“Perhaps the notion is that knowledge-as- = co-created by students is superior to knowledge-as- passed-along-by- teachers-and-books, regardless of quality. Perhaps the accuracy of the information co-created by students does not matter, because as = shared information it enjoys a social validity that dusty old volumes and teachers speaking from authority cannot” (Sanger).Source: Larry Sanger’s article, Individual Knowledge in the Internet Age”
I am an If there is a large number of people who believe that “large amounts ofEnglish knowledge” are no longer necessary due to the availability of the Internet…howinstructor does one argue against that trend in a way that effectively helps to keep olderwho still modes of learning knowledge in place?requiresstudents toread “dustyold volumes”,so…
…”historically (way back when) museums were thought of as“cabinets of curiosities”, cabinets being the containers objectswere displayed in. Disparate collections of seemingly unrelatedobjects in a (dusty) space. Interestingly (I think anyway), the webis also a “cabinet of curiosities”, albeit cleaner (less dusty).”(Laurie Burdon blog post in response to “Networks, Ecologiesand Curatorial Teaching” by George Siemens) Once museums were thought of, and to many still are, as dusty old relics. Much effort has been made to connect visitors with their contents and make them relevant. This, also, is the job of the English instructor. I must make books relevant and appear to be more than simply those dusty volumes…
I use Instructivism/Behaviorismand Connectivism in myEnglish courses. I find the following:•Instructivism/Behaviorism works very well for Englishcourses for non-English majors. Often these students arecompletely unfamiliar with the content, are readingsomething entirely new, and grasp on to any interpretationthe instructor will provide. The down side? Often timesstudents fail to connect individually with a text, therefore notasking deeper questions that get them to deeper analysis.•Connectivism works very well in English courses for bothnon-English majors and English majors alike. For non-English majors it helps them to find an individual angle thatinterests them and pursue it with greater ease using toolsthey are used to. For English majors they feel less “led bythe nose” and enjoy the greater freedom to explore ideasthey perhaps already developed prior to the course.
W hat Connecti vi sm look s li k e i n myF 2F E ngli sh cour ses =
I did not know the terminology for the typesof instruction I was using prior to thisclass…or perhaps I did and had forgotten?!I’m happy now to see the pedagogicalapproaches I’m already employing andusing effectively…in person. Now..how doI continue this success online?
W hat Connecti vi sm could look li k e i n my onli ne E ngli sh cour ses Lectures given viaPaper book Online videoOR eBook student Online discussion boards and group activities about = Substantive, individual connection with the text/concepts the text