This post is a follow up to my presentation at the Melbourne Teachmeet held at the Immigration Museum on the 10th of May. The focus was the question, “are you really connecting if you are not giving back?” This was a topic that I had previously written about in a post of the same name. The one difference was the implications for sharing in the classroom.
Are you really connecting if you are not sharing? from Aaron Davis
I don’t know how many times I have heard Edmodo referred to as being ‘Facebook for education’. Other than the fact that it simply isn’t, the biggest problem I have with this is that so often such spaces are set up as a place for one way communication. Where although the teacher has stepped off the physical space, they have merely stepped into a virtual stage.
Now I understand that as the teacher we have a responsibility to manage such spaces. However, should it be any wonder when there is little traction from students when such spaces only allow discussion to be driven from the perspective of the teacher. This assignment is due, complete this quiz, answer that question. I wonder how much take-up there would be with spaces like Edmodo when the focus is on learning and the topic at hand?
I have heard so many presentations spruiking the benefits of Facebook for education. Usually such discussions revolve around students creating their own pages where they then gather and discuss information and ideas, including homework. Not only are they collaborating in such situations, but they are driving their own learning. So often Facebook works because students have a stronger sense of agency. When it is taken over by teachers and education, it looses its potential, the sheen rubs off.
In addition to issues with control, my experience of ‘social media’ of any sort in education (I include the Ultranet in this) often fails to replicate what is happening in the real world. We live in a world of excess where we are given a choice whether to participate, to comment, to view, to consume. Yet how often are students given such choices?
One step towards relinquishing this sense of control is to share with students those resources that we often stumble upon while exploring new opportunities. Although on a different level, +Cameron Paterson recently shared a change at his school where student representatives are included in every subject meeting. That means when there is a professional reading for staff that students complete this as well. If this is the case, why not share those articles and videos with students? Not necessarily because they have to read or watch them, but so that they have a choice.
In his Ted Talk, +Ewan McIntosh questions why teachers rather than students do all the problem finding? This really got me thinking about what else that teachers do that students are missing out on. Short of actually committing to McIntosh’s ‘Design Thinking’ edict – we can all dream? – one step towards a focus on sharing and collaboration is actually sharing some of the messy play that often only teachers engage in. That meandering through websites in search of quality resources.
For example, last year I ran an elective looking at 21st Century Learning. Each week I would post links to additional material, such as posts or videos, such as Sugata Mitra’s ‘Kids Can Teach Themselves’ and Ken Robinson’s ‘How to Escape Education’s Death Valley’. This wasn’t about flipping the classroom, but rather supplementing the learning. It was amazing how many students actually watched the videos and came back the next week with other videos of their own to share back.
In a post discussing Three Common Myths About Innovation in Education, +Dan Haesler posses the question, “What if innovation in education sought to (genuinely) empower rather than control students?” I would like to think that sharing with students is very much a part of this. How is it that you share with students? What are some of the steps that you have taken to making online spaces safe, but also giving students a sense of choice? Please share, I would love to hear about it.
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