 21st century cannot follow the methods, systems and technologies of the 20th century. Instead, education and the workplace in the 21st century should be using the new knowledge ecologies of the 21st century. Let us look at what these knowledge ecologies of the 21st century are all about. 1.1 NEW KNOWLEDGE ECOLOGIES IN THE DIGITAL ERA Ecology can be defined as the relationship between an organism and the environment. Therefore, knowledge ecology can be defined as learning and the digital environment of the 21st century. What does it mean when we say that the learning ecology of today has changed? It simply means that the main sources of knowledge and information (learning) are no longer our universities or schools, experts or teachers, but everywhere (including cyberspace)! In cyberspace, there are millions of websites and equally millions of articles as well as tens of millions of data and other information that can be accessed anytime, anywhere! We can access knowledge and information from our computer, iPad, smartphone, and any interactive communication facilities available. We can easily chat and discuss learning with fellow teachers and with our students. We can teach even though we are very far away from each other. With technology, like the popular saying, „the world is our oyster‰. Changes in the way teaching and learning can be conducted requires a relook at the theories to explain the impact of technology in our education system. George Siemens, an education expert from the University of Manitoba, Canada, and now Athabasca University, identifies various trends in the information technology of the 21st century as follows (Siemens, 2004): (a) Students will not be studying only one discipline but various disciplines and in various fields of knowledge; (b) Formal learning, although still necessary, will not be the only way of learning. In its place, learning will take place through different ways ă through the Internet, video-conferencing, forums, practical training and many other modes; Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  3 DIGITAL AGE (c) Learning will be an ongoing process, and a „journey‰. Activities related to learning and work will no longer be separated but coordinated; (d) ICT will help shape our thinking; and (e) Much of learning can and will be supported by ICT. From these trends, George Siemens identified connectivism as a new idea to explain teaching and learning in the digital era. 1.1.1 Connectivism Connectivism as a learning theory is understood as a process that occurs within the environment. The theory posits that learning can be unclear and is not entirely under the control of an individual (Siemens, 2004). In connectivism, learning is no longer „in a straight line‰. Connectivism is driven by the understanding that new information is being continuously acquired. The ability to differentiate between important and unimportant data is vital; so too, the ability to recognise when new information has changed, to enable us to make new decisions. There are eight principles of connectivism, which are: (a) There is diversity in learning and knowledge; (b) Learning is a process of connecting the sources of information; (c) Learning can occur outside of the human self (may reside in non-human appliances/equipment); (d) The ability to know more is more important than what is currently known; (e) Encouraging and maintaining connections is needed to make learning happen; (f) The ability to see connections between ideas and concepts is a core skill; (g) Connectivist learning activities are current and up-to-date; and (h) Decision-making is a learning process. A correct answer now can be wrong tomorrow due to a change of the „environment‰ of information that influences the decision. Copyright © Open University Malaysia (OUM) 4  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE SELF-CHECK 1.1 1. Describe what you understand by „the new knowledge ecology of the digital era‰. How does the new knowledge ecology of the digital era affect society? 2. Explain what you understand by connectivism. 3. Before reading 1.1.2, can you think of any implications connectivism can have on teaching and learning? ACTIVITY 1.1 Are teachers today prepared for the new knowledge ecology of the digital era? If yes, how so? If no, why not? Share your answer with your coursemates in the myINSPIRE online forum. 1.1.2 Implications of Connectivism Connectivism has implications for all aspects of life. According to Siemens (2004): (a) An idea that is considered „different‰ today will someday be part of everyday life. The ability of organisations (of which school is an organisation) to encourage, foster and synthesise various interpretations of information is essential for survival in the digital era; (b) The challenge for organisations and governments is to ensure open and real-time access to media services, news and information; and (c) The design of the learning environment has changed with connectivism as a learning model; it is like a „tectonic shift‰ in society where learning is no longer an individual activity. The way people work and function have changed with advances in ICT. Therefore, education cannot be too slow to recognise and adapt to the impact of these „new tools‰ to make changes in the learning environment and give new meaning to learning. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  5 DIGITAL AGE 1.2 MANAGING CHANGE: RETHINKING ROLES AND PEDAGOGIES New ideas for learning are sure to impact teaching and learning. Teachers and students need to understand that the development of knowledge is no longer a monopoly of one person or an expert. Teachers need to understand that their students can easily access a variety of online sources of knowledge anywhere in the world and they can interact together to develop new knowledge. Teachers need to make adjustments to traditional ways of teaching and learning, and understand how students operate in universities and schools; for example, information storage and recall can now be taken over by computer technology. 1.2.1 Paradigm Shift in Learning in the Digital Era According to Kim (2002), there are three paradigm shifts, which are described in Table 1.1. Table 1.1: Three Paradigm Shifts in the Digital Era Paradigm Shifts Description Learning is centred on  Traditionally, learning was assumed to flow like traffic on search and discovery a „one-way street‰, where students listened passively and accepted what the teacher said. The teacher was regarded as the „expert‰ and authority in the classroom. However, in the digital era, students are encouraged to be actively seeking knowledge through various sources. They take responsibility for their own learning. Learning activities are authentic (real-life) and stimulating, motivating students to acquire knowledge that is practical for their future context and circumstances. Learning emphasises Ć In the digital era, student learning emphasises creativity and exploration, discovery, inquiry, creativity and the initiative construction of knowledge as opposed to memorisation and repetition. Ć Teachers are encouraged to be flexible and to develop creative approaches to planning and teaching. What we want are students who are able to use their creativity and initiative to solve and meet complex challenges. Copyright © Open University Malaysia (OUM) 6  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE Learning emphasises  It is essential to allow students the opportunity to interact interaction and and collaborate while learning. Instructions need to be collaboration planned so that interaction happens not only between students but also between students and technology. Teachers need to provide students with aspects of „real‰ issues and problems. Through interacting and collaborating, students experience sharing and working together. 1.2.2 New Roles for Teachers Teachers have new roles to play in the paradigm shift (Kim, 2002), as shown in Table 1.2. Table 1.2: TeachersÊ Roles in the Three Paradigm Shifts TeachersÊ Roles Description Change enabler  The teacher is no longer the expert, but is the change enabler instead. Teachers are no longer the expert. Instead, a teacherÊs role needs to shift from a „knowledge provider‰ to someone who encourages and helps students construct new knowledge needed for their future. As a change enabler, the teacher helps students build their visions for the future, encourages leadership, and guides them towards their own self-development. Knowledge navigator  With the advancement of technology, especially with cloud computing, storage of data and information can happen anywhere. This has allowed people to network and share information. In such an environment, a teacher can no longer be the sole-keeper of knowledge or the „super-brain‰ that serves as the source of knowledge. Instead, the teacher can serve as a „knowledge navigator‰ to show and teach students where and how to find information. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  7 DIGITAL AGE Learning consultant Ć Teachers, now and in the future, are content specialists of their subject matter. They play important roles to identify issues that their students may face and try to facilitate effective learning. They are like a „learning consultant‰. For such a role, teachers require the necessary teaching skills ă the methodology of teaching, planning skills, questioning skills, facilitating appropriate teaching strategies, motivating and much more. However, in the digital era, teachers are also required to have digital skills ă to search, evaluate, edit and process using ICT. Ć Teachers must also be skilful in using the various social media available as part of their teaching repertoire. 1.3 TEACHING AND LEARNING IN AN ODL ENVIRONMENT Open and distance learning (ODL) is defined as an education system that is provided to students who are not physically „on site‰ ă meaning that students do not attend traditional and formal classrooms. ODL, which places pedagogy together with technology, is an instructional design system that supports students who are self-determined and independent. Because students are self- directed in their motivation to learn, ODL gives some flexibility and control to the students as to how, when and where they wish to learn. Although ODL allows for flexibility, ODL is not similar to informal learning which lacks external support. ODL, which is sometimes called e-learning, uses a unique distance education delivery method aided by ICT and supported by academic staff trained in the ODL environment. Copyright © Open University Malaysia (OUM) 8  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE 1.3.1 Basic System in an ODL Environment ODL uses synchronous and asynchronous technology. Synchronous technology means that students are „present‰ at the same time to interact among themselves or with their teacher even though everyone may be far apart. A set time needs to be made to ensure that everyone is „present‰. This is made possible with Web-based VoIP (Voice over Internet Protocol), telephone, video conferencing, or live streaming (such as Skype, refer to Figure 1.1). Figure 1.1: An example of web communication ă Skype Source: http://phuddukhata.com/skype-4-1-0-166/ When students can access study materials as and when they want to (also known as online delivery), this is called the asynchronous technology. Students do not have to be together, but yet they can keep in contact with each other or with their teacher. This is made possible through message board forums, e-mail, recorded video, print materials, or voice mail/fax. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  9 DIGITAL AGE 1.3.2 Online Teaching and Learning Online teaching requires a lot of the same pedagogical skills as face to face teaching. The lesson must have clear learning objectives and learning outcomes and activities that can actively involve students. The teacher should also create a learning environment that provides opportunities for the students to interact. Frequent feedback must also be given („e-learning‰, n.d.). The work involved in online teaching can be quite heavy. Many teachers may find it difficult to cope with studentsÊ postings and replies. Some teachers find it hard to communicate with their students when they cannot see them face-to-face. Teachers also need to develop writing skills to communicate effectively in an online environment („e-learning‰, n.d.). The following aspects should be considered when teaching and learning through ODL („e-learning‰ n.d.): (a) Are expectations, programme policies and timelines made clear? (b) Are other students in the same programme known to each other to generate interaction when the programme progresses? (c) Are discussions encouraged? (d) Are diverse learning styles accommodated, that is, are the ICT capabilities of the Internet used appropriately (for example, video clips, sound files and visuals)? (e) Are the activities stimulating and can they develop higher-order thinking skills (for example, the use of case studies, compare and contrast activities, debates, role-playing exercises)? (f) Are assessments sufficiently carried out so that students can monitor their own learning (for example, study questions, sample answers, assessment guidelines, „authentic‰ assessments using real-world examples, multiple assessment strategies in addition to quizzes, papers, and exams, self- assessment and peer feedback)? Copyright © Open University Malaysia (OUM) 10  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE 1.4 TEACHING FOR LIFELONG LEARNING Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfilment and to improve the quality of their lives. (Dunlap & Grabinger, 2003) Lifelong learning is the search for knowledge, for personal or professional development, on a voluntary and self-directed basis. It is the process of continuous learning that motivates and empowers individuals to appreciate life and to face its challenges (Hargreaves, 2004). An OECD (2001) report suggests that lifelong learning combines „learningful work‰, „learningful play‰, and „learningful community life‰. Learning is no longer separated into age phases or into institutional forms called schools and colleges. The report further adds that teachers play important roles in promoting lifelong learning among their students by implementing changes in the way they approach their teaching and their studentsÊ learning. Dunlap and Grabinger (2003) suggest that to help students to upgrade their skills and knowledge continually, teachers need to use teaching approaches that can help students to be self-motivated and self-directed. They also suggest that with proper assistance from their teachers, students will have the capacity to develop their self-directed learning, metacognitive awareness and desire towards lifelong learning (Dunlap & Grabinger, 2003). Let us understand better what these three capacities are. 1.4.1 Self-directed Learning Knowles (1975, p. 18) has this to say about self-directed learning: (It is) the process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formatting learning goals, identifying human and material resources for learning, choosing and implementing learning strategies, and evaluating learning outcomes. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  11 DIGITAL AGE Teachers can greatly help students towards self-directed learning. The following are some self-directed learning activities that teachers should include (Dunlap & Garbinger, 2003): (a) Identify learning needs; (b) Ensure that learning objectives and outcomes are well-established to address the learning needs; (c) Prepare action plans and timelines to guide learning activities; (d) Prepare the necessary resources for students to find and use for problem- solving; and (e) Help students apply information to the given problems or issues. 1.4.2 Metacognitive Awareness Metacognitive awareness is the studentsÊ own understanding of their own intellectual processes to control and further develop it. Students with well-developed metacognitive awareness generally are also good at problem solving. Moreover, students with metacognitive awareness are able to perform the following activities (Dunlap & Garbinger, 2003): (a) Consciously take control of their own learning; (b) Ability to plan and select learning strategies; (c) Use self-assessment to evaluate their own learning strategies; (d) Ability to adjust to their own learning behaviours; and (e) Use self-reflection on their own learning. 1.4.3 Desire towards Lifelong Learning Although teachers can greatly help their students towards the desire for lifelong learning, students must still want and desire to engage in it. Students who are generally more ready to accept lifelong learning show the following characteristics (Dunlap & Garbinger, 2003): (a) Willing to admit mistakes and to learn from them; (b) Always wanting to build new knowledge from existing knowledge; Copyright © Open University Malaysia (OUM) 12  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE (c) Take responsibility for their own learning; (d) Seek deep understanding and not interested in mere memorisation; (e) See learning as an ongoing activity and not just something that happens in schools; (f) Have internal motivation to learn without being asked or forced to; and (g) Do not give up easily. Teachers must try to provide opportunities for students to develop their capacity for self-directed learning, awareness of their metacognitive processes, and have a desire towards continuous learning. How can you as a teacher facilitate such capacities? The following subtopic will try to answer the question. 1.4.4 Features to Facilitate the Capacity for Lifelong Learning There are several features that a teacher should do to help facilitate their studentsÊ capacity for lifelong learning as shown in Figure 1.2. Figure 1.2: Four features for teachers to facilitate their studentsÊ capacity for lifelong learning Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  13 DIGITAL AGE Let us now discuss the features in greater detail. (a) Develop StudentsÊ Responsibility Students who are responsible for their learning are purposeful and active. Teachers can encourage students by: (i) Understanding what the students know and do not know about a topic; (ii) Having specific and clear learning objectives and learning outcomes; (iii) Posing problems, issues and questions that enable them to think critically and creatively; (iv) Helping students plan their learning; (v) Setting timelines for completion of the learning objectives; and (vi) Helping students with resources that they will need to complete the learning tasks. (b) Encourage Reflection In encouraging reflection, teachers will: (i) Ask students to keep journals and diaries; (ii) Encourage students to self-evaluate through checklists; (iii) Help students to focus on their thinking processes; (iv) Provide activities that can test and challenge their knowledge; and (v) Ask students to describe their thinking, their learning, and how they make decisions. Copyright © Open University Malaysia (OUM) 14  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE (c) Encourage Cooperation and Collaboration Through cooperation and collaborative work, students will: (i) Learn to share ideas, communicate and work together; (ii) Brainstorm solutions; (iii) Debate and critically argue through problems; (iv) Challenge each otherÊs knowledge; (v) Teach each other; (vi) Learn negotiation skills; and (vii) Evaluate, assess and review each otherÊs work. (d) Provide Motivating and Interesting Learning Activities Examples of motivating and interesting learning activities are those that: (i) Relate learning to real-life situations in studentsÊ lives; (ii) Give problems, issues and questions to solve that are authentic (real, or those that students encounter in their everyday lives); and (iii) Ask students to build products (a presentation, model, webpage, etc.) to show how they solve problems and issues. 1.4.5 Conclusion of Teaching for Lifelong Learning Lifelong learning is necessary for students to continuously achieve the high level of skills, knowledge and flexibility to work and function effectively in the 21st century (English & Seath, 1998). You, teachers, have the ability to help your students upgrade their skills and knowledge through the use of effective teaching methodologies, approaches and through the use of ICT. In the following topics of this module, you will better understand different theories and approaches to teaching that can nurture the development of lifelong learning skills among your students. You will want to engage your students in authentic student-centred learning experiences where they take responsibility for their own learning decisions and processes. These methods, strategies, techniques and approaches will ultimately promote your studentsÊ understanding of and engagement in lifelong learning. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  15 DIGITAL AGE SELF-CHECK 1.2 1. What are the three capacities that Dunlap and Grabinget (2003) suggest that teachers can help their students develop? 2. What can teachers do to facilitate their studentsÊ motivation towards lifelong learning? ACTIVITY 1.2 Do you think that studentsÊ lifelong learning efforts combined with ICT are an opportunity for change or do you think that lifelong learning and ICT diminishes a teacherÊs identity and role, and that school is no longer a place of learning? Discuss with your coursemates in the myINSPIRE online forum.  The knowledge ecology of the digital age has brought about changes in how teachers teach and students learn. Teachers are no longer the sole provider of knowledge and studentsÊ learning environment is also no longer limited to universities or schools.  Knowledge acquisition has become more diverse which makes it necessary for teachers to use information communication technology with traditional teaching methodologies.  Connectivism is a learning theory to help us understand the current knowledge ecology. Connectivism is driven by the understanding that new information is continuously being acquired.  Changes in how teachers teach and students learn, call for a paradigm shift: learning is centred on search and discovery; learning emphasises creativity and initiative; and learning emphasises collaboration and interaction. TeachersÊ roles in the paradigm shift include being a change enabler, knowledge navigator, and learning consultant. Copyright © Open University Malaysia (OUM) 16  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE DIGITAL AGE  ODL enables teachers to teach and students to learn even though they are far apart from each other. ODL uses synchronous and asynchronous technology.  Students who adopt lifelong learning tendencies are self-directed in their own learning, are aware of their metacognitive capability, and continuously desire to engage in lifelong learning.  Teachers can help facilitate studentsÊ lifelong learning by developing their sense of responsibility, providing motivating and interesting activities, encouraging cooperative and collaborative work, and encouraging self- reflection. Asynchronous technology Lifelong learning Change enabler Metacognitive awareness Connectivism Open and distance learning (ODL) Digital era Paradigm shift Knowledge ecology Self-directed learning Knowledge navigator Synchronous technology Learning consultant Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6ă25. E-leaning: Higher Ed in a Web 2.0 World. (n.d.). Retrieved August 1, 2011, from http://www.columbia.edu/cu/tat/pdfs/e-learning.pdf English, H., & Seath, I. (1998). Lifelong learning: The essential guide. Somerset, England: TEC and TQMI. Hargreaves, D. H. (2004). Learning for life: The foundations of lifelong learning. Bristol, England: Policy Press. Copyright © Open University Malaysia (OUM)  TOPIC 1 THE CHANGING NOTION OF TEACHING AND LEARNING IN THE  17 DIGITAL AGE Kim, C. Y. (2002). Teachers in digital knowledge-based society: New roles and vision. Asia Pacific Education Review, 3(2), 144ă148. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press. OECD. (2001). What schools for the future? Paris, France: OECD. Siemens, G. (2004). A learning theory for the digital age. Retrieved August 1, 2011, from http://www.elearnspace.org/Articles/connectivism.htm Copyright © Open University Malaysia (OUM)