George Siemens (2008) captures the changing roles educators and learners take, “in a technologically-enabled era” (p. 15). The support of progressing development of new technologies allows learners to shift control with parameters and access to materials as needed. Learners can now see, “as participative tools grow in popularity, the autonomy of learners and their control over access to information continues to increase” (Siemens, 2008, p. 15).
The “Educator as a Master Artist” is John Seely Brown’s vision similar to an art studio. As students display their work, they may also receive comments from the instructor and fellow students. The teacher observes all projects at the same time. The teacher may also point out “innovative approaches where student learning is not solely based on the expertise of the instructor” (Siemens, 2008, p. 15). The purpose is for learners to gain and possibly change their perspective after examining all sample display.
The “Educator as a Network Administrator” is Clarence Fisher’s example where educators’ assist their learners’ to form connections and create learning networks. The learning networks support learners in meeting the outcomes of a predestined course. The educator shows learners how to, “critically evaluate network sources suitability as part of a holistic and diversified learning network” (Siemens, 2008, p. 16). The approach is valuable where the learner and educator work together in finding gaps within the learning network.
The “Educator as a Concierge” is Cutis Bonk’s example that allows the educator to direct learners to possibly unexplored resources. Learners are able to gain knowledge from other resources and explore further learning on their own. Teachers are responsible for being resourceful. They support the learner in becoming navigators towards their own learning.
. Siemens “Educator as a Curator” model suggests that, “educators must assume dual roles: as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration” (Siemens, 2008, p. 17). The curator is an expert learner. The curator creates space for knowledge exploration. Curators, “balance the freedom of individual learners with thoughtful interpretation of the subject to explore” (Siemens, 2008, p. 17).
The four models, “share a common attribute of blending the concept of educator expertise with learner construction” (Siemen, 2008, p. 17). Educators and learners will come to see networks as a means towards knowledge and learning processes. Siemen (2008) suggests, “it is not realistic to expect subject-matter experts to be well-versed in different technologies, pedagogies, and open content sources” (p. 18). It is critical for the instructional designer to be an educator to educators. All of the metaphors are equally valid in giving instructional designers strategies towards supporting, “faculty, designers and technical staff” (Siemens, 2008, p. 18). Emphasis will go towards, “addressing knowledge as existing in networks and learning as developing and forming diverse, multi-faceted networks” (Siemens, 2008, p. 19).
The “Educator as a Master Artist” is John Seely Brown’s vision similar to an art studio. As students display their work, they may also receive comments from the instructor and fellow students. The teacher observes all projects at the same time. The teacher may also point out “innovative approaches where student learning is not solely based on the expertise of the instructor” (Siemens, 2008, p. 15). The purpose is for learners to gain and possibly change their perspective after examining all sample display.
The “Educator as a Network Administrator” is Clarence Fisher’s example where educators’ assist their learners’ to form connections and create learning networks. The learning networks support learners in meeting the outcomes of a predestined course. The educator shows learners how to, “critically evaluate network sources suitability as part of a holistic and diversified learning network” (Siemens, 2008, p. 16). The approach is valuable where the learner and educator work together in finding gaps within the learning network.
The “Educator as a Concierge” is Cutis Bonk’s example that allows the educator to direct learners to possibly unexplored resources. Learners are able to gain knowledge from other resources and explore further learning on their own. Teachers are responsible for being resourceful. They support the learner in becoming navigators towards their own learning.
. Siemens “Educator as a Curator” model suggests that, “educators must assume dual roles: as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration” (Siemens, 2008, p. 17). The curator is an expert learner. The curator creates space for knowledge exploration. Curators, “balance the freedom of individual learners with thoughtful interpretation of the subject to explore” (Siemens, 2008, p. 17).
The four models, “share a common attribute of blending the concept of educator expertise with learner construction” (Siemen, 2008, p. 17). Educators and learners will come to see networks as a means towards knowledge and learning processes. Siemen (2008) suggests, “it is not realistic to expect subject-matter experts to be well-versed in different technologies, pedagogies, and open content sources” (p. 18). It is critical for the instructional designer to be an educator to educators. All of the metaphors are equally valid in giving instructional designers strategies towards supporting, “faculty, designers and technical staff” (Siemens, 2008, p. 18). Emphasis will go towards, “addressing knowledge as existing in networks and learning as developing and forming diverse, multi-faceted networks” (Siemens, 2008, p. 19).
References:
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for
educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20
Examples of behaviorist uses of technology can be found on the following site:
Hi Vaughn,
ReplyDeleteGreat summary of Siemen's metaphors. When reviewing these, I could see myself in several. For example, I can see myself as the "master artist". I allow my students to complete a task then I allow them to present their work to the class for peers to compliment or give constructive feedback. I also post work in the classroom as described by Siemens. I also see myself as the curator due to the use of the workshop model in my classroom. Which of these metaphors do you feel best describe the role you take in your classroom?
Jennifer Robinson
Hi Beth,
ReplyDeleteThank you for your comments. The metaphor that best demonstrates my role as an educator is "Network Administrator". As an Assistant Principal, I work closely with my Math Resource Teacher. We meet quarterly to analyze student performance data. We also discuss teaching strategies and math lessons with members of the math department.
Vaughn
Hi Vaughn
ReplyDeleteI enjoyed your post.
I was torn between the concierge and the curator as to the role of an educator. When I see how my little grandson interacts with digital technology, as the concierge we provide a roadmap that guides him to appropriate sites, for educational material that is age specific. As a curator, I use my knowledge of what stimulates and encourages a learners exploration and then compile resources that challenge his intellect and offer strategies for life skills, as we uncover the jewels of his very active mind. As a 6 year old with special needs, we have found that some of his compulsive nature and high energy level can be sustained with creative game playing.
Hi Sarah,
ReplyDeleteThank you. It seems you have been able to utilize technology to keep your grandson engaged in the learning process. I'm sure he enjoys learning from you.
Vaughn
Vaughn
ReplyDeleteI liked the way you explained the four models expressed by Siemen (2008). As I reflect, I realize that using technology as a learning tool puts a very big responsibility on the instructor to determine what is best for each student and utilize that role. It is a totally different dynamic than in the traditional classroom, and the educator, as I read in other posts, needs to consider so many things (i. e. student skills and how to assist special needs).
I really do see the future of technology use and online instruction, and the importance of having instructors prepared to do the job.
Cheers
Linda H
EDUC 8845
Hi Linda,
ReplyDeleteI agree. I am amazed at how teachers are expected to incorporate technology within their lessons. An example is interative white boards. The academic teachers at my school spend many hours designing flip-charts for their lessons. It becomes exciting for the teachers because they work as a cohort and share their ideas with each other.
Vaughn