Learning to play a violin or piano extremely well will not teach one how to be a great and creative composer. This emphasis on hyperconnection and use of web especially things like gaming and an over emphasis on multitasking will not necessarily teach people to be creative and imaginative thinkers. Teaching how to think is requires interaction and even disagreements with peers and those who know more than the subject than the student. Our many years of study of online learning. Roxanne has a recent book on the subject and papers on her website and i have a few on the basic philosophy. http://is.njit.edu/turoff http://is.njit.edu/hiltz our early experiments with online learning area also now on the njit library website http://library.njit.edu/archives/cccc-materials/index.php (virtual classroom reports) The general finding is that online learning can be better than face to face when it emhasises collaborative learning among the students both as a total class and as small teams that really collaborate on difficult topics. Also an instructor (that knows the subject matter better than any of the students) that knows when to step in to correct something going wrong. Even in public schools trying to use education majors without a deep understanding of the subject being taught is a farce. With out that guidance what happens on the web is going to be versions of "group think" and "group stupidity" Also face to face can be improved when this type of collaboration is done in an online mode. When a knowledge structure is provided by the instructor for the students to categorize their viewpoints and a large class is involved there is a lot more chance of real knowledge emerging and being understood by the whole group. There is a much greater human pool from which to draw out insights and consider them with out the well studied dominance of fast talkers in small face to face groups. I have related examples in this paper. It includes a summary result and reference to an experimental thesis showing strong results on creativity for open ended problems by student groups. (thesis on the njit library website) Turoff, Murray, Starr Roxanne Hiltz, Xiang Yao, Zheng Li, Yuanqiong Wang, and Hee-Kyung Cho, Online Collaborative Learning Enhancement Through the Delphi Method, Turkish Online Journal of Distance Education-TOJDE April 2006 ISSN 1302-6488 Volume: 7 Number: 2 Article: 6, Publisher: Anadolu University, Eskisehir, Turkey, http://tojde.anadolu.edu.tr/index.htm From: Janna Anderson <andersj@elon.edu>
To: Aoir AoIR-L <air-l@listserv.aoir.org> Subject: Re: [Air-L] How best to teach hyperconnected students? Message-ID: <C87C926C.2080B%andersj@elon.edu<C87C926C.2080B%25andersj@elon.edu>
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I will be speaking at a teaching and learning conference later in the month, and I would like to hear your take on teaching effectively in the near future when university students will be even more hyperconnected than they are today. The lack of long-lasting battery power in laptops has been stopping many from being online all the time in most classes, but that's changing with the new wave of Internet appliances like iPad, netbooks, etc.
Our students will enter classrooms armed with their complete gaming systems, collections of graphic novels and music, television and film entertainment, social networks...and - oh, yeah - also access to most of the cumulative knowledge of humankind at their fingertips. They'll be multitasking - working on this stuff or on assignments due for other courses the same day - while we're trying to command attention for the ideas we're trying to get across. People say you get their attention by having them implement their devices for class, rather than their other tasks, but I have found that they prefer to continue to multitask during class and they even actually prefer that I lecture instead of making them actively involved because that way they CAN multitask instead of having to give their full attention to one thing. Some are even hypercritical on course evaluations because they lost out on multitasking time because I mostly implemented an "engaged learning" setting where they were required to be present in one plane instead of multiples.
Are the approaches and goals of teaching that have been emphasized in higher education in the 20th century still relevant in the 21st? How do we optimize on the opportunities we are experiencing today? How do we address the challenges we will find in students in our near future?
Thanks for any comments you would like to share. All will be credited during my talk at the Elon University Teaching and Learning Conference.
Janna
-- Janna Quitney Anderson Director of Imagining the Internet www.imaginingtheinternet.org Associate Professor School of Communications Elon University
Distinguished Professor Emeritus
Information Systems, NJIT homepage: http://is.njit.edu/turoff