This week has been such a whirlwind. Even though I was (happily) assigned to one seminar I felt like someone at the dessert table looking over wanting to taste that one over there too! The end result was me dipping in and out of other seminars, sometimes getting caught up in a particular conversation, and trying to remember to come back and check in with the posts in my seminar. In the process I feel that I have absorbed so much information that there is a mash-up going on in my head.

How does sustained or disruptive innovation fit with my philosophy? I believe that learning is more than memorizing. Emerging technology I might choose to use in the classroom needs to encourage deeper learning. While I think there are uses for tools that ‘drill and kill’ concepts, there is so much information in the world outside the bricks and mortar that I want students to figure out how to access, absorb, and process this information. The sustaining models (e.g. flipped classroom) seem to still be teacher-centred instruction, although I could see setting up project-based learning in this format. For example, when it is a group of students turn to rotate into a computer lab, they could conduct research on a specific topic which could then be brought to the next station (perhaps discussion group).

I like the flexibility of some of the disruptive models, such as a la carte or enriched virtual. What bothers me a little though is how easy it would be to become isolated from your peers. Students have often said that collaborative work (not group work but discussion) is one of the best ways for them to learn. If students are all working on different courses or are at different points in the same course it becomes challenging to have this discourse.

It is important for me to have a teacher presence with my students. This doesn’t mean that I have to be in charge, but any model I use would need to have some way for me to communicate with my students and help them feel comfortable interacting with me and other learners. This would differ depending upon the group of learners I am working with; some groups of adults need to have the face to face interaction with the instructor to help with ‘becoming a student’. Others would be fine with a once a week required class and completing the rest of the work online.

I’m still trying to wrap my mind around how to set up online content to effectively run some of the models. For example, in an individual rotation each student follows a set schedule either designed by an algorithm or a teacher. This to me says I would either need to subscribe to a provider of some sort for the learning analytics, or I need to be sure to have enough time built into my day to assess each individual and be on top of their personal plan. I do this in a minor fashion for my literacy math class, and even though I only have 16 students this can consume large parts of my week. After lurking in the gamification seminar, I think I need to explore this topic a bit further. Gamification seems like it may be a way to provide personalization for this particular group of students while keeping them engaged.