My Place and My Pace!

“My place and my pace.” (Maushak & Ou, 2007) This line is so simple yet so eloquent. I found that the three articles I selected as inspiring and connected in their meaning. In the article, “Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts” the authors talk about the idea of engagement. In short, all three articles talk to this point. However, in this article the authors talk about the transition many teachers have made from literature-based curriculum to a more media-focused curriculum. There is a fear that something will be lost in the translation- the richness of the experience will somehow be watered down. In particular there are many challenges an urban school may face that a rural school may not in the course of academic learning. The study was to observe and report the findings of a digital media production project in which the students “choose topics for production pieces, develop significant questions to ask, identify their sources, and determine the best way to deliver their messages.” (Dockter, Haug, & Lewis, 2010) The project had simple goals in that it was to allow students to build an individual understanding of the project process, collaboration, a formal presentation to an audience, and ultimately encourage creativity and critical thinking. What the students conveyed was a positive response to the course as being challenging, authentic, respectful, connected and encouraging investment in product, and was the hardest thing they had done in their coursework.
I found this article mirrors some of what I found serving on the Board of a charter school in Boston. This urban charter school received all the students that rest of what the Boston Public School System had expelled or suspended. Engagement was a key. Using similar ideas for graduating students, the school used portfolios as a final exam. The student was allowed to pick his topic and using his subjects in school present his or her portfolio using various media. This portfolio was meant to present their passion and future goals through their use of art, music, writing, or whatever was best suited to convey their point. The students responded very similar to those in the study, but rose to the challenge and excelled. The students used internet, collaboration, communication through alternative methods and media composition to present final projects that were used to gain 11 students admission into Ivy League colleges (5, Yale, 3 Harvard, 2 Columbia, 1 UPenn) - a dream never taken seriously in traditional literature-based curriculum. I was not sure the concept would work, but I got to see it first hand. I was proud to see these students surpass their own expectations with the use of non-traditional media-based learning.
The second article is where I started and got my opening quote. The article, “Using Synchronous Communication To Facilitate Graduate Students’ Online Collaboration” talks to this creation of a ‘third’ or safe space concept that several researchers have written about. This idea incorporates the idea of the student becoming an active participant in the learning process. I think this is what this article discusses when debating the values of synchronous versus asynchronous communications for online learners. In short, computer mediated communication (CMC) is best served with a combination of both types of communication when dealing with online learners. Asynchronous communications occur over a period of time and are often delayed to fit the online learner’s schedule to complete work. However, the article talks about using synchronous communications in concert often enhance the learning experience for all. In fact synchronous communication has been found to enhance and encourage online collaboration between students. The article details how a project model was used to study the impact synchronous communications have on the learning experience for online learners. It found that it is best when the groups are smaller, a group leader has been identified, and students take time to get to know one another. The study points to the fact that it is important that the students build a community and this one fact has significant impact on the learning experience for the online learner. This one fact highlights the uniqueness of the internet tools that make variety and interaction (engagement) important for online learning. Using podcasts, blogs, Facebook, and similar media allows students to build a community and ultimately a ‘safe’ place to learn.
The last article, “International, Online Collaboration” continues the theme of these articles. The ‘bouncing story’ activity builds upon many of the ideas talked about in the previous articles- particularly building a sense of community and engagement around the world. Through an ongoing back and forth, the students become highly motivated, real life connection, multiple interactions with peers and faculty from other countries, ongoing exchange of feedback, and the idea of team work. Students participating in this activity were then asked to talk about their experiences. As in the previous two articles, students found value in more challenging and ultimately more rewarding uses of the internet to complete projects related to learning. As this study found students thought the activity was worth the investment of time, had immediate implications, motivated them to want to do good work, and ultimately increased their knowledge of radio drama genre (particle applications).
All three of these articles speak to immediate gratification. They also speak to this idea of building a ‘safe’ community in order to motivate, collaborate and learn. Using internet based projects to have students interact at their pace produces invested and highly motivated learners. The ultimate goal is you provide a road to success and expression through alternative media platforms. Students want to express themselves and use technology they feel comfortable using. These articles highlight this main point. Learning is best when the student is invested, engaged, challenged, and receives immediate gratification (of some sort).
These articles were great!