blended learning 的联想

a fellow co-learner in the course wrote this as part of weekly reflection activity:

“混成式的学习方式,和一般的面对面的上课学习,在时间上的付出更多。面对面的上课,一下课就是下课,可以不去管它了。但是混成式的学习方式好像不是这样,有帖子A,B,C,有贴1反2,有反思等等。对于“自主学习”和“协作学习”的概念,就一直跟着我,好像每一天都要拿出来在脑子里想一想。虽然每天都在想它们,想得很多很多,一有空就想,无时无刻都在想,但是要把所想的都打写出来,又没有那么多的时间。”

混成式学习的“阴魂不散”,其实所发挥的仅仅是ICT教学所提供的可能性,即每一个人,不受时空限制,只要有想法、有问题,都能够展开或进入学习的“状态”。

这里也深刻带出另一个问题,即ICT绝对和“省时”搭不上关系。或许在基本材料的准备从长远来看是省下了一些时间,但是作回复、为回复而事先搜索查证、阅读、理解,整理内容发帖子分享想法、问题,这些种种的种种都是需要大量精神与时间的付出的。

当学生都积极学习时,教师的“Happy Problem”出现了。试想,当班上40名学生的“学习引擎”若被我们开动了,那种学习所产出的排山倒海的内容不是一个教5班带200个学生的教师所能招架的。怎么办?!?

这或许就是为什么我们要培养学生的SDL和CoL。有了SDL的自我监控(无论是个人学习,或是对小组负责),都能省却教师一些“监控”的时间,转而把精神放在引导学生;有了CoL,小组内出现分工,学习不再是一个人的事,同侪间各有所得、各有长进。最重要的是,学习将是学生主动、教师辅动的意义建构中产生的。

我们目前的挑战或许是,有些华文老师也许觉得有太多的“课文要教”、“技能要教”。要让学生有机会负起SDL、CoL式的学习,或许还得从教师如何看待“学习”这回事着手,才有可能改变教学的设计。是这样吗?

感激老师的这一段反思,推进了我的思考 (:

2nd reflection on course 12470-00002 facilitation

转眼下周一就要是课程的“结束”会晤了。需要做准备的事已在脑海萦绕了几天了。

回顾过去10天的线上交流活动,相较于上一轮的课,这一回的老师们在个别讨论的互动率有明显的增多。这主要集中在分享个人的经验和想法,也有一部分的回复是衍生的问题。“质疑性”的问题(questioning assumptions)则还未多见,这或许是老师们对彼此尊重的“文化”表现吗?又或是老师们还不习惯问“为什么” (Why)的问题?急不来,文化是要时间改变的,习惯是要时间培养的 (:

上一轮课的结束会晤我主要做了整个讨论的内容分析和观察,感觉有些过于“说教”,参与度能进一步提高就更好。思索着,是否应该给老师们“增添”一份会晤前的“功课”,让愿意准备想分享的老师(“sdl”)谈谈他们对于这次课的经验如何影响他们日后设计SDL/CoL课时的过程和课本身的内容,限时5分钟,由此或许能引起一些讨论和擦出进一步的火花来? *hmmmm* 还得想一想。

得去做我的“说教”部分的准备了,期待再度与老师们会晤面对面继续我们的思考与探索 (:

rainbow photo(acknowledgement: photo by werner22brigitte)

reflection on course 12470-00002 facilitation

it’s exactly the 2 weeks’ mark from the first lesson of the 2nd run of ICT for SDL and CoL Clinic course that i am facilitating. this time round, i have 7 participants, 3 less than the first. the make up of this group is very unique: 2 CL master teacher colleagues, 2 ex-NIE students, and 3 other eager pairs of eyes that i met for the first time. it’s always exciting to befriend new fellow CL teachers and catch up with ‘old’ CL teacher friends/colleagues alike (:

so how did the online interactions go so far? to-date, 3 online activities i’ve designed as part of the online interactions were initiated. the 1st introductory post was completed without much difficulties, and the “1+2” interactions too. good job teacher participants!

the 2nd post on SDL streamed in more slowly. there was not a single post past the deadline. i emailed a gentle a reminder and was glad to see one post appearing soon after. and another, and another, and soon the rest came in. all except one, cos the teacher is away in shanghai on a study trip. there was a case of OPAL script causing trouble, and a participant lost all her effort and time in the posting work! need to remember to highlight such possibility to participants in future, and suggest some precautionary measures. my bad for forgetting to do this earlier 🙁   let’s hope the repost will come in soon.

content-wise for the SDL posts, there were some exchange of ideas and a couple of questioning. more than the first round in fact. however, critical questioning that attempts to “dig deeper” into underlying meaning, assumptions, and conceptions are still in lacking. my hypotheses include (1) teachers are more comfortable with being friendly towards fellow teacher/participants; critical questioning steps outside such cultural norm, and (2) teachers are not familiar with the ‘expectation’ to pose questions to further clarify things that may not been spelt out clearly, yet. i’ve tried to post some questions to dig deeper. let’s see if the behaviour gets replicated.

the 3rd activity is the first of a series of weekly reflections. it’s meant to be completed two days ago. but to-date, there’s only 1 piece of “我觉得……” up. it’s posted by Sean, he who asked if “participants need to post reflections, do ‘teacher’ also need to also conduct reflection” during the first f2f session. looks like this could be taking up the 2nd position 😛    i’ve sent out another email reminder. and 3 participants already responded to my instruction to acknowledge receipt.

tmr marks the start of the 4th online activity — threads on CoL. but before that, i hope more weekly reflections will come in (:

reflection photoacknowledgement: Photo by marionberaudias

giving an A …

we first came across the idea of “giving an A” from Benjamin Zander‘s Teachers’ Day Conference 2002 (i think) held at the Singapore Indoor Stadium, and i recall we were among 4000-5000 teachers seated in the session.

one day to teachers’ day, or 3 days past teachers’ day, depending on which school of thought you subscribing to. yesterday afternoon, the second/final f2f meeting of 12470 draws a conclusion to the course, and at the same time opens up a new beginning for the 10 CL teachers who have walked the learning journey together for the past 1 month (:

giving an A, is probably hard to achieve in a pseudo-student centric classroom set up cos the assessment system is still largely assessing in an efficiency-driven model based on statistical paradigm. however, giving an A can also be a teacher’s mindset. in retrospect, i may have given all the teacher participants an A right at the beginning, metaphorically. while it’s great that our workshop need not talk about assessment (excluding the SFT of cos), grades as such, i wonder if some teachers may have taken some time to adjust to the state of “i too have a voice, just like everyone else” in a course. there’s no right or wrong, just good, gooder, and how one contributes to the group’s effort to improve these two over time. adopting a constant grade mindset essentially frees up the brain cells worrying about grades (not that grade matters in this course), but allows one to focus his/her energy on contributing to his/herself, and fellow peers’ improvement.

as a teacher educator-cum-co-learner, giving fellow teachers an A (mindset) allows me to join the teachers in becoming better teachers, over time, for all participants and facilitator(s) alike (:

regardless of which day you celebrate teachers’ day (actual or psychological activity), may i wish all of us a Happy Teachers’ Day! 😀

学然后知不足, 教然后知困。 《礼记‧学记》

2nd reflection on course 12470-00001 facilitation

一个星期又过去了,这一周的线上交流活动在开始前主要做了两项更动,一是将廿四小时的规则从行动转为常态;二是将当周话题从一周延长至两周,即取消帖子D的活动。

这一周我观察到只有三位老师有“动静”,所以便给其余的老师发了电邮问候一下情况。一位老师病了,一位老师家中出了点状况,其余的老师都正好碰上学校里一周特忙,绝对可以理解和体会。想到这里,应该探讨是否24小时较不适合在职教师的作息,或许48小时会精神压力没那么大? something to think about and tweak during the next round in october.

此时脑海里早已开始筹备下星期三我们见面时要聊的内容了。重点是回顾与总结这一个月来的经验。当然还是得谈谈 SDL、CoL、ICT的问题,毕竟是这门课的主要课题。希望老师们能接受没有“定案”的分享。最后一块就是延续这门课的交流部分,即第二门课Studio和CoP的事了。

希望接下来一周交流空间与反思园地的活动能持续直到我们再度见面为止 (: