Well, I don’t like being forced to learn socially.
I love socialising. I have an abundant, diverse network. However, I believe that collectivism in education should be organic, not mandated. It seems to me that over the years there have been an abundance of methods which have proven effective when it comes to educating, but for some reason the buzz theory of the decade is that people can't learn unless it's in a group.
Due to these 'collectivist' communities of practice, some of my results have suffered and my learning has been impaired. For when I've attacked the theory alone I've understood, where the opinions, dominations and objections of others have often distorted the learning and caused a swelter of groupthink. Thus, I would like to see learning that doesn't enforce community involvement, but suggest it as an option for those who would like to indulge. However, I will confess that my understanding of contemporary learning theories and gamified learning tools have been greatly enhanced due to a number of international connections I've established through good old NGL.
Prior to the readings this week I understood NGL to be a form of learning that included large groups of people, resources and tools from, well, across the globe. Though I felt like it was simply a 'hot topic' used as yet another synonym of group learning. It's been interesting in the readings to have that somewhat consolidated, but taken further. I was quite please to read Kligyte's (2009) comment that various technologies are often introduced without drawing links to the contextual teaching practice. It made me realise that when it comes to NGL, the concept is one thing, but teaching others how to embrace it is another. Therefore, we, as students, teachers and learners have a role to play in ensuring the uptake is genuinely understood and contextualised by our colleagues. Not only that, but I have been doing it along the way as well. I've assisted 'generationally blessed' class mates in their use and understanding of serious games; I've instructed geographically challenged compatriots how to use programs compatible with their country's internet speed and also saved an assignment from being misquoted resulting in group success. So, it does work to a degree.
I suppose that leads me to my own expectations. During this course, I would like to be left to learn at my own pace without the expectation that each step must involve a plethora of other learners, but with the possibility that we'll connect out of desire. For, my belief is that learning within a community should be organic, which as we all know includes fewer artificial components.
- Al