Tuesday, November 25, 2014

E-Learning and Digital Cultures #edcmooc - Week 2

Week 2 of #edcmooc is about looking to the future.

Below is a word cloud I created to answer the question: "what is the nature of communication in these future worlds?"

From the readings I was most drawn to the metaphors and how they are used in discussing the future of digital cultures:

"The primary (or conceptual) metaphors that were used repeatedly in the editorials were those of physical space, physical speed, destruction, and salvation." - Rebecca Johnston in  Salvation or Destruction: Metaphors of the Internet

Applying the metaphors to proponents and opponents of digital learning I posit:

"The communications approach focuses on the Internet not as a technology but as a medium for human engagement. "The Internet encourages discussion, dialogue and community that is not limited by time or place. The role of educators in this world is to facilitate dialogue and support students in their understanding of resources" (Weller, 2007, p. 6). - Bonnie Stewart in Massiveness + Openness = New Literacies of Participation?

As a designer of learning experiences I am heavily influenced by the works of Lev Vygotsky and Jean Piaget. Therefore, I believe the salvation E-Learning offers is the negation of time and space to connect learners for the purpose of constructing knowledge.

Bonnie Stewart, referenced in the above quote, provides support for my belief in discussing the fundamental model differences in the creation of "cMOOC" as opposed to an "xMOOC." In a "cMOOC" the technology serves as the connection system learners use to actively construct knowledge. In a "xMOOC" technology is utilized as a pipe to shove a formal classroom out for students to passively sit in as receivers of knowledge. I am pleased to say #edcmooc demonstrates the salvation of the future as a "cMOOC" with the objective of learners creating a collaborative culture - transcendent of time or space - to construct knowledge, artifacts, and shared meaning.
"Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky.

Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. However, there is an important difference: social constructionism focuses on the artifacts that are created through the social interactions of a group, while social constructivism focuses on an individual's learning that takes place because of their interactions in a group.

A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some 'knowledge' about carrying liquids (see also Affordance). A more complex example is an online course - not only do the 'shapes' of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group. A person's cognitive development will also be influenced by the culture that he or she is involved in, such as the language, history and social context." - Wikipedia: Social Constructivism

No comments:

Post a Comment