Here is the link to our pod project: https://myblog.opened.ca/
This project is completed by Junhao Lin, Xinxin WU and Crystal Jiang.
Month: July 2020 (Page 2 of 2)
These days, I read the articles and books which are talking about open pedagogy, and I have had a clearer concept about what is open pedagogy and the history of open pedagogy. During the years, the notions of open in relation to education have changed a lot, which, according to research, can be found dating back to the 1960s. In 1960s, Open education in schools appeared as the first kind of open pedagogy. Then, Distance education & open learning, E-learning & online education, Open access publishing, OER, Open practices and Social media appeared in sequence. In 2010 or so, MOOCs appeared as the newest kind of open pedagogy. (Jordan, K., & Weller, M 2017) I was surprised to learn that the notion of open pedagogy appeared in such an early period. Before, I thought that open pedagogy was the same as digital pedagogy. Now I realize, digital pedagogy is merely one of the form of open pedagogy. In fact, open pedagogy means a kind of pedagogy that gives student much more freedom. Nowadays, the internet develops quickly, enabling the information and knowledge to circulate all over the world online. The information an knowledge online can be easily accessed to everyone. Therefore, the appearance of the internet has greatly support the development of open pedagogy. Firstly, the students can learn the courses online wherever and whenever they want. Also, they can access all kinds of learning resources online through database. Besides, the social media like Twitter improves the communication between people. As a result, digital pedagogy seems to be a production of open pedagogy in the 21st century.
Read Claire Howell Major. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 88-105)
Read Jordan, K., & Weller, M. (2017). Jordan, K. & Weller, M. (2017) Openness and Education: A beginners’ guide. Global OER Graduate Network.
In recent years, digital pedagogy has been more and more popular. In my opinion, digital pedagogy refers to any kinds of learning online. For example, many famous universities in the world have opened massive open online courses(MOOC) which are accessible for everyone online. This kind of courses are convenient for students to take because you can take the courses whenever you want. Also, MOOC has improved the communication between universities and the circulation of knowledge. Apart from that, there are all kinds of online courses published in different platform such as YouTube. I have ever watched a series of video which teaches us about a programming language-python; there are totally 500 episodes in that series. I found digital pedagogy very helpful.
However, in “LEARNING IS NOT A MECHANISM”, Stommel raises his concern about digital pedagogy. He worries that this kind of learning pattern will make the process of learning too mechanic.(Stommel 2018) For example, under the control of the system, all the students will do the same things arranged by the system, and they will finish the assignments one by one as scheduled. The outcomes of their learning will be presented in the grade book. In this learning pattern, the students seem to be machines which are finishing the tasks one by one. I was impressive when Stommel argues that learning should be subjective, but the grading process seeks to be more and more objective.(Stommel 2018) I totally agree with Stommel, learning should be a subjective process because everyone has different perspectives about a certain thing, and everyone has their unique experience during their learning. As Stommel mentions in the article, “My response was simple and encouraging, ‘sounds good, stay lost.'” It is quite normal that students feel confused in the journey of learning, and they need time to figure things out and then move on. There is no need for them to follow the same schedule of learning. Moreover, in “Teaching in blended learning environments: Creating and sustaining communities of inquiry”, Vaughan also examines the role of online learning. He argues that the key of blended learning is to integrate face-to-face and online learning activities. (Vaughan 2013) In other words, online learning should support the students rather than control the students.
But I do not quite understand when Stommel mentions “interchangeable” in the article. Does he mean that every student is unique and can not be replaced?
Reference:
Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press. [Chapter 1]
Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2
Today I found a video about French learning in Youtube, whose title is Learning French with Harry Potter. (https://youtu.be/PNbajHhBL8M) The video is a section of the movie “Harry Potter”, but is dubbed with French and has both English and French title. The reason why I chose this video is that watching movie is a very interesting activity for students. Compared with learning knowledge from a textbook, it is no doubt that the students can better enjoy the process of French learning while watching movies. Also, I think watching movies is a good way to learn a language. Watching movies in other language can put what you have learned into practice. For example, if you are a beginner of French learning, you can choose some movies with French captions and try to keep up with the speed of the actors. It is a good way for you to practice your reaction to the language. Next, you can try to watch the movie in French without captions. Also, French dubbing is one of the learning activities in our French course. Therefore, watching this video is also a good way for the students to get familiar with dubbing, and they can learn from the video about how to pronounce French correctly and speak French with emotion. After watching the video, I intend to ask them to do some dubbing in the app themselves so that they can practice and finish the assignment. Some of the students might be more interested in watching other kinds of movies. They can also search for the movies they like. I think this video and the following activity will not be a burden for the students. On the contrary, they can make the students more motivated in French learning. For me, language learning is more about practice but not theory, which means that you should use it after you learn it. I hope the students can learn the skills of speaking French as well as to find the pleasure of learning a language through the video.
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