Possibilities and challenges for pedagogical use.
Author: Marianna Vivitsou
As virtuality is a topical issue in OLIVE project, online teaching and learning environments are at the core of discussions that take place in the pedagogical cafes. In the gathering early last April, I came up with the idea to frame the discussions on the basis of types of interaction and on whether platforms and/or web services are integrated in the official curricula. Here are some highlights that emerged out of this framework, along with my reflections upon these conversations.
The categorization is an initial one and is linked with institutional practices. Thus, the category formal online teaching environments concerns those playing an integral part in the everydayness of teaching (e.g., Moodle) and have substituted (to an extent) its conventional paper-load (e.g., by uploading digital assignments instead of their paper versions; inserting links to resources thus replacing photocopies; uploading slides instead of blackboard chalk writings and notes, etc.).
Despite their contribution to a potentially more ecologically oriented pedagogical practice, it is questionable whether online teaching environments have kept their promise. Instead, it seems that technologies have been received as self-fulfilling promises themselves. Very often they are treated as the content of the pedagogical practice, when the interest turns to what brands we will bring into the classroom at the expense of a student-centered pedagogical use. Also what pedagogical use means in different situations.
This instrumental approach to technology integration (whether for online, blended or hybrid teaching), as research has shown, has reproduced patterns of fragmented, a-contextual learning.
The use of Moodle groups is one example of this situation. Teachers, for instance, often comment that student exchanges in group work are lacking depth, thus limiting the narrative to superficial interactions, comments and so on. Questions that arise, then, concern the root causes of such phenomena. What are the reasons underlying content limitations? And, what can we do to overcome them?
This is, then, a quite complicated affair that the rhizomatic use of technology makes it even more complex than we are, possibly, willing to admit.Continue reading “Online teaching and learning environments”