The power of learner control

The power of learner control:

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This week we were asked to reflect upon the power of learner control in the classroom in relation to co-constructed learning environments and multimodal learning.  These concepts arose from reading a chapter in our set text - Teaching and Learning with ICT in the Primary School. Throughout this chapter a teacher's pedagogy and use of technology within the classroom was examined, challenged and changed to create a more collaborative learning environment.  So what are the benefits of a co-constructed learning environment and how can it be created within the classroom?

 

According to Blackberry & Woods (2010) a co-constructed learning environment is one "where learning is active and involves solving authentic problems in real situations in collaboration with peers and teachers."  In this style of learning the teacher acts as a guide and questioner to students as they learn through enquiry-based and experiential learning approaches as opposed to teacher-focused or 'rote' learning (Blackberry & Woods, 2010).  In this way students have the power to control and extend their own learning and interests, which in turn creates more engagement and self-motivation.  In a co-constructed learning environment the use of ICTs is common as the learning is often collaborative and multimodal. Platforms such as the Internet, Skype, Twitter, Glogster, YouTube, Prezi and WordPress allow students to efficiently access knowledge from a range of sources and create multimodal learning experiences for themselves and their peers (Blackberry & Woods, 2010).  Providing students with the opportunity to interact with, compose and share their thoughts and ideas around a topic in a collaborative way using ICTs is far more stimulating and beneficial than merely presenting them with material that is displayed digitally.  This is because students who are able to collaborate with peers and engage with technology are taking the kinaesthetic approach to learning rather than just reading or observing, and are therefore much more likely to retain and recall the information, according to the Cone of Learning (see below).

 

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There are many benefits of a co-constructed learning environment, including the following:

• engagement and motivation
• independence, self-regulation and autonomous learning occurs
• peer collaboration and communication is productive
• student interests and learning needs are supported
• the curriculum is able to be more self-paced and individualised
• peer-to-peer learning, peer-to-teacher learning and teacher-to-peer learning all take place (Blackberry & Woods, 2010)

The level to which creating a collaborative learning environment and new approaches to pedagogy utilising digital resources will be successfully integrated into the classroom depends largely on an individual teacher's willingness to change or be flexible with their current practice (Blackberry & Woods, 2010).  It is important as a teacher to maintan an open-mind and be adaptable to different teaching and learning styles in order to adequately cater for the diversity of learners within a 21st century classroom.  In addition,. it is important to remember that to approach a task differently, such as an assessment which requires children to create a digital animation rather than an essay, it is not necessary to be completely knowledgeable in all aspects of animation yourself.  This collaborative learning approach views the teacher as a learner together with their students, where teachers can learn through new experiences, trial and error and the knowledge of their students, which in turn can create more positive relationships through shared learning experiences. 

Overall, allowing students to have more control over their learning in a collaborative learning space utilising digital technology creates further engagement and motivation, more productive peer communication, better supports individual needs and interests, and develops more positive student and teacher relationships.