The Mentor

Confronted with the latest innovations of web technology , it is just appropriate to say that the web has become the school of the future. Because learners in this 21^st century are more inclined to have more control in their learning in a digital environment, the demand for e-learning is apparent (Spender and Fiona 2002).

Data shows that there is an apparent explosion of online learning , products and technologies in the global context ( Brennan, et al 2001). The lack of workforce in the corporate world will pave way for people to patronise e-learning especially so, that internet is exponentially growing in coverage. Between 1999 and 2008 , an astonishing growth of worldwide online users are recorded from 158 million to 1.464 billion (Brenner 2008). Global E-commerce in 2003 reached at $ 1 Trillion (Learnframe 2000) . Moreover, because of the economic potential for e-learning is tremendous , a growing number of giant technology companies like AOL, Microsoft, Yahoo, IBM, Oracle, AT&T and Sun Microsytems are investing into advanced products and services suited for e-learning education which is pegged at $2 Trillion global education and training industry . Unpretentious calculation will tell us that any business related to information and communication technology will obviously bring them into heights of financial success (Learnframe 2000) . In view of the preceding information, I am convinced that certainly the web through e-learning is the school of the future.

References :

Brennan, R., McFadden, M. & Law, E. 2001, ‘Review of Research. All that glitters is not gold : online delivery of education and training’, National Centre for Vocational Education Research.

Learnframe 2000, Facts , Figures and Forces Behind e-Learning, viewed 6 November 2008 <www.learnframe.com/aboutelearning/elearningfacts.pdf>.

Spender, D. & Fiona S. 2002, Embracing e-learning in Australian Schools, Commonwealth Bank.

Aside from the global phenomenon that e-learning brings in the global learning environment as cited in Part I, I reckon that this online learning is also essential among educators and learners because it provides meaningful learning. When learners engaged in active, constructive, intentional, authentic and cooperative activities, Jonassen et al (2008) claimed that these students are learning meaningfully. Being manipulative, reflective, collaborative, contextualized and goal oriented are the skills that learners are expected to acquire when exposed to the preceding activities. Their research also proves that technologies support meaningful learning when the students learn with technology. Apparently my learning experience at UTS is best described under this category. Indeed my year of stay in Sydney has given me much learning realisations. Certainly one of those is Meaningful Learning.

Reference :

Jonassen, D., Carr,C. ,& Yueh, H. 1998, ‘Computers as mindtools for engaging learners for critical learning’, TechTrends, vol. 43, no. 2, pp. 24-32

In the advent of information and communication technology, I am quite curious about the significance of e-learning among educators and learners. Such inquisitiveness lead me to pose for a moment and reckon the reasons of my immersion in this technology that astounds global attention. Firstly , I consider engagement in e-learning very essential because of its global phenomenon. Castells suggests that digital technologies are explicitly changing many of organisation’s strategic perspectives and operations while Glass argues that knowledge vested upon the people is the best measurement of organisation’s strength ( Fry 2001). Furthermore, Brennan et al express their observation that a global explosion of online learning , products and technologies is happening. With these sensible statement, I am more than convinced that e-learning continues to influence the future of learning in the years to come. As such , learning will not be limited within the parameters of the traditional classroom learning environment but could extend to any home or workplace using the internet. This phenomenon must be given much consideration among educators who are considered as one of the front liners of learning endeavors.

Upon hearing the chirping on TWITTERING few months ago, I get myself attracted into this form of social network. I reckoned this might be a good thing for me to stay connected with my friends and even with other virtual global members. Without much delay, I joined the network and have a handful of followers then. Twitter for me is more than a personal online diary but an opportunity to interact with network members whose passion and interests are similar to mine. I consider the search box quite fascinating as well. As I tick the search button with a topic of interest laid in the box, various references of such interest appear. In a way, this would be a complimentary tool along with delicious and other media tools in my personal research endeavors. Presently, I am still exploring this stuff and discovering its fullest potential and relevance to my daily undertakings.

Since I get myself actively involve in a learning community, my knowledge on various concerns more specifically on e-learning technologies and educational concepts has increased. The learning community has brought me significant realisations which would include the opportunity to express one’s ideas candidly; working in collaboration with the community members in various field of interests; feeling of social acceptance when one’s ideas are given consideration; and the need for sustainability of technological knowledge and applications. These I would say are the driving forces that compel me into exploring the world of social networking. I am greatly fascinated with the results I am gaining from this experience. My mind seems to explore beyond borders of knowledge of which previously was limited within the boundaries of my local learning environment. With this in view , I am enjoying my learning journey. Indeed this e-learning experience is beyond measure.

It’s been more than two months from now that I get myself immersed in a learning community. I find the experience very informative, challenging and thought provoking. I am greatly fascinated with the emergence of e-learning technologies that enhance learning. Currently, I am a member of future of education ning  network. In this community I get a lot of information pertaining to e-learning. I am getting comfortable in sharing my views in various forums that I join. It feels good if your ideas are given enough consideration by your colleagues in the network. At least I have that sense of being relevant in the community. Indeed my participation in the community unlocks my apprehensions in various forms . The consolidated ideas of the group have heightened my awareness in various relevant topics of interest. As an educator, I am challenged of the fact that I still have more to learn in e-learning. After all, I can only share whatever I have. For that reason, I am taking advantage of every learning opportunity that comes. I am motivated to learn and at the same time learning to become motivated Sounds exciting ? But that is actually happening in my post graduate studies at UTS. I am learning and earning a lot , too Though my days of stay in Sydney are numbered, yet I treasure the remaining months of acquiring skills and knowledge that could be useful in my workplace in the Philippines. Certainly e-learning alongside with other subjects are shaping my pedagocical paradigm which is my tool in initiating educational reforms in our school.

Reading the article of Cornforn on Social Learning has brought me into realisation that a large amount of learning is not only taking place in a school setting environment but also in various places where a sense of social nature is dominating. Social interactions in this nature enhance a learning environment of which I am totally convinced of. Being an educator for quite a number of years , I would admit that a great deal of my learning emanates from my daily interactions with people in education, socio-civic and spiritual undertakings of which under such circumstances it help me become a better person. Furthermore, my learning exposure at UTS which is shaped by online forums , face to face group discussions and self-directed learning are considered socially-motivated in nature.

Contemplating with the various theories that ultimately lead to the development of Social Cognitive Theory of Bandura, theories of such kind are like file of blocks that build up a strong conceptual framework foundation .Take for instance the existence of Piaget’s Genetic Epistemological Theory. This focuses on stages of intellectual development that help us to explain the importance of cognitive learning. While this theory might be criticised by some researchers because of its invariability of stages and fixed sequencing of subcomponents, I still consider Piaget’s theory relevant to learning.

Considering the Vygotsky’s Social-Cognitive Approach on learning is indeed thought provoking. His concept of self-verbalisation or the process of internalisation of language, concepts and values in early childhood development has been used by teachers, parents and learning institutions all these years. His concept of proximal development of which children are encouraged to develop their skills within their capability is obviously the concern of every parent and teacher. His theory is concluded by the idea of scaffolding that seeks to assist the children in learning new behavior beyond their immediate capability .

Gaining knowledge through situated learning is another concept of knowledge acquisition. Wikipedia defines it as the learning that takes place in the same context in which it is applied. Furthermore, it is embedded within a social and physical environment. Obviously this type of learning is commonly taking place in one’s daily life undertaking. However , Bandura must be smart enough to consolidate the elements of cognitive information processing, social and behavioral psychology that is essentially a constructivist approach to learning where learners makes choices and are actively engaged in making meaning of the world surrounding them. This commences the creation of Social Cognitive Theory.

The foundational concepts of this theory is the belief that there are complex interactions among the individual, the behavior and the environment with each of this contributing to the individual’s cognition and behavior. Speaking of behavior, modeling is considered an effective tool in acquiring observable behaviors. Researchers believe that modeling develops self-regulation and self-efficacy which are important ingredients of effective learning and performance. The concept of possible selves by Markus and Nurius is remarkable enough expecially so that change of attitudes and behaviors is the central focus of this principle. Certainly the implication of social learning is broad enough to explain as it involves the creation of a person in character and content. Cornforn winds up his article by discussing the four factors of observational learning which are attention , retention, production and motivation.

Finally, I would say that involving oneself in an environment of learning where social interaction is taking place makes the learner equipped in knowledge and skills . One has to go out from his traditional shell of learning and explore other ways where much learning could be acquired. Certainly , social learning is there to help us go through.

Laurillard has explicitly described in clarity the role of educational media in learning and teaching. Media is defined as the “carriers of messages , from some transmitting source to the receiver of the message” (Romiszowski 1988, p. . To me , this definition if carefully reflected upon, teachers and students alike could make the learning experience as exciting and enriching as one may think of. If properly harnessed, the “tool” will break the walls of ignorance and inexpressiveness of the teacher and learner. I like the way Laurillard presents the framework for analysing media which starts from being discursive which is characterised by the brainstorming of ideas of both the teacher and learner of which the output could serve as the topic goal. From then on, the concepts of being adaptive, interactive and reflective go after (Laurillard 2002). According to Kalantzis and Cope, this is called Transformative Learning where the learner is co designer of the pedagogical framework ( Cope and Kalantzis 2008)

The forms of educational media which include narrative, interactive, communicative, adaptive and productive appear very useful in the learning process (Mayes 2000). In this manner , the learner is assured to be more independent and reasonable in many ways. The concept of communicative media is making a breakthrough in the learning and teaching environment. Hence, it allows the learner and teacher to share their thoughts on various issues of life unhindered by the issues of time and space. I would say that web tools in text , graphics , audio and video formats elevate my bewilderment on e-learning technologies.

Laurillard (2002) concludes her work by saying that an ideal learning environment is characterised by mutual understanding among the learning stakeholders with the teacher obviously managing the pedagogical learning experience. Furthermore, she stresses out that teaching has to be interactive and communicative in nature to overcome misconceptions. This , I strongly agree and for that reason I am reasonably advocating for the adaptation of educational media for optimal learning journey.

On the other hand, the views of Mayes towards ICT is remarkable especially so when he outlines the pedagogical basis of learning technology (Mayes 2000). Task performance of the learner would indeed lead to understanding which is considered the best learning experience. I be in agreement with this concept , more particularly in this course. My hands on experience in the various e-learning technologies brings me closer into further understanding of the world of e-learning thus the learning experience is considered fun and enriching. Furthermore, Mayes emphasises the progression of learning through various stages of which such learning is positioned in a personal, social and organizational context that resolves motivation. Feedback among teachers and peers greatly help the development of understanding which is also strongly advocated by Laurillard.

In view of all the current developments in online learning, Mayes has given much consideration of the feedback , a process which verifies learner’s experience. Mayes has concluded his paper on the integration of information and communication technology to enhance maximum level of learning experience. A tangible representation of such is the convergence of primary , secondary and tertiary courseware, i.e. the blending of concepts , objects or people through technology.

In conclusion, Laurillard and Mayes collaborate each other’s ideas on an enhanced learning environment brought by information and communication technology with the learner properly monitored by the teacher through the verification process of feedback.

References :

Cope, M.K.a.B. 2008, New Learning : Elements of a Science of Education, Cambridge University Press, New York.

Laurillard, D. 2002, Re-thinking University Teaching: A conversational framework for the effective use of learning technologies, 2nd edn, Routledge, London.

Mayes, T. 2000, ‘Pedagogy, Lifelong Learning and ICT’, paper presented to the IBM Chair Presentation, Glasgow Caledonian Universities.

Romiszowski, A. (1988). The Selection and Use of Instructional Media. London: Kogan Page. (Chapter 3, pp. 57-100)

I find the Saunders article very enriching and informative. This has open my further understanding on various issues of Social Psychology of Adult Learning. The social learning theory has given emphasis on the relevant role of models that shape the learning experience of the learner; however, the level of immersion of learning would depend on personal and environmental factors. On the other hand, the implications of the theory among adult educators includes the discretion of the latter to gather relevant information from the learner; monitor the learning experience; create a safe social learning environment; encourage relevant discussion of the subject matter; displays highest form of professionalism and ethical behavior. Having described the theory , I would say that this has significant implications to our current learning community . The interactions among the members of the community would enable everyone to extract sensible learning experience. When I did join a learning NING community of the future of education few days ago, I realised the gist of the network member’s insights on various topics of interest. I have considered some members of the network as my models of learning since they have expressed their views that suit my expectations.

The social comparison theory has become a reality to my education practice when I started my postgraduate studies at UTS last Spring 2008. The discussion board in the UTS Online has drastically changed my paradigm of e-learning. I compared my insights with my colleagues and noticed that such undertaking helped me to discover learning realisations. Though there maybe a competition of presenting and arguing your views; nevertheless, it achieves it purpose of improving the learning environment. As such , every forum discussion on the UTS online of which I become involved , I always take it an opportunity to share and learn from the online interaction . This I would say , a learning community.

Another theory that ushers my interest is the social judgment theory which implies the reference points or anchors of the adult learners of which such would be the basis of attitude formation, opinions and judgment. The acceptance or rejection of various issues of interest will depend on the inherent values of the learners. This holds significant relevance on the learning community since every person has varying embedded values and concepts that can’t just be persuaded unless such falls within the scope of the learner’s acceptance sphere. In the context of the adult educators, this theory suggests that genuine openness must be within the learning process to determine the appropriate suggestive responses of the learners. Thus, the social environment must be supportive, safe and imbued with awesome respect so that appropriate behaviors will be tested in its truest sense. However, setting up of boundaries must be clearly defined so that irrefutable issues will be dealt with utmost care and sensitivity. I understand that this sensible etiquette is of prime importance in the learning community. Without such, it would be difficult to uphold maximum learning experience. Thus , such must be given enough consideration by all concerned.

Following the list of social theories is the social penetration theory. Under such theory , adult learners have to resort into some form of disclosure in the social learning environment. Relatively , the disclosure would allow a certain degree of openness and trust to flow through the learning environment which when harnessed properly will enhance optimum learning experience. This concept is obviously one of the ingredients of the learning community. As the members of the community began to acquaint with each other in the course of time, certain form of disclosure is taking place that shapes the learning environment. My experience in the UTS Online last spring semester enabled me to be more natural in expressing my views. Inhibitions are gone especially when personal circumstances are known to all concern. Adult educators would play a vital role in assuring that disclosures among learners and educators will be dealt across the bridge of learning environment with utmost care and professionalism.

The theory of self-monitoring enables the learner to be sensitive about himself and the feedback of others towards himself . The process is contributory to the learner’s personal growth. The essence of low and high self-monitoring is determined by the sensitivity of the concerned individuals. The learner is then making behavioral adjustments to address the feedbacks. His ultimate goal is for him to improve in some degree of his expectation and that of others. Absolutely , I do agree with this principle. I noticed all these years of my career as an educator , that when I do self-monitoring in various issues of my life, I am more resilient and open minded. I am moving myself a step closer to my goals as I make my honest reflections on various undertakings.

The essence of group dynamics can be both developmental and detrimental to the learner’s growth. The spirit of team work in group activities is very much relevant to the formation of character in the learner for him to be more equipped and confident. On the other hand , the concept of uniformity and conformity pose negative effects towards the learner ; however, such could be resolved by the adult educator if appropriate steps will be undertaken. In the context of the learning community, every member must observe the atmosphere of respect ; thus, nobody should assume the monopoly of the learning environment. Finally , the idea of adult learning group is encouraging. I find the concept valuable to my journey of learning. Indeed the acquisition of knowledge and skills would be fun and enriching, if somebody else is willing to carry the burden with his fellowmen.

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The article on Learning , Working and Playing in the Digital Age has clearly described the scenario of learning in the context of the information age. The author has convinced me literally the essence of the subject matter that transcends beyond human understanding. The revolutionary emergence of web and internet has drastically change the lifestyle of today’s generation. In fairness to the confused yet open-minded adults , they too have taken the personal challenge of exploring the benefits of e-learning technologies. Obviously the generation Y is taking every bold step of exploring the complexities of these “technologies” which shifted their mode of learning from a traditional form into a more interactive way of learning through self discovery and experiential learning. Brown et al (1999) have succeeded in defining web as the new medium of transporting information in an interactive manner in contrast to the traditional way of simply broadcasting in simplex mode. Even my personal experience on the matter would attest on that effect. My students in the past are not that interactive in classroom discussion. They prefer to be fed always with the information. But the recent students that I have prior to my coming in UTS are more explorative and critical in nature. They tend to ask and have sense of being inquisitive in various issues of the subject matter. Although we haven’t come to the point yet of utilizing online forum using the e-learning technologies yet it becomes obvious that they want to be participatory of the learning process. Thus e-learning technologies would certainly be effective tools in dealing such predicament. Being an educator and learner , I began to comprehend the true essence of e-learning when I started my masteral studies at UTS since spring semester of 2008-2009. Initially , I had difficulty in dealing UTS online. The method of learning was indeed strange to me. But as learning days unfolded, things become enriching for me. The e-learning experience is quite enriching then. Web and internet per se have succeeded in its goal of constructing a learning environment stirred up by social interactions. This I would say is making sense especially so that the author of the article has emphasised the shift of using technology for individual purposes into supporting relationships.

In the course of this article, Brown et al ( 1999) have put into consideration the concept of dimensional shift that describes today’s kids as learners that pursue the concept of bricolage , a concept of finding something and use it in a new thing or context. This concept has indeed proliferate in the vineyard of today’s kids learning environment. My 10-year old son is currently exploring new things on the net that surprises me at times. I am just amased how today’s new breed of learners could easily intertwines codes and symbols to create something cool.

In an open learning environment, Brown et al (1999) have thoroughly discussed the construction, capture, consolidation and sharing of knowledge in the community. Indeed the community is noted to be the expert of the learning system.

Barely 10 years after the preceding article , Brown et al (2008) have expanded their discussion into a more detailed picture of the learning environment concurrently and the near future. They have explicitly describe the various transformative initiatives like Open Educational Resources ( OER) , eScience, eHumanities and Web 2.0 . Such schemes aim to create an open participatory learning ecosystem commonly known as Learning 2.0. Under such active and passion-based learning system, learning commences with the knowledge and skills gained in school but appropriately prerequisite for continuous and lifelong learning that extends beyond formal schooling.

The issues raised by Seely Brown et al in these two articles have considerable amount of relevance considering the emergence of these concepts in the present times. There is an increasing number of organisations that adopted the concept of social learning. The unprecedented success of Terra Incognita project of the University of Southern Queensland (Australia) is appealing. It has built a classroom in Second Life, the online virtual world that has attracted millions of users. Another remarkable undertaking is the Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas in India. The exponential growth of social networkers of facebook, my space, friendster , twitter and the like is phenomenal. These are just a few of the thousands and even millions of undertakings that strongly advocate Learning 2.0

The underlying challenges I could perceive in this system especially in a school environment learning setting would be as follows :

1. Possible resistance of teachers who may not be so much attuned to e-learning

2. The paradigm shift of learning from teacher dominated instruction into a teacher-learner participatory mode of learning leading to transformative learning.

3. Sufficient training of faculty and staff to undertake the new learning scheme of the school system

4. Corresponding reasonable financial resources to carry out the whole system

5. Acceptability of the e-learning system among traditional students who still prefer face to face learning.

6. The appropriate technology package of the entire learning set up

Upon returning home to my workplace in the Philippines, the challenge of setting up the e-learning system in our school is indeed very challenging considering the complexities it pose. However, I feel the task very demanding in the course of these challenging times. If I will not undertake appropriate measures adapting the Learning 2.0 , the school I am leading will certainly be left behind. Hence, our students will suffer the inadequacies of global quality education. Thus , I will cast my feet into making a bolder step towards a mile journey of transformative learning – Learning 2.0