               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.