Online Resource: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?hid=112&sid=3bb1d264-e177-4bc1-a538-264d61ddfdf5%40sessionmgr115&vid=6
This week’s readings focus on how we need to make our online environments capable of providing “the support and ability to dialogue and critically reflect on the material presented, as well as on the self” so that we encourage transformative learning (Palloff & Pratt, 2007, p. 185). Transformative learning is an important part of constructivism because it is where students make meaning of the information they have gathered and processed so far. This often happens when students encounter “disorienting dilemmas” where their beliefs or knowledge are challenged (Palloff & Pratt, 2007). Just getting involved in an online class could cause this for many students, so as a facilitator of an online class it is important to understand this, encourage it and provide an outlet for reflection and discussion. One major reflection piece in an online course is evaluation and student assessment both summative and formative. These evaluation tools are important in the reflection and growth process both for students and teachers/institutions. Feedback given can help both get a fresh perspective on their methods and outcomes.
The article I read this week by Doering introduced the concept of “adventure learning” or AL and how its function is to “provide students with opportunities to explore real world issues through authentic learning experiences within collaborative learning environments” (2006, p.2). This program was K-12 but functions very much like the adult online learning communities we have studied where everyone is responsible for gathering and constructing knowledge through reflection, collaboration, discussion, and research. AL can be a lot of things but all the “lessons” should be online, include collaboration, relate to a real world problem, and have a solid curriculum component. These sites or units are really made to help students learn together using their strengths, ability to gather information, and their ability to communicate to solve real world problems which will ultimately prepare them for life. Teachers and experts would be there to help guide and facilitate the class by helping with technology issues and pointing out where to find information, but students would ultimately be responsible for their own learning and the learning of the others on the “adventure” with them.
One of the main similarities between the two readings was their emphasis on transformative learning. Both authors believe strongly in constructivism having a place in education, and they know that transformative learning is the key to making that method effective. However, this is also one of the aspects where the age of the participant makes a difference in how we define transformative education. For adults gathering and sharing information is an important part of the process, but for us it is almost more important for us to reflect on what has been learned and take a critical look at our process and product so that we can grow. For children in the AL program, the sharing of prior knowledge, the gathering and sharing of information and the discussion are as far as the transformative learning goes. Students are not developmentally ready, in most cases, to take a hard look at what they’ve learned, how they will apply it, and how they could improve next time. They are just excited to have learned with others and solved a real world problem “on their own” without a teacher telling them where to find their answers in the book. This article just brings to light how we will have to change our methods when designing these communities for children.
References
Doering, A. (2006). Adventure learning: transformative hybrid online education.
Distance Education, 27(2), Retrieved from
=112&sid=3bb1d264-e177-4bc1-a538-264d61ddfdf5%40sessionmgr115&vid=6
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: effective strategies for the
virtual classroom. San Francisco, CA: Jossey-Bass.
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