Weller (2020) gives a well thought-out chronological order of how ed tech has changed and evolved over the last 25 years. However, it can be noted that of all the ed tech-related technology, only a few of them stand the the test of time and flourish to date such as e-learning, blogs, MOOCs, open textbooks, video, web 2.0, learning management systems and social media (to a lesser extent) among others. Application of technology in education has been clear but it is viewed as a separate entity, a soulless object. Therefore, I think it is important to evaluate ways in the education sector can give technology a soul in its applicability.

The way Weller (2020) describes these technologies, it feels as if they are used in a different space and time where a human element does not exist. When tackling the issue of learning management systems (LMS), Weller (2020) asks various questions that need to be answered especially at a time when online learning is so important. These include: “How do we make effective use of asynchronous/synchronous communication to enhance student interaction? Can we design the use of tools in courses to improve retention?” (p. 66).

As an experienced educator and instructor, Dr. DeWaard described the best ways to humanize online learning.

I feel that this photo above summarizes the underpinning principle on how to humanize online learning. For instance, gesturing is one of the human elements that all educators need to incorporate into their teaching because online instructors or even students can forget that there is another human at the other end of the screen. Humanizing the learning experiences – it is about building relationships and building opportunities for conversation (conversation about the texts that maybe in the course or some weighty topics text to text, text to self which simply implies how do the readings or how does the piece of information that I’m reading connect to what I’m struggling with or experiencing in this context/ setting/ circumstances, and text to the world. Text to the world – how does it shape the world or fit into the bigger picture – by asking how have I impacted or supported the learning of others (building the ethos of care). How does it shape the physical world spaces that I’m engaged in? Not just about the reading or replying to discussion posts but about how am I supporting and connecting to the ideas of other people.

Dr. Dewaard maintains that the ultimate goal of learning whether by asking why are you designing this learning space and how is it that you can build this space for engagement, representation, action, and expression. The ultimate aim is to build these spaces and help students become expert learners, and leave the course with some skills at how to access and how to build and how to internalize information. Although this is something many instructors do not pay attention to. The plan is already laid out but within the plan there’s enough space for voice and choice and it’s important to students from kindergarten through to higher education. It should include opportunities for them to present things that they are interested in, where they can dig deeper into something that caught their attention.

However, technology integration is a double-edged sword: While it can make us more powerful and help us overcome what appear to be insurmountable obstacles, it can also create more barriers if used improperly. France (2020) outlines some of the ideas that can help give a soul to online learning such as:

1. Move away from industrialized curriculum and toward journaling: It seems to make sense to turn to web-based, adaptive tools at a time like this and this is in line with Weller (2020) chronological development of ed tech. This makes it easier for teachers to manage teaching from afar and might make it easier to give lessons a personalized feel by creating playlists of activities.

2. Create opportunities for dialogue and discourse: Social interaction is a critical component of complex instruction. To fully capitalize on the benefits of complex instruction, we must create opportunities for dialogue and discourse, in an effort to keep kids thinking critically over the course of this quarantine. Many have audio or video conferencing capabilities at our fingertips. Google Meet and Zoom are just as important as the LMSs such as Blackboard, Moodle or Canvas explained by Weller (2020). In doing so, educators can preserve some semblance of normalcy and maintain the dialogue and discourse that we value in our classrooms.

3. Build in opportunities for self-reflection: The current crisis is allowing all of us—educators and parents included—to reflect on what it truly means to learn. We are being reminded that learning is more about the process than the product. Sending home worksheet after worksheet is unlikely to result in fruitful learning that will stick. As Dr. DeWaard said, the instructor is expected to have laid out the syllabus for the students because the syllabus comes first it’s almost a legal requirement for the instructor to have the syllabus ready. The plan is already laid out but within the plan there’s enough space for voice and choice and it’s important from kindergarten to students in higher education. It should include opportunities for them to present things that they are interested in, where can they dig deeper into something that caught their attention.

ETHOS OF CARE

Ethos of care is a main ingredient in making the humanization of online learning realistic.  As we forge ahead with the evolution of ed tech, Dr. DeWaard and Weller (2020)
ascertain that online spaces have to be accompanied by the duty of care. Weller (2020)
says, “As educators, it is important to acknowledge the type of negative aspects… and
not to unknowingly commit students to the use of technologies or approaches that
can lead to invasion of privacy or polarization. Higher education operates within
society, and so has a role in both shaping how the communities use such technology
and in holding technology companies to account” (p. 174).

 

 

 

References

France, P. E. (2020, Apr 1). 3 tips for humanizing digital pedagogy. Edutopia. Retrieved from https://www.edutopia.org/article/3-tips-humanizing-digitalpedagogy

Weller, M. (2020). 25 Years of ed tech. AU Press. Retrieved from https://read.aupress.ca/read/25-years-of-ed-tech/section/e69021f2-91b6-4ca4- 9d0b-81d3e9748707