Capturing Learning Moments Digitally

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Enhancing Learning

Capturing Learning Moments Digitally

2/20/2008

By Ruth Reynard

New technology can provide many contexts within which students are asked to think logically, connect with the thoughts of others, and produce new thinking based on discussion and dialogue. New technology provides environments in which that level of construction can be visibly represented for all participants and can, therefore, make students more aware of gaps in their own logic and thinking. Therefore, using Internet technology to only distribute content or provide easy access to quizzes and tests is missing the point. New technology can enrich the learning experience and provide and capture thought processes like never before. This is something faculty must realize and integrate into the learning process.

2. To Represent Discussion Graphically or Textually
As already stated, representing thought progression visibly is a powerful way to demonstrate to students how they think, how others think, and how they can work together to enrich the thinking process. Threaded discussions are fairly common now in course delivery platforms; however, they can be misused or underused. To award students points and grades for merely offering or negating another's comment is under-using the opportunity. Students should be tutored in the difference between conversation and academic discussion or dialogue. Ideas are what should be exchanged, built upon, and reproduced for ongoing use (Scardamelia, M. 2002). Mere conversation remains passive and does not actively involve an academic process of thought.

3. To Enhance Student Empowerment
When ideas are valued, students are empowered in the process. We can all remember teachers who made us feel inadequate, and we can also remember teachers who made us feel valued in the learning process. The latter occurred when our ideas were valued and integrated into the learning process. We also felt empowered when those ideas were assigned a good grade. Often teachers only assign good grades to ideas that they have transmitted to students, expecting the same returned; this diminishes the learning process. While establishing legitimate parameters for academic discussion (which requires teacher expertise and knowledge), students should be provided many opportunities to contribute to their own learning, the learning of the whole group, and the learning of others outside the class group. Publication of ideas through Internet pages, collaborative projects and papers, and the sharing of ideas all provide students with a sense of empowerment in the learning process.

4. To Promote Production of Learning
Learning outcomes for any course of study should demonstrate direct application to the real world in relevance and use. Through good project planning and holistic assessment design, teachers provide students with opportunities to see first-hand how what they have learned applies to real life, employment and ongoing learning. Creating a culture of production can support that process immensely. That is, creating a learning environment for students, using new technology tools, within which students can produce their own work and see it connect to the real world is critical to encouraging students to take ownership of their learning and becoming excited that as they continue to learn, their production will increase.