tag:blogger.com,1999:blog-5117005533318160902.post7173872291796974316..comments2024-03-27T19:53:53.708-06:00Comments on growing changing learning creating: Ending up in the audienceTom Haskinshttp://www.blogger.com/profile/12658791778134826289noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5117005533318160902.post-11605077114360761002008-06-18T10:04:00.000-06:002008-06-18T10:04:00.000-06:00Thanks for these thoughts, Virginia.I find it impo...Thanks for these thoughts, Virginia.<BR/><BR/>I find it impossible to resolve issues of responsibility in a context of irresponsible blaming and self pity. When I've succeeded at creating a context for authentic learning in my college classes, I framed the responsibility issue as follows: It's the students' responsibility to have personal experiences and relate what is being taught to those experiences. If the material only relates to experiences of getting lectured, tested and graded, they have not done the work of connecting the dots to really troubling situations in their lives. It's then my responsibility to frame the material as if I am providing useful information for solving the kinds of problems they will face in their lives, jobs and relationships. I do not want the learners to imitate my understanding of the material. I want them to develop idiosyncratic appreciations, in the same spirit as this explosion of self expression called Web 2.0. Authentic learning is intrinsic and cannot be measured by tests of comprehension. <BR/><BR/>By setting it up that way, I have been "blown away by the feedback" I received, much like you wrote about on your blog: ( http://connecting2theworld.blogspot.com/2008/06/what-are-we-doing-as-teachers-to-make.html ). Until you suggested it here, I had not realized an implication of NCLB would be blaming the instructors for any learning failure and indulging the learners' chronic desire to tell victim stories about their educational experiences. I do see the academic and legislative systems as responsible for lowering expectations and suppressing differences between learners. I've explored those issues extensively on my other blog: Clues to College Blues. <BR/><BR/>Perhaps we're close to hitting bottom on these dreadful "passivity and dependency" expectations you're facing in your students.Tom Haskinshttps://www.blogger.com/profile/12658791778134826289noreply@blogger.comtag:blogger.com,1999:blog-5117005533318160902.post-38932992653664840842008-06-18T05:53:00.000-06:002008-06-18T05:53:00.000-06:00You wrote "In every case, fingers are getting poin...You wrote "In every case, fingers are getting pointed at "sick patients with problems" by experts with some kind of immunity from responsibility and involvement. So much for making music together with the end users."<BR/><BR/>I agree with much of what you said except that at some point the student/organization does need to take responsibility for their learning. I see increasingly the attitude that ALL failure is due to poor teaching. I find I am open to learning from my students, but at some point they need to take charge of their own learning. I am so disappointed that many feel if I don't give them "the correct answer" I either don't have expertise in that subject (so why am I teaching) or a poor teacher since they "can't learn". <BR/><BR/>The current educational system is going to begin to creep into the workplace within the next 4 years (most college freshman and sophomores are products of NCLB)in which students have been educated to only do what the test requires (above and behind may translate into lower grades)and to look to the teacher for any short-comings in their knowledge (it's not my fault, I was never taught it, therefore, you must require me to learn it before I will study it).V Yonkershttps://www.blogger.com/profile/11910904367068063554noreply@blogger.com