It may not seem like it, but not all students can learn online. But a new network of 100+ educators, students, and social researchers are looking for ways to bridge the gap between online and offline learning.
What Do Unsuccessful Online Students Want Us To Know? Journal Of Asynchronous Learning Networks
In view of recent articles in the tech press about the popularity of MOOCS over continuing education, we’d like to provide a slightly different, counter-weighted perspective.
Many people may have heard about the new online TEDx event that occurs for a set number of hours on the Friday following the TED conferences, and are perhaps understandably intrigued by what might happen, and how, when, and where that would work. But what we’d like to discuss is what really happens when University faculty get together and try to teach students on a conference format. That is not just about TEDx, but maybe about what happens over the course of a day’s conversation, which happened to us at the Seton Hall University (SKU) System’s peer to peer teaching events, SPIRAL.
The fact is, the community in which such meetings take place is so tight that even if students had never been introduced to the concept, they would know that something is happening at the same time, people are talking, and where discussions can be had. And the results are, beyond any doubt, what you would expect: a tighter, lively, collaborative environment, in which all the members are committed to the same goal: improve education, engage students, deepen education, and get more of them to college. In short, the group model we’ve been using for 20 years is still working, and better now than it ever has been. And we cannot, and will not, stop innovating with this model, because we have never been better at teaching each other about how to maximize effectiveness.
When Can WE Make Tedx A Professional Business?
Now that TEDx is successful in the academic context, many people are wondering what future growth might be possible for the TEDx model in terms of conferences themselves. For example, for purposes of replicating TEDx in a large conference setting, you have to figure out how to deal with a continued logjam of people wanting to give their best presentations. These organizers would almost certainly create a process through which their students could have a chance to post questions, participate in and participate in the conversation, and get paid for their trouble. If the TEDx-TEDx (if such a thing exists) can operate in this type of environment, that’s going to be ideal for continuing education programs.
We’ve heard comments that the TEDx model of posting a set number of hours for a specific group of people isn’t practical for professors’ teaching efforts, and that creating a framework is easy enough, especially for the computer side of things.
And yet, while the logjam is readily apparent, the exercise of managing groups of people who may have never met before, given that they’re all working from the same piece of software, is not. We can dream about creating a scenario that takes the logjam out of this effort, but while the task is difficult, it’s also a challenging goal. For example, many professors may not be comfortable with the idea of students needing to engage in the kind of discussion-laden interaction they will have to engage in in order to produce good presentations, and this may also apply to faculty members who have no interest in letting faculty/student peer-teaching work create more and better teaching opportunities.
One of the values of the networked learning network model is that students and faculty can learn from each other, and while it may require some experimentation in this regard, if we approach it with passion and seriousness, there’s no reason we can’t see some real movement in this direction.