Last week’s session with Janet Murray kept me happily engaged through the snowstorm and well into the weekend. But among the many ideas that emerged from the discussion, Jocelyn’s reminder that we still await real change from social media gnawed at my distracted musings as I shoveled piles of electronic paperwork, tried to carve out a few hours to write, and prepared for my teaching week.
As I’ve mentioned in class several times, my honors seminar students are blogging this semester about the weekly readings and using blogs to build out their term research projects. Learning to blog with this group has been a heady, inspiring experience for me, and the class seems more engaged with the course content and each other and more self-motivated to excel than any group I’ve worked with in the last several years. I believe that the blogging medium has a lot to do with this (thank-you, Gardner!). When the class meets in person everyone has already posted about the reading and commented on each others’ posts. The quality of the posts and of the in-class discussions is much more sophisticated and nuanced than I normally expect – even from honors students. In fact our class discussions are so rich that the students asked if “we” could have notes on them. So now we have a collective google.doc for every session with an assigned “synthesizer” and 10 invested recorders. If the synthesizer misses something or anyone in the class has something to add, they start typing on the doc or copying a link or image into it. People consult and modify the doc long after class ends, and I post finished product as a PDF on the motherblog the next day.
Back to Jocelyn and real change. I feel like blogging has transformed the learning environment in my seminar in all kinds of (mostly) wonderful ways. Thumbs up. Bring it on. I’m hooked. But the reason I’m hooked has everything to do with the potential this format offers for enhancing an inherently social dynamic of learning and finding meaning in what you learn. Like many others, I’m concerned about the advent of the MOOC era (ok, I’m a Russian historian, so “concern” for me really means “certain this will end badly but suffering is what we do best and prevailing is our destiny”). I appreciated Nathan’s thoughts on online learning last week, and the other Amy’s note about the difference between knowledge transfer and kinds of soft skills that are both essential to effective education. MOOCs feel like “real change” to me, but not of the kind we’d necessarily hope for or welcome. As a fellow Russian historian recently noted, MOOCs may have much to offer in an ancient and venerable tradition of autodidactism. If the goal of the “delivery system” is to convey information and the goal of the student is to assimilate it and “get credit” for doing that, then MOOCs might be ok in some contexts some of the time. The danger lies, I think, in confusing or conflating this kind of “teaching” with the more complex kinds of learning and discovery that humans pursue. The latter depend heavily on social relationships and social context. (Joshua Sanborn’s post lays this out beautifully.) The “real change” I’m looking for in using on-line tools and social media will intensify and expand the quality and nature of the interactions I have with students and their ideas. My hope is that “real” social change of the kind Jocelyn asks for might ensue. I love that our class invokes the digital imagination, and hope we can resist the reduction of higher education to information transfer.