Well that was interesting I have to say. Only a tiny number of students noticed my silence and the absense of resources, readings and communication between week 5 and 6 – no reminder about room location… two asked me at the beginning of week 6 session where the resources were and a said afterwards that they had noticed that they were not there… and while some did notice… did anybody understand what the purpose of this excercise was? What was I trying to do?
There is a very good reason why I do and don’t do things on this programme and why we use different learning spaces and move around the campus and beyond into virtual spaces as well. If you haven’t made the connection yet, I am inviting you know to think about it now.
Just including below my favourite video from week 5 before I forget when we brought our action learning set flipped classroom task “learning theories via editing wikipedia” together via a collaborative mindmapping activity.
Ok, back to week 6 now…
What did I learn and more questions!
I learnt that my students have very different views when it comes to large and small group teaching and the appropiateness of more interactive learning experiences. Some very very traditional or dare I say conservative views surfaced ( we could have organised a proper debate and that was indeed a missed opportunity, but we still can do this online in our community space). It seems that there are some students who feel that creating opportunities for interaction during a traditional lecture is really problematic… and not really the place for it! I also heard my students who are teachers, saying that students expect a lecture when they arrive at a lecture, which I understood means that the students are quiet and listen and perhaps take notes while the lecturer does all the work? Do students expect this because this is normality or do they expect it because it is better for them? And if it is normality and they expect it, should they really get it if we are convinced that it is not that good for them? Content is everywhere. Why would they come to us to hear some of the stuff they could find elsewhere and access in their own time? What is it that they don’t get when we are not together in the classroom? Shouldn’t we really focus on what students can’t do when they are outside the classroom? We know that learning happens everywhere and most learning does indeed happen outside the classroom. So how can or should we use the time we spend together with our students in a more meaningful way so that our students get the most from them?
Remember! Less is more! Focus on uncovering instead of covering. If you want to make your students think and help them learn, create the right conditions to let the mind wonder and wander and make discoveries.
Remember! Using PBL next week! We will be learning about assessment and feedback via PBL. Will it work? There is only one way to find out 😉