Topic #1- Privacy and Human-Centered Learning

  Each reading this week opened my eyes to not only the benefits of online and blended learning but the negatives as well. Some online applications do not have much privacy and the information needed for these sites can be discriminatory (Regan & Jesse, 2019). I feel unsettled at the fact that so many websites and apps have unneeded information about me. I think back to surveys I have done or social media apps I had to fill in personal information for, did they really need all this information? The articles we read provided insight into why we use technology which made me feel more comfortable.

            The last article we were asked to read this week really spoke volumes in terms of the benefits of blended learning. It reminded me that, especially during today’s age, incorporating online and other forms of learning are extremely important to get the most out of one’s learning. As a future teacher, I am supposed to be well trained on the new ways of learning in the digital age, and courses like this one, EDCI 339 provides the knowledge that I need in order to better serve my students.

                The idea of learning communities in the classroom allows for all students to listen and communicate with one another respectfully. Online discussions in these communities also allow students to reflect and understand the materials deeper (Wang & Chen, 2010). High school and university students know what is expected when in a learning community without the need for ground rules. They read or listen and respond to their peers’ ideas by building on them to construct new meaning and a better sense of their knowledge (Vaughan et al., 2013). On the other hand, as I am always thinking of younger grades as I am wanting to teach elementary, that in order for a learning community of inquiry to flourish there needs to be ground rules put into place and a facilitator whether that is the teacher or a student (Wang & Chen, 2010). Students can take on the responsibility as facilitators in online settings to provide a safe environment for students to share their opinions without the worry of the teacher (Wang & Chen, 2010). Setting ground rules and having a clear objective for the facilitation of the learning communities would give direction and promote student autonomy (Wang & Chen, 2010) thus providing better learning. Depending on the age and group of students, various ground rules can be put into place. Examples include phrases like “I agree with you because” or “I disagree because” (Patterson, 2016) or they can also be reminders like “actively listen to your peers” or “respect each other’s opinions”. In my opinion, young students benefit from directional phrases and reminders. These can be posted online or on the classroom wall.

               Overall, blended learning and learning communities provide students with more opportunities for a deeper understanding of their learning. Without a sense of connection, learning fails to reach deeper than the surface (Wang & Chen, 2010) thus students should connect with their peers and their teacher in all settings.

References:

Patterson, E. W. (2016). Exploratory talk in the early years: Analysing exploratory talk in collaborative group activities involving younger learners. Education 3-13,46(3), 264-276. doi:10.1080/03004279.2016.1243141

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.

Wang, Y., & Chen, D., (2010) Promoting spontaneous facilitation in online discussions: designing object and ground rules, Educational Media International, 47:3, 247-262, DOI: 10.1080/09523987.2010.518817

*photos are taken from Unsplash