What are the rules and requirements for the tech job of the future? The role of the online learning community is a defining feature of the future of learning and job.
What Is Role Of Course Developer In An Online Learning Community
In this day and age, how do we build communities? We used to live in a world where our school buildings were like the homes we grew up in. But, as our school buildings are made out of brick and mortar, we take school and our world for granted. Our internet, though, is shaped by our best days. The social nature of sharing ideas and content creates a virtual world where our interactions are supposed to be like those of a friend. However, we have an issue: many people use school and society for the formation of identity and socially, we are social beings. We want to share stuff with friends, feel connected to people, but we also like to be our own person.
The majority of our students today don’t want to go to college. They’re not prepared or aren’t interested in it. What do we do? We train them to graduate high school. We have to figure out how to help them make an impact, to make the transition.
We should be preparing students to make a career. What if we were having these conversations, about building communities, and about curriculum development, not with an answer, but with an invitation?
Students are reluctant to participate in online educational content because they’re wary of it not being tailored to them. They don’t want to be “graded” without input, the structure is too rigid, and if they agree to the class, they want a hands-on experience, that they control.
Why? Because many educators don’t know how to interact with their students on the web. You and I can do it when our government schools are in session. We know how to interact with our children in physical education classes, in science, in health classes, in books, in art classes, in robotics, in math. We can interact and foster a learning environment, where we can provide the tools necessary for the kids to learn and explore. If you only interact in physical education, then you’ll never get a physical education student who’s trying to figure out how to play volleyball, who’s trying to figure out how to swim.
And for students who don’t want to go to school, they’re often not ready to take risks and explore, without the safety net of having a teacher in a physical education class or a gym class. But even in their personal lives they’re vulnerable and that’s where social learning for adults creates its most of its value.
It’s no coincidence that (excluding for the science and art classes), the arts are typically where we get out of our comfort zone. Whether we don’t really like sports, whether we don’t like swimming, or whether we don’t like golf, we have to try something new. We have to try swimming again, or golf again, or skiing again. Our sense of survival has created a whole culture for us to take risks and get outside of our comfort zone, to explore.
And when we get outside of our comfort zone, we’re generally rewarded with fun.
Despite the fact that we’re all here to learn, and to explore, we still want to have fun. Who could resist a game of pickup soccer, or a new game of pool, or some pool and ping pong? Who could resist a meeting with old friends? But when these venues are presented in isolation, what’s the expectation to engage with others who are playing the same games? We shouldn’t stop learning; our expectations, need, and opportunity to learn should be celebrated.
In an age where our technology and digital world makes so much possible, and with so many ways to connect in it, it becomes critical to tap into the social aspects of education. Whether you’re writing your thesis, or having an interesting dinner party, students’ relationships should be the priority. Are we simply hooking up students with courses that they know nothing about, for at least four years?