To what extent have the teaching practices you encountered and your own ways of behaving as a learner influenced the ways in which you now support the learning of others?
I believe I like to give students as much choice as possible based on my desire to have choice over how I learn something, and my awareness of different preferences.
How have your practices (as a learner and/or as a supporter of learning) changed over time, particularly in terms of your use of various digital technologies and resources?
Very much, simply due to the availability of digital technologies I have embraced the information revolution and because it is so accessible, I do not need to leave the house/office etc to find what I need I generally use e-resources much more than other types of resource.
Can you derive any useful lessons from your personal experiences about the impact of technologies upon teaching and learning practices?
Give more variety to students, ensure it is enjoyable. Don't think everyone likes what I like.
I found this exercise revealing in that during undergraduate study, I found the resources to be prescriptive to an extent, and as Sharon said, expectations went as far as the use the physical library books, journals and databases.
What is interesting is that when I have undertaken informal learning and had the choice over what resources to use, I've obviously picked resources that suit me such as the internet.
So, as I now develop support tools for MBA students I like to create a range of media to help them and for example, am in the process of converted our print based VLE guides into video demonstrations so students have the choice of - trial and error, printed guide, animated guide and a face-to-face guide, thus giving them choice.
Some comments from the forum that interested me:
Frauke -
Both my formal study experience and my initial teaching experience in adult education and HE were very much tutor-led with very little self-determination on the part of the learner.
Observing my son in his first year at primary school, I am learning that it is beneficial to make available materials in a variety of ways but technology isn't everything.
Paul -
I'm not convinced that we actually needed to "see" the lecture in order to to get the required result.
Simon A -
I agree too, there is a tendency to offer online equivalents of traditional teaching modes. However, the difference for me receiving these resources online is the activities and group learning that is associated with them. I can only cite my experience on this and two other MAODE courses, but I feel that a greater sense of communality when using resources online. My recollection of face-to-face lectures was that, other than a brief opportunity to pose questions at the end of the session, the knowledge passed on to me was left for individual digestion, often only externalized in written form (lecture notes or an essay). By contrast, the podcasts and webcasts offered to me online make the most of the social environment they are delivered in, encouraging me to reflect and talk about them. One of the reasons why I think this works better is the asynchronous nature of distance learning. Everyone has longer to digest, respond and reflect on content.
Sharon -
My formal learning was very teacher-focused - lots of lectures with minimal student interaction.
As an undergraduate student, we were required to use printed library resources as the source for essays. The first student to the library would inevitably take everything out on loan, leaving the rest of us stuck without resources
The internet has put an end to that frustration thanks to online libraries and electronic resources.
Too often we end up simply offering an online equivalent of a lecture, especially with the current trend for podcasting.
