a blog post by Martin Weller.
As part of the launch of the new Digital Learning Season, Jorge Freire organised a reading group to discuss Online Learning Environments.
Colleagues at CSM met to talks about their experience of the constrains and benefits of both instution-led VLEs (Virtual Learning Environments) and PLEs (Personal Learning Environments).
We discussed the importance of skills and the different levels and approaches around gaining skills in using digital tools, from prescriptive step by step process to the democratisation of learning.
We observed that the scale of a course or online activity will affect the modes of delivery and course design, as what works for smaller cohorts may not be suitable for bigger cohorts.
Co-design as a learning desing process was welcomed by the panel but time constrains often means it is not achievable without careful planning. The role of students and ownership in their learning was also a clear concern from the academics in the reading group.
Institutional challenges were identified between the desire of innovation and freedom and the institution obligations to provide support for the digital platforms used.
We also discussed paces of change, where change and speed both have advantages and disadvantages in the support of teaching and learning communities
There were also mentions of the agency around choosing approaches and platforms, where a clear understanding of the relationship between actors and actants is vital to a meaningful teaching and learning experience.
We ended up reflecting on ethics, from who owns the data, to the skills needed to evaluate and choose ethically. One thing is for certain, technology is not neutral.
Feel free to add comments to this post to continue this interesting converstation.