OLDaily article on “Toward a Model of Experiential E-Learning”.  Source:  http://jolt.merlot.org/vol3no3/hannum.htm

This particular article relates very well to the information discussed in Chapter 7 of the Kearsley text.  In this article, the author brings up the point that in order to make e-learning successful, the designers need to step away from the traditional learning model (i.e. lecture) and design the courses to be more student-based learning.  The first time that I heard of student-centered learning was in a course called “Effective Classroom Instruction” at MSU.  The class taught us to use strategies like KWL’s, acrostics, and jigsaw; but these strategies are just an extention of teacher-based learning.  Experiential learning is more like what learning should be: “students and teachers become more effective change agents, develop a sense of belonging to a community, and master both skills and knowledge. In an experientially-infused e-learning course, students and teachers do much the same. In placing the emphasis on student experience, teachers design and cultivate environments in which direct instruction serves only to support student learning. Students engage in multiple forms of active learning in authentic settings, draw on their individual and/or collective experiences, and make connections between lessons covered and situations they expect to face in the future; they experience, share, process, generalize, and enact their learning. Teachers create opportunities for students to reflect on their experiences in order to assure assimilation but, again, learners themselves are at the very center of this model.”

In order to make experiential learning to work, we need more involved teachers who are trained in using the new technologies and resources out there to make learning happen.  As members of this class, we are gaining the skills necessary to lead this new way of teaching.  One thing I love about teachers as a group is that they love to “steal” ideas.  Once they see some activity that worked for another teacher, they use it in their classroom, and the ideas get passed on.  They get presented at conferences and classroom activities become more enjoyable.

Source:  http://www.educause.edu/ir/library/pdf/SAC07001.pdf

The OLDaily article that I chose to read and review was the Clair Maple article.  This article is written from the perspective of someone who is at the postsecondary level, but I found several points that applied to the secondary level.  The first point I found significant was that we are in an interdependent world and that we, as teachers, need to rethink how we are teaching our students.  This is happening at the high school level as well.  Teachers are struggling to incorporate technology into the classroom and still teach the content that they are required to teach.  Sometimes, it ends up that teachers are only using technology for technology’s sake and do not make it meaningful. 

The article also points out that the purpose of education is shifting and expanding, and likewise, teachers need to adapt to fit this shift.  This requires teachers to become learners again (although we hope they have never stopped).  I think of the motto of my district, which is “The mission of the Powell County School System is commitment to preparing and inspiring all students to be life-long learners who are self sufficient, responsible and productive members of our community.”  Like the mottos of the post-secondary schools she mentions, they have been adapted to fit the global communications model.   

Another point the article brings out is that while schools are using technology to facilitate learning, there is still the problem of students not being proficient in mathematics, writing, and critical thinking skills.  We at the secondary level are fighting this battle every day.  Of course, everyone plays the blame game, (high school teachers blame middle school teachers, etc.), I feel the problem lies with the lack of communication between the different levels of education.  If these groups could get together and discuss expectations and design activities that are inquiry-based, students would be better prepared for post-secondary education.   Often times, teachers give worksheets and have students complete them with little time devoted to additional activities like projects to enhance student learning.  This is due to time constraints and meeting the challenge of the program of studies.  Little time is devoted to using questioning strategies.  Collaborative projects, which are meant to enhance student learning, are also often for the sake of doing a collaborative project, meeting a short term goal.   

Answering the question of how to make students better learners is difficult.  The levels of learning mentioned in the article go hand-in-hand with Bloom’s Taxonomy.  I feel like most classrooms only reach the first two levels because of the pressures of state testing (teaching to the test).  Concentrating on math, writing, and critical thinking at every level of education (K-12) is one way to gear students towards being better thinkers and learners.  Reading this article was thought provoking, and for me, has brought about more questions than answers.  I am going to talk with our district curriculum specialist to see if there are any plans to vertically align the curriculum in our district.  This will be a first step in meeting the questions raised in this article.