New Learning MOOC
Bruck GebrehannaJessica Marie Bayeng’s Updates
Essential Peer Review #7
Make an Update: Parse an e-learning technology or practice. To what extent and in what ways does it reflect didactic/mimetic, authentic/synthetic, or transformative/reflexive pedagogy?
The Flipped Classroom Approach
An approach where students learn the lesson in advance at home through video presentations and then applying the knowledge they have gained through projects, experiments, and collaborative activities in their classroom.
Didactic Pedagogy:
The principle of didactic pedagogy focuses on the triad interaction between the teacher, the learner, and the concepts to be learned or the knowledge. This triad is still evident in the Flipped Classroom Approach. In this approach, students are asked to watch a lecture video related to an upcoming lesson before attending class. They are tasked to learn at their own pace, and since it is in video format, they are able to pause, rewind, or repeat the video multiple times for complete comprehension. The video provided were made and recorded by their teacher who has carefully planned how to share the knowledge clearly and effectively. The teacher thinks of a way to discuss a concept, the teacher video records the lecture, the students listen, watch, and digest the concept.
Authentic Pedagogy
The Flipped Classroom Approach also utilizes authentic pedagogy. Authentic Pedagogy is a learner-centered approach. It encourages collaboration and interaction between learners. Since the students have already learned the concepts through a video presented lecture, the class time is now more efficiently used. Students are then able to share their thoughts with their co-learners. They can ask relevant questions and even provide arguments. Teachers are also able to give projects or experiments where the students will be able put into use the things that they have learned from the lecture. This approach creates a less passive form of learning.
Transformative and reflexive Pedagogy
Learning can happen anywhere, anytime, and anyhow. It is ubiquitous. In the Flipped Classroom Approach students are asked to watch and learn a lecture though a video presentation. This learning does not occur in a four walled classroom. They can access and learn from the video even in the comfort of their own homes. The students can also control the length of their learning. They are able to repeat the video, they can slow it down, and even speed it up if they want to. The Flipped Classroom Approach also encourages reflection. Doing personal learning encourages learners not to just focus on remembering and memorizing concepts, it allows them to reflect on what they have learned. It allows them to draw different opinions and/or arguments which they may share in their in-person classes. In their classes, they will have the chance to express themselves by sharing their personal thoughts and of course they will also gain collaborative intelligence by listening to the other students. Since The Flipped Classroom Approach prepares students by providing the lecture before they partake in active learning, more students will be more engaged and responsive. More opinions will be shared and heard.
References:
https://www.youtube.com/watch?v=qdKzSq_t8k8
http://neamathisi.com/_uploads/Conceptualizing-e-Learning.pdf
https://www.educationnext.org/the-flipped-classroom/
COVID-19 has disrupted the traditional model of education across the globe, especially in developing countries like Ethiopia. In Addis Ababa, where I live and study, I have witnessed how the pandemic has forced us to adapt to new ways of learning that do not depend on physical classrooms, fixed schedules, or standardized curricula. This notion of accepting distance learning using online platforms is still a challenge for most people. Many still think that online learning is inferior or inadequate compared to traditional learning. Many people still resist or reject the idea of using technology for education. Many people still cling to the old ways of teaching and learning without realizing the potential and possibilities of the new ways.
This was not an easy transition. It required a lot of effort, patience, and resilience from both teachers and students. We faced many challenges, such as a lack of access to devices and the internet, a lack of training and support, a lack of motivation and feedback, and a lack of social interaction and emotional connection. We also had to deal with the stress and uncertainty caused by the pandemic itself.
But we also learned a lot from this experience. We learned how to be more flexible and adaptable, how to use technology effectively and responsibly, how to design meaningful and authentic learning experiences, how to foster a sense of community and belonging among our students, and how to support their well-being and development. We learned that learning is not limited by time, space, or resources but by our mindset and attitude.
COVID-19 has disrupted the traditional model of education across the globe, especially in developing countries like Ethiopia. In Addis Ababa, where I live and study, I have witnessed how the pandemic has forced us to adapt to new ways of learning that do not depend on physical classrooms, fixed schedules, or standardized curricula. This notion of accepting distance learning using online platforms is still a challenge for most people. Many still think that online learning is inferior or inadequate compared to traditional learning. Many people still resist or reject the idea of using technology for education. Many people still cling to the old ways of teaching and learning without realizing the potential and possibilities of the new ways.
This was not an easy transition. It required a lot of effort, patience, and resilience from both teachers and students. We faced many challenges, such as a lack of access to devices and the internet, a lack of training and support, a lack of motivation and feedback, and a lack of social interaction and emotional connection. We also had to deal with the stress and uncertainty caused by the pandemic itself.
But we also learned a lot from this experience. We learned how to be more flexible and adaptable, how to use technology effectively and responsibly, how to design meaningful and authentic learning experiences, how to foster a sense of community and belonging among our students, and how to support their well-being and development. We learned that learning is not limited by time, space, or resources but by our mindset and attitude.