Talkin' 'bout my cerebration.

The presentation of how I manage information flow to colleagues recently has prompted some further thinking, and allowed me the opportunity to play with a new toy.  The new toy is simply my MacBook, for which I purchased Keynote – and I know see why everyone raves about Keynote.  More on this new toy in another post.

Mapping the information flow within my learning environments, as presented in my previous post, was exceptionally difficult to do.  I created a much simpler concept map that presents the basics, and you can see that in the presentation on slideshare.  The essential concept was that depsite the myriad of ways I and my students provide information, a small number of collection points are used to gather the information.  This is where the power of RSS comes into play.  Whatever I can generate into an RSS feed I will, all my students have RSS catchers established.

The further thinking was facilitated by me attempting to explain the benefits of what I do to students, learning and myself. Referring to Bloom’s taxonomy, the thinking required by the learning tasks I deliver virtually are mostly foundation thinking (knowledge, comprehension, application) allowing me to focus on higher order thinking (analysis, evaluation, design) skills in class, the time I have direct contact with my learners.  This is a significant change from my early years as an educator.  I habitually dealt with knowledge, understanding and application when in class, setting analysis, evaluation and design as homework.  The reverse is now my practice.

Clearly, the skills of analysis, evaluation and design are more complex skills to master and deserve my attention in a more focussed and accountable manner.  Distribution of knowledge and development if understanding can be effectively achieved in times outside of set class times.  If students are required to attend a physical class, my time is best spent developing abilities of those higher order thinking skills.

A further benefit of delivering information virtually, and outside of timetabled class times, is that when in class meaningful and productive conversations can be had.  I don’t spend time re-distributing information.  If students have not accessed that information prior to class, they can access it whilst in class.  They realise however that they miss out on the higher order conversations that extend understanding and achievement.

However there are two outcomes that surpass all other achievements related to engagement with learning.  First and foremost, my students realise they can access information from sources other than me.  In fact, they have realised they can gain relevant information form each other. Secondly, the time in which students are actively learning is extended beyond the identified time allocations of timetables and work programs.  Learning occurring spontaneously, collaboratively and independently.