This article really struck a chord with me today. I had a challenging day at work and left feeling disheartened. The role of a high school teacher is not only stressful but draining. Unlike the complexity of having hundreds of students on a MOOC, high school students aren’t always motivated or self-directed learners. Every class profile is different and most have a variety of learning needs. You feel obliged to save every pupil and try your best to ensure that they have the knowledge and understanding (K&U) of the subject. It is times like these where I feel the use of a ‘flipped’ classroom with lessons or resources available online could provide more time and free class time for teacher-led discussions to solidify learning. Yes, we would need to rely on the pupil to have watched or read the resources online but the conversation could takes place in a social and peer learning environment where the teacher can assess their K&U in the classroom. The online process could also create a communal environment where pupils who may not be confident to speak in public would be inclined to share thoughts and information to each other behind a keyboard. In return the teacher can monitor discussion and observe process and engagement.
Bayne, S. (2014) What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology, DOI: 10.1080/17439884.2014.915851 (journal article)
Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning, Media an dTechnology, 40(3), 247-250. DOI:10.1080/17439884.2015.1065272
Stewart, B., (2013). Massiveness + Openness = New Literacies of Participation? MERLOT Journal of Online Learning and Technology, 9(2), pp.228–238.
— Linzi McLagan (@LinziMclagan) March 3, 2017