               I attended the Royal Roads University Master of Arts in Learning and Technology (MALAT) 2022 Virtual Symposium last week. The Learning Technology in Turbulent Times: Our Students’ Stories presentation offers a perspective relevant to my teaching practice. One presenter, Chad Flinn, is a Trades educator. According to Chad (2021), Trades educators deliver theory as lectures. Chad felt that lectures didn’t connect with trades students because they were familiar learning how to construct, trouble shoot, build and maintain (Flinn et al., 2021). I also teach in Trades, and I have also observed traditional lecture strategies. Dr. Sally Vinden (2020) examined Trades and Vocational Education Training. The author investigated instructors’ perceptions of their role as a teacher. As well as students’ capabilities, and future needs. Vinden found that “old vocational thinking influencing instructional roles” (2020, p. 3). This perception underestimates student capacity and needs for the future.
Chad Flinn explored open pedagogy to increase learner engagement (Flinn et al., 2021). Dave Cormier’s Virtual Symposium presentation supported Chad’s approach. Cromier (2017) stated that learners need to take responsibility in learning beyond receiving content. “Open for learning has openness as a pedagogical necessity” (Cromier, 2017). “Open pedagogy is gaining popularity as a method for increasing student engagement and motivation” (Werth & Williams, 2021). Catherine Cronin’s symposium presentation emphasised the necessity of open education as motivation. According to Cronin, the current participatory culture is a lived student experience. Cronin’s presentation described how open pedagogy prepares students for life (Cronin, 2017).
The MALAT Virtual Symposium has influenced my thinking and led me to reflect on my practices as both an instructor and administrator. My learning journey echoes the trends identified in the Top Trends Emerging in Learning and Technology presentation by Boyce, et al., (2021). I build digital literacy, integrate formal and informal education, and support change management. Also, I am exploring new tools and looking for ways to plan with wellness in mind (Boyce et al., 2021). Examples of open approaches in my practice include building shared databases and collaborative assignment artefacts. I mainly use a learning management system (LMS) with discussion forums and email for communications. My use of social media and networked communication is limited. So, I will now apply my new understanding of networked learning to enhance my digital identity. I will develop my cyberinfrastructure as a way of role modelling for learners to invite and guide learners into new digital environments. Open pedagogy is part of digital fluency that is needed to prepare learners for their future (Campbell, 2009).
References
Boyce, C., Carson, B., & Flinn, C. (2021). Learning technology in turbulent times: Our students’ stories. [Recorded conference session]. Royal Roads University Master of Arts in Learning and Technology April 11 – 15, 2022 Virtual Symposium. Royal Roads University, Victoria, British Columbia.
Boyce, C., Jones, C., & Palachicky, S. (2021).Top trends emerging in learning and technology. [Conference session, recorded]. Royal Roads University Master of Arts in Learning and Technology (MALAT) 2022 Virtual Symposium. Royal Roads University, Victoria, British Columbia.
Campbell, G. (2009). A personal cyberinfrastructure. Educause Review, 44(5), pp. 58-59.
Cromier, D. (2017). Intentional messiness of online communities . [Recorded conference session]. Royal Roads University Master of Arts in Learning and Technology April 11 – 15, 2022 Virtual Symposium. Royal Roads University, Victoria, British Columbia.
Cronin, C. (2017). Open culture, open education, open questions . [Recorded conference session]. Royal Roads University Master of Arts in Learning and Technology April 11 – 15, 2022 Virtual Symposium. Royal Roads University, Victoria, British Columbia.
Pixabay. (n.d.). Dandelion. [Photograph]. https://cdn.pixabay.com/photo/2017/08/08/20/34/dandelion-2612639__480.jpg
Vinden, S. (2020). An exploration of British Columbia’s TVET instructors’ perceptions that influence their curriculum choices . [Unpublished doctoral dissertation]. Simon Fraser University. Burnaby, British Columbia.
Werth, E. & Williams, K. (2021). Learning to be open: instructor growth through open pedagogy. Open Learning: The Journal of Open, Distance and e-Learning, DOI:10.1080/02680513.2021.1970520.
I am very interested in learning more about your findings from looking for tools and ways to plan for wellness. How best can we ensure psychological safety for learners, and educators for that matter?
Hello Heather,
Thank you for reviewing my first blog post. One model for wellness I have been using is THRIVE from Ryerson University, available at https://www.ryerson.ca/thriveru/. There are student workbooks, facilitator guides and resilience tips.
I want to learn more about creating psychological safety for learners. One practice I use is to collaboratively build agreements (what do you need and expect of yourself, your peers and your instructors?). I have been using Padlet to create and host the plans. The class revisits and adapts often.
Great post Jessica! Thanks so much for sharing your perspective on the symposium. I completely agree with Cormier’s point on the learner having to take responsibility for their learning. Especially from a constructivist perspective, the learner is center stage and it’s our role as educators to provide guidance. Have you given any thought to what this might look like in your own context? You mentioned that in your own practice you’ve witnessed traditional lectures as a common pedagogy. How would this look in a more constructivist setting?
Thanks for the feedback and questions. I have abundant opportunities for project and team-based learning (TBL). I took a Team-Based Learning course with Jim Sibley a few years ago. “Team-Based Learning is a powerful instructional methodology that transforms the focus for class time from the transmission of course content to helping students learn how to use course concepts to solve real-world problems. TBL was developed at the University of Oklahoma Business School in the late 70’s by Larry Michaelsen” (UBC Faculty of Applied Science, 2022). TBL is a valuable model for trades. Team-based activities make class preparation purposeful. Team accountability motivates students to come prepared. Teams take readiness tests and work on case studies, then students apply theory with hands-on learning.
Have you experienced a team-based learning space? It is energizing!
Indeed I have. The radio program in which I taught for many years was a real practical learning environment. The students in the program operate a revenue generating licensed radio station as part of the curriculum. It’s an extremely valuable and effective learning tool. They prospect and sign contracts with local advertisers, write and produce commercial content, develop promotional campaigns, and all sorts of other exciting real-world applications. Each student plays a role in the process and they rely on one another to complete projects on time and to client specifications. I agree… it’s super energizing and a real rewarding challenge.