Friday, 20 August 2010

Learning Must Be A Current Experience!

I was interested in the article below albeit a little surprised that the educational arena is still struggling to get the message.

The same topics where being discussed here in Australia close to a decade ago, if not more.  In 2002 and then 2003, as one of the few and fortunate to be awarded a scholarship, as a Flexible Learning Leader, through the government initiative, of the Australian Flexible Learning Framework, teacher, lecturer, educator resistance to change was challenging to say the least.

Personally I find it tragic that in 2010 the same topics, the same problems still arise in our educational arena.
As educators, from the time of the advent of the internet, any who thought they were 'the sage on the stage', who spoke and through the power of 'osmosis',their 'teaching' would somehow, be captured in the brain of their charges, to be regurgitated by their charges in exams, were sadly mistaken.

The trouble educators have in letting go of the above notion is not just sad, it is intolerable.  Change occurs in the world that is a fact.  As educators we should be looking at embracing change and ensuring the currency of what we are offering is exactly that, current.  Our 'clients' deserve' current learning, not just in content but method, they deserve the experience of learning.

Is it not time, that our so called educators 'got it' and put in the effort to provide what is required?  Those who refuse, keep their heads in the sand should be ousted and replaced with those willing to embrace change and evolve with it.  Until then, the same debates and writings will continue, with little happening in reality

 Unlearning Teaching
  Will Richardson, Weblogg-ed
  One of the hardest sifts for teachers working with new
  technology is the realization that they are no longer
  central to their students' learning. They have to, in
  effect, unlearn how to teach. "Rather than teachers
  delivering an information product to be ‘consumed' and
  fed back by the student, co-creating value would see the
  teacher and student mutually involved in assembling and
  dissembling cultural products. As co-creators, both would
  add value to the capacity building work being done through
  the invitation to ‘meddle' and to make errors."
  Direct Link:

1 comment:

  1. Hi Jacinta! Very interesting content! Well done!


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