Regardless of the environment, humans are built to learn and activation of that learning begins with engagement.
Learning is a survival skill that is ingrained in us from birth. Children learn to communicate verbally and/or nonverbally simply through exposure, often without anyone defining the process to them. Why? Because it's useful and helps them survive. The first component in the process of learning is motive. Motive to spark curiosity. To focus, explore, observe, persevere. To commit experiences to memory and connect memories to outcomes. Without motive the entire process falls apart. With it engagement in the learning process begins. This is true of all learning regardless of modality. When developing online curriculum it is essential that we first motivate and engage our learners.
To efficiently and effectively address student needs, we must recognize and utilize the powerful assessment tools technology provides us.
Piaget’s understanding of learners led to a theory of constructivism, that learners build mental models by combining their observations and experiences with prior knowledge to understand the world around them. He stated that “Children are not empty vessels to be filled with knowledge (as traditional pedagogical theory has it), but active builders of knowledge” (Piaget as cited in Papert, 1999). A learner approaches learning with a lifetime of unique experiences that help shape their understanding of the world around them. Sometimes these experiences help, sometimes they create deeply ingrained misconceptions that need to be addressed affecting conceptual change. During online learning it is essential that we assess our students to understand where our students are coming from as well as where they are going.
The first step for students to learn new concepts is for the teacher to find out what students think about an idea and why (Center, 2015). This conceptual change means that before even considering ways to teach new concepts, educators need information about their students. They need data. Through online learning technology teachers are equipped with tools to quickly assess student knowledge to better inform and guide their instruction.
Collecting anecdotal records, student work samples, portfolios, student interviews, checklists, and homework assignments are all examples of quantitative data being used in formative ways to find and address misconceptions in student mental models. These formative assessments help us collect qualitative data to affect conceptual change before and during learning. Online learning environments are ripe with opportunities to assess and learn about our students and we must not forget the importance of understanding the student for the purpose of driving their educational instruction.
The research of Benjamin Bloom (Armstrong, 2017), Norman Webb (Fransis, 2016), and countless others has guided us educators to better understand what “understanding” truly is. Educators consider spectrums of understanding with depth levels that can be assessed by creating carefully crafted questions and grouping them by learning targets to create quality assessments. These quality summative assessments not only gauge if a student knows content, but effectively determine to what degree they understand the concepts involved. Quality assessments that seek to truly measure and report a student's understanding of a concept are key to all learning. Modern technology tools allow online instructors the ability to properly assess students and develop individualized learning plans..
Relationships are just as important in an online class.
Human's seek connections. Connections to learn and connections to feel included. The climate and culture in an online learning environment is just as important as in any other learning environment. A pitfall to online learning is to assume that learners do not need to build relationships because of the modality. I believe the opposite is true. It is the responsibility of online instructors to facilitate activities that provide opportunities for students to share about themselves and learn about their classmates. It creates a culture of understanding and grace where all learners have the opportunity to thrive regardless of outside influences. Online instructors need to plan and structure their learning environment in ways that promote positive relationships and collaboration amongst students and instructors.
The only constant in education is change and with that change comes an obligation to adapt to best meet the future needs of our students.
The science of teaching is similar to many other sciences in that it is continuously adapting. In my 10 years of experience the only thing constant in education is change. Teachers are consistently honing their craft in a strive for perfection. Just as a passionate sculptor might make fine adjustments to how they hold their tools to improve their craft, teachers adjust their teaching tools and strategies to better prepare their students for an ever changing future. For teachers, this is the way.
Major changes in education are often driven by advances in science coupled with the progressive thinking of pioneers in the study of learning. Bransford et al. (2000) state that “The emerging science of learning underscores the importance of rethinking what is taught, how it is taught, and how learning is assessed.” (p. 14) Why is it that as we study, and better understand learning, we need to rethink the strategies and approaches to teaching? This is because we are equipped with new knowledge, new tools, and new needs. If we continue doing the same things over and over, they will enter the world ill equipped and only prepared to tackle yesterday’s challenges.
References
Armstrong, P. (2017). Bloom's taxonomy. https://cft.vanderbilt.edu/guides-sub-
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind,
experience, and school. National Academy Press. http://www.nap.edu/openbook.php?
Center, S.S.E. (2015, June 15). Good Thinking! - Conceptual Change: How New Ideas Take
Root [Video]. YouTube.https://www.youtube.com/watchv=N3a_4471DEU&feature=
Francis, E. (2016). What Exactly is Depth of Knowledge.
Papert, S. (1999, March 29). Papert on Piaget.
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