It’s getting close to the end of the lecture series for my social media and my community media modules. It’s been a fascinating process to work through this year, as I’ve made some changes to the approach that I’ve brought to the learning opportunities. I’ve shifted from a ‘teaching’ style approach, to a ‘mentoring’ style. The main difference is that I’ve been using more reflexive and developmental approaches that emphasis self-directed learning and engagement, which give learners the opportunity to discover and explore new ideas and opportunities for social media practice.
We still seem to be dominated by ‘instruction’ as the main form of learning practice, especially when it comes to learning how to use media technologies and applications. This limits the focus of learning, in my experience to a ‘transactional’ approach that only recognises what people are able to undertake given the right instructions, whereas we might be serving the learners better if we can offer them opportunities to discover something about themselves in the process of learning?
This is a more open-ended approach, and it requires a less bounded and fixed view of the subject and the steps that might be involved for learners to gain mastery over that subject content. I’ve long thought of myself as a guide for learning, or a learning partner, who has a modicum of experience, but who in engaged in the same process of discovery and emergence that the less experienced learners are. This approach has its risks, in that learners can often feel that they are working in an unstructured process, however, if the process is well explained and is clearly recognisable, then learners can make the connections for themselves quite easily.
Last year I started off the first-year social media module by getting learners to play cards together in small groups. This had the advantage of learners being able to get to know each other, it took them away from the computer screens that they would otherwise be sitting at, and it gave them an opportunity to learn from each other’s experience. The simple process of learning to play cards is an incredibly effective way to impart knowledge and a sense of understanding of the rules of a game. Most learners pick card games up instinctively without giving it a second thought.
What I’ve tried to bring out in the module is a sense of social collaboration, so the coursework projects are designed around the idea that learners will form a social group who will undertake a social project, something that they can’t do virtually, but have to meet-up and interact with other people if it is to be successful. So there is a cake making group, a five-a-side football group, a film podcast group, a pub games group, and so on. The blogs that learners write about these activities are posted to the DIY-DMU site on the DMU Commons.
Underpinning this activity is a layer of reflection using blogs and social media posts that learners can use to explain and identify what works in their social activities and what they have learnt. This is a process of development in which learners are expected to post content as they go along, so that they can incorporate their experiences and the comments and feedback that they are receiving from other learners on the module. As this is a social activity learners can look at each other’s blogs and are able to make improvements and changes to their style of blogging based on what they have seen that other people are writing. It’s a very social way of learning that doesn’t require a heavy-handed teacher to be pushing learners to do thing in a specific way and in line with a set of regulations.
As part of the process of reflection I’ve asked learners to include a reflective video blog, lasting about two minutes, in which they tell me what they have learnt. A couple of weeks ago we spent some time in the workshop looking at how these kind of video blogs work, and how they are understood by people watching them. Things like body language, eye movement and relating an extended set of thoughts emerged as fascinating things to watch out for, and to learn from. I got this idea from the videos that I’ve been making myself to introduce and summarise the topics that are being discussed in the lectures each week. This is part of the DMU Universal Design for Learning scheme, which seeks to make learning as accessible as possible for learners.
It was a revelation to me that I gained and learnt from making these videos, as it’s almost impossible to get feedback from colleagues as to the suitability of the lecture content I’m producing. We are all pressed for time, and the informal reflexive conversations that we used to hold over a cup of tea are less likely to happen. So checking-in with myself by recording these videos each week has been a great help. Hopefully learners will find the techniques of video-blogging to be equally as useful and an effective way to enhance their self-directed learning.
It’s also been interesting to experiment with different sensory-based techniques of learning, such as the Talkaoke session that we held, and the play-dough session. The dominant mode of information delivery in most learning sessions tends to be auditory and visual. What has been interesting has been the introduction of kinaesthetic, modelling, schematic and discursive forms of learning that go beyond the simple and well-tired techniques of ‘chalk-and-talk’.
At the end of the day, what I’m trying to achieve is confidence in extended thinking. This is why I’m still a fan of hand-written exams, because it’s an opportunity to engage the hand and the brain in a different kind of thought process, one that brings out a deeper form of thinking that can’t be deflected so easily by interactive media, the cut-and-paste mentality of writing, and the always-on media consumption that is encouraged these days. Sitting and contemplating is a difficult thing to do, but if we learn how to do it well, then we gain maturity and become something more authentic in the process. People who can look at a situation, evaluate it and develop an analysis, rather than just accepting it at face value.
I’ve got some ideas of how I want to develop these forms of learning practice, so I’ll keep posting blogs and videos that explain how these might work and be incorporate into the modules in the future.
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