No attribution required
This week I continued reading “25 Years of Ed Tech” by Weller (2020). I focused my reading on lessons from educational technology histories from 2002 to 2011. First, the reading influenced me to consider more deeply the potential of connectivism for teaching, learning and research. Connectivism principles accept that knowledge occurs in a diversity of opinions, and learning happens when learners connect to and participate in a learning community (Siemens, 2006). Second, Weller (2020) offered a relevant debate on using videos. In particular, the shift in content delivery as part of a flipped learning concept (learning content outside face-to-face classes). Weller (2020) stated that by 2006 the emergence of the internet shifted the role of internet users from passive to interactive. User-generated approaches in education expanded with blogs, videos, and social media (Weller, 2020). By the late 2000s, connectivism grew as a set of principles for teaching, learning, and research.
I see that connectivism principles have immediate relevance in my work in higher education. For instance, Weller (2020) explained the value of networked identity in achieving scholarly goals and expanding academic communities. As a Curriculum Teaching and Learning Specialist (CTLS), I am working to build research capacity in technical and vocational education and training (TVET). Applied research aims to solve problems by applying new knowledge and technologies to create practical products, services, and processes (Algonquin College of Applied Arts and Technology, n.d.). As expressed by Weller (2020), networked media provides the potential to expand beyond formal university publications with easy-to-read blogs and social media. Accordingly, I see connectivism principles as essential in my work for public engagement and dissemination of research. In addition to blogs and social media, internet capability also connects learning communities with streaming videos to share content (Weller, 2020).
While video provides many benefits for informal learning and sharing, I believe there are conflicts with video use. For example, in my CTLS role to support instructional design, I see many instructors using videos as part of a flipped classroom delivery model. The flipped learning concept means students spend time at home learning concepts before coming together for interactive learning activities (Weller, 2020). There are also conflicts in synchronous video classes because streaming capacity or home/other environments can limit student participation (Pasquini, 2021). Consequently, video use favours students with stable home life (Weller, 2020). In addition, video can also create tensions for educators. According to Weller (2020), educators are not experienced in assessing what makes a good video assignment. Thus, video use as an assessment is used comparatively less than written assignments (Weller, 2020). Lastly, some teachers feel pressured to become broadcasters and performers to make videos with limited support (Pasquini, 2021).
References
Algonquin College of Applied Arts and Technology. (n.d.). Applied research. Office of Applied Research, Innovation & Entrepreneurship. Retrieved September 11, 2022, from https://www.algonquincollege.com/arie/about/applied-research/#:~:text=Applied%20research%20is%20focused%20on,business%2C%20industry%20and%20community%20partners
Pasquini, L. (Host). (2021, January 28). Between the chapters: talking videos (No. 12) [Audio podcast episode]. In 25 Years of Ed Tech. Transistor. https://25years.opened.ca/2021/01/27/between-the-chapters-video/
Siemens, G. (2006). Connectivism. Learning theory or pastime for the self-amused? http://altamirano.biz/conectivismo.pdf
Weller, M. (2020). 25 Years of Ed Tech. In G. Veletsianos (Ed.), 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01
