Learning is in a constant state of innovation and renewal, some phases last longer than others. With the advent of mobile learning and the age of the internet in general, the way we process content and demonstrate our knowledge is changing at an even faster rate. In ten years time, I would not be surprised to see several more columns along the right side of the above continuum as new learning theories and educational technologies come to light.
In looking at where learning is going, it is important to understand where it has been. To take lessons from the past and apply this knowledge in moving forward. This is why I place my design thinking advice at neither extreme of the spectrum. By re-defining learning as a personal journey, I acknowledge that there needs to exist a cetain degree of foundational knowledge, and often times this knowledge is best imparted by an expert in the field, and consumed in a traditional sense by the learner. The instructor is also tasked with teaching the necessary synthesis skills, so that the learner can then embark on their personal journey of learning. and self discovery.
As an educator who has bought in to e-learning, and modern teaching practice, I feel somewhat vindicated in self-assessing my own teaching practice to date. Much of what has been reported in Thomas’ (2010) writing has been an affirmation of what I am already doing in my classroom. That said, I have in various stages of my career been faced with great opposition for applying some of these strategies. No one likes change, yet it is the only constant of life. When I started teaching I employed traditional instructional/behaviourist teaching methods as this is what I knew as a student, and the university I completed my undergrad in was only just beginning to look at these alternative teaching methods. I majored in social studies, a profession (in Alberta and New Zealand at least) that is dominated by “more experienced” teachers, generally male, in the twilight of their careers and not always the most responsive to change. (possibly the only faculty more regressive to the new way of teaching is mathematics). Still, there I was young (‘er than I am now now, but especially young) new teacher with bright shiny ideas ready to re-invent the system and “make a real difference”. The cynicism I faced from the more established teachers nearly crushed my enthusiasm as I was met with comments like “Oh yeah, I remember that idea when it was called _____, and ten years it will be re-packaged and called something new. Me, I am going to stick to what I have been doing for forty years. I get results” But as I walked past classrooms of such teachers, I couldn’t help but notice the number of semi-conscious students idly siting in their desks zoned out on their phone or asleep completely, and I thought: there has to be a better way? But I feel I am digressing.