Learning Philosophy V2

Fall 2022

How do you now define learning?

The definition of learning is not finite because not every student learns the same way. I do not believe that we can accurately give a fixed definition of learning because the one size fits all model does not apply. By accepting different styles, methods and mediums of learning we can make a progressive move toward unlocking the true potential of all learners. The only constant that can be said is that valuable learning occurs when students are engaged, motivated and participating in a safe learning environment that encourages their interests allowing them to flourish.

How do you now define teaching?

By accepting that there is no manual for teaching that will work for every student we can begin to truly understand what makes not only successful teachers but successful learning environments. The idea of teaching has veered away from the idea that teaching is about instruction which is defined as a direction or order. Teaching has evolved to be understood as an educator who facilitates and fosters ideas by creating a safe and nurturing learning environment.

How has your philosophy changed (or not) or been refined since the start of the course?

When reviewing my original learning philosophy from week 2 I wasn’t sure how to feel when I realized that my ideas about teaching and learning have stayed generally the same. At first, I felt disappointment in myself because I didn’t think that I had progressed enough after seeing few differences in my statements about teaching and learning since the beginning of the course. After, further reflection however I developed a better sense of not how my ideas changed but how my own understanding of my original opinions has deepened. At the beginning of the course I had a general idea of what I thought meaning teaching and learning was, since then I have been able to expand on those thoughts and develop specific views on how to bring those initial ideas to fruition.

How does learning happen?

I still believe as I mentioned in my earlier philosophy that, “Learning occurs everywhere and anywhere…” with that being said I can admit that my thoughts have expanded. When I first made this statement, I pictured students living in an RV with their families traveling across the country while continuing their education. While I believe in some circumstances that is still true I have come to realize that technology hasn’t just given us a way to tether ourselves back to a classroom when we step outside the brick and mortar learning institutions but it has given us a way to cast out a signal to communicate the desire to make connections with like-minded learners. Physically technology has allowed us to take our learning anywhere we go so learning can happen in a house, car or sitting outside as long as you can connect to a network but this course has allowed me to realize that when the question is posed, “How does learning happen?” the answer isn’t just referring to the physical means of learning but also the deeper understanding of how learning happens within the learner. I go back to my earlier statement that learning is not finite so it’s impossible to calculate how learning occurs for every learner with a formula or a black and white explanation we can only state that successful learning happens through engagement in student interests.

What roles should the teacher and student play in this new ecology of learning?

The availability of technology has caused a shift in the role of teachers and students. Teachers should no longer view themselves as instructors but accept of the role of facilitator. Instead of the keepers of the knowledge teachers are the shepherds. It is important that if we wish to continue supporting the pursuit of knowledge that as educators, we accept the idea that we are supporting students in their interests even if that means that we are guiding them to participate in safe online learning environments. In turn students need to also accept active roles in their education. They need to be able to take responsibility in the pursuit of their own interests and participate in learning that centers on collaboration. I come back to the quote, “Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning.” (Siemens, 2004) because it reflects on both how the role of the teacher has changed and how students are capable of more than regurgitating information.

How do you know when learning takes place? Are there any visible indicators or signs to demonstrate that the student has learned anything?

By accepting the idea that teachers are taking on a facilitator role we are also accepting the idea that not all assessment comes in the form of paper and pencil. The lack of written assessments does not mean that we aren’t able to determine if learning is taking place. Observation is one of the most valuable assessment tools a teacher can use. Just by observing if a student is engaged, participating or actively interacting with their peers are all ways to determine if learning is happening. Teachers can also determine if a student is learning and asses what is being learned by considering the value of the contributions they are making, the amount of the effort that is being put forth, the commitment to their work and the responsibility they demonstrate in ensuring the accuracy of their contributions.

What is the role of technology in your learning philosophy? Provide an example of how you plan to implement it in the future.

Technology has opened up the doors and the windows for learning. As teachers move to a facilitator role that promotes learning through student-led interests it has become necessary to depend on the use of technology to support these various interests because it’s not realistic to expect all students to have similar interests or ways of thinking. The use of technology to develop online communities has allowed teachers to utilize these tools when guiding students to make connections and pursue their interests. Technology has allowed educators to expand the way they are able to engage students by allowing them to access different types of media and programs that promote student creativity. As an educator my fear of allowing my students to engage in online communities due to privacy and potential dangers was a disservice to my students that limited their ability to connect with others who may have had similar learning styles or more knowledge about topics of interest. I have realized that protecting students isn’t about restricting access but about teaching them how to navigate the online world safely. In the future I plan to guide my students to safely participate in more interactions with others in online communities foster and promote their interests. A statement from one of our previous readings, Did Media Literacy Backfire?, “Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information.”, speaks to the idea that as educators we are not responsible for restricting or labeling information but for giving students the tools they need to process the information that they encounter in a society that is heavily dependent on technology.

Resources

Siemens, G. (2004). Connectivism. Retrieved from Pressbooks: https://lidtfoundations.pressbooks.com/chapter/connectivism-a-learning-theory-for-the-digital-age/

Boyd, D. (2017). Did Media Literacy Backfire? Connected Learning Alliance.

Languages, O. (2022, December 9). Dictionary. Retrieved from Google: https://www.google.com/search?client=firefox-b-1-d&q=definition+of+instruction