Dr. Ruth Reynard

So, Rhonda, youre referring to the asynchronous tools which, I agree, allow for more processing and customizing of information. Have you used synchronous tools, such as chat or text? These more immediate tools bring with them different challenges for students, but also build community very well. I would love to hear some of your experiences with these tools...

Yes, Michelle, your experiences sound similar to my own as I have used Wikis and blogs with students. It is interesting how students engage well using these tools and seem to find a more confident "voice" in their learning process. Thank you for sharing ...

I'm not sure I totally understand your question, Mariska. Do you mean taking their education seriously, or connecting their education with their jobs?

Great...very true, Mariska. Yes, brainstorming can engage students in the process and these kinds of activities can access prior knowledge which is of great benefit to learning. The white boards can support these kinds of processes, as you say, as well as capturing and distributing the process. They also support the various learning styles and paces of the students. Good points...

Yes, Mariska. Technology has progressed rapidly and continues to change. The implications for teaching and learning are vast. Rather than see social networking tools as diminishing relationships, could it be that they are being redefined...and could these new relationships benefit the learning process?

That can be true, Mariska, however, those kinds of learning skills have to be learned. Most students do not have the abilities you describe without intentional instucional guidance and coaching from their instructors. That means, then, that just exepcting sudents to achieve is not enough - rather to facilitate and develop the kinds of skills needed for success should always be the goal of the instructor working directly with students. Can you think of ways to develop these kinds of skills in your students?

Yes, the challenge is there, Michelle, for instructors to recognize the expectations of continuous connection and flexibility of networking,and it most often means re-thinking how we design and deliver our classes and course content. Indeed the idea that content should be preset rather than discovered is obsolete and creates an irrelevant and stale environment for students. The dynamic characteristics of immediate and wireless technology provides a context within which learning can stay fresh and relevant for every student. My how teacher preparation must change!! :)

Indeed, Michelle. Developing autonomy in learning is a challenge for both instructor and student. We typically prefer to teach as we were taught and often that has been in a more traditional context. The reality, however, is that more learning takes place when students are empowered to learn. While it sounds obvious, it does not happen in every classroom or learning environment!It can be difficult to stay committed to developing learner autonomy but it is important to do just that - expect students to become independent thinkers and learners.

Good questions, Cleve. I hope others on this thread respond...from my perspective, I see those challenges as always with us whatever the technology or lack of it. Motivating students to not cheat but to work authentically is part of our work as instructors. The appropriateness of the use of the technology emerges from well defined and relevant assignments. The design of instruction is what supports the overall success of the learning for the students.

Great examples, Michelle, and wonderful observations of the benefits of blended learning. I agree that it can enhance and centralize the thinking process for the student and it can also expand the scope of any course - students can now include informtaion beyond the immediate curse and/or the ideas of the immediate instructor. The instructor's ideas are part of a variety of inputs and numerous ideas from those inputs. While the instructor is necessary to guide the process and support the learning, the student can now be central to the actual learning path and how the learning is applied.