Blog Post #2

Hi, welcome to my second blog post for EDCI339; today, I will be writing about what Pedagogy means to me, as well as networked pedagogy in action, Learning theories in practice, the role of an instructor in online spaces, and the exploration of digital spaces. 

All About Pedagogy

Pedagogy focuses on how educators can best facilitate student learning; therefore, it investigates the teaching methods that instructors utilize. One of the goals of pedagogy is to empower learners. It does this by portraying the idea that students should be creators and contributors of knowledge rather than the passive recipients of information. It is also a learner-centered approach that values principles of accessibility of information for students and makes sure that the delivery method in which the  information is being taught is tailored towards the needs of the students. 

Pedagogy influences my own learning in the sense that I have benefited and continue to benefit from teaching methods such as differentiated instruction. This may include instructors who have adapted their lessons to meet the diverse learning needs of their students, as well as tailoring instruction to accommodate for different learning styles. I would consider myself a visual learner. Because of this, I find it very helpful when an instructor provides an example or uses an image that corresponds with what they are verbally teaching. 

Networked Pedagogy in Action

Networked Pedagogy is a teaching approach that focuses on building connections between individuals primarily using digital networks. I think it can enhance my learning experience by allowing for collaboration across distances. I am able to connect with students from across the world due to networked pedagogy and online communication platforms. An example of this can be seen in this course! For our pod group work, we will connect with other students in the course who may be living in a variety of geographical places. This remains true for other group work I have been a part of in other online courses. Because of Networked Pedagogy, the collaboration of ideas for group projects and exploring areas of interest among students is possible. Technology, therefore, plays an active role in my learning and fosters these connections with the variety of resources that are available, such as Google Docs or discussion boards, zoom, and countless other online spaces. 

Learning Theories in Practice

Connectivism – This theory can be applied in the learning environment in a number of ways. First of all, connectivism emphasizes learner autonomy. In a connectivist approach, students have more control over what and how they learn. In an online environment, this could include allowing learners to choose their own learning paths from a variety of assignment options. This could allow for greater openness and accessibility as well as allow the learners to direct their learning towards something that strongly interests them and demonstrate their learning in a way that they feel good about. Connectivism also values the flow of information and the creation of knowledge through social interactions. In an online setting, this could look like peer-to-peer collaboration and virtual group projects. 

How I see this theory shaping my approach to learning – Connectivism shifts the role of the teacher to a facilitator, guiding learners as they navigate information and build networks. As a learner I have found this helpful and see value in moving forward in courses that take this approach because I find this form of freedom to explore content independently beneficial for my recollection of content. 

The Role of the Instructor in an Online Environment 

The role of an instructor in an online course consists of maintaining student engagement as well as fostering a supportive student environment that allows for student opportunity in a variety of ways digitally. I think it is essential that an instructor has strong communication skills in order to be effective in a digital space. I am technologically proficient but still understanding of students who have never used the online platforms that are being introduced in the course. I have had instructors who have been successful at this in the sense that they have broken down how to use a given online platform into very small and simple steps. It can be helpful for new learners or people who have less experience on digital platforms when this approach is taken. 

Exploring Digital Spaces 

I have taken a handful of courses that are primarily online and have utilized digital spaces for the majority of their instruction. Throughout these courses, I would say some of the benefits that stood out to me include the flexibility and accessibility that they provide. I appreciate being able to learn anytime and anywhere when taking asynchronous online courses. This delivery method has allowed me to manage my other in-person courses better, as well as work and volunteer opportunities, while still putting in my best effort toward assignments. Furthermore, a benefit of this learning style is the development of digital skills. Digital learning requires the use of various technologies and tools, which has helped me develop my digital literacy skills. Some of the challenges of learning in digital environments include the feeling of isolation or lack of connection that can be found in traditional classrooms. It can be difficult to build relationships with peers and instructors through online learning. One way to ensure that you are contributing positively to digital communities is to engage respectfully. Furthermore, it can be beneficial to share knowledge and resources and make sure you are sharing valuable personal experiences and responding thoughtfully to other people’s experiences. It is also valuable to be open to learning and feedback within online environments. 

References 

Bates, T. (2014, July 29). Learning theories and online learning. Online Learning and Distance Education Resources. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Learning A-Z. (n.d.). What we do: Differentiated instruction. https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction

Loughran, J. (2013). Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning. Curriculum Inquiry, 43(1), 118–141. https://doi.org/10.1111/curi.12003

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm