Reflection on assessment of learning Part 1

I enjoyed reading Heli’s post here on how to assess learning. Another great post that inspires. I love the way you articulate the past posts and those learning reflections. It keeps me thinking: what have I learnt throughout the CCK08, CCK09, CritLit2010 courses? Your questions about expertise are also my areas of interests. I think many of us are experts in our own areas or domains, only that we seldom have the opportunity to share and exchange skills and experience, due to rare opportunities available before the Web 2.0. But how to “assess” and reach experts who would meet “our needs”? That may be a challenge, as technology may just be an enabler in the learning process, which means that the more techie or geeky or nerdy we are, doesn’t mean that we would be more like an “expert” in teaching and learning. I am wondering if becoming an “expert” is helping us or not in this sort of networked learning environment. How would people view experts? Have I understood your reflection deep enough? You are already the expert in the field….
John

Photo: Flickr

Leadership

Darcy writes in this Leadership Day 10.

“At our school we talk about, “who can I help, who can help me?” This is due to our belief that a sound approach for leaders is to have the fundamental responsibility to help ‘create more leaders’. We need more educators willing to take on formal and informal leadership roles” So true.

I am not sure if this would add to the leadership challenge: Is leadership about change?  About leading the change to improve and innovate…

Would it not just be the education leader’s “business”, but every educator’s “business” in the quest towards leadership “practice”?  Leadership by role modelling to our students, to our peers, to our superiors, to our clients, and to our fellow networkers?  Without such leadership by action, changes would easily be slowed down, and any plans of actions would be implemented in a superficial manner.

If every educator could take the lead in responding to such changes, would he/she be able to embrace change, and support others in the change journey?

Often we witnessed changes happening in education to satisfy certain requirements – be it the administrators, the customers, our fellow educators, students, and stakeholders, etc., but then the ego of an educator may often goes so deep into “leadership” role that  the leaders might have forgotten (a) the why, how and what, and who are involved in those changes, (b) the real needs of other “leaders” and “followers” in the change journey, and (c) the motivations and values associated people involved

So, would leadership need to consider the people involved in the changes too?  What do they think about leadership? What do they think about the changes?

How about this educational leadership? About focus, practice…

And this one on leadership and change management – How to deal with the change? Navigator, survivor or victim…

John

Emotions and their impact on adult learning

In this article on Emotions and their effect on Adult Learning or http://www.scribd.com/doc/35059133/Emotions-and-their-effect-on-Adult-Learning-a-Constructivist-perspective.
- Emotions are important in adult learning because they can either impede or motivate learning (Dirkx, 2001. p63)
- Entering the cognitive system, emotions are recognized and as a result alter thought patterns, affecting the experiences of how adults learn (Opengart, 2005).
- Learning becomes of value in relation to a student’s experiences and construction of reality, underscoring the adaptive behaviors of learning.
- If people are anxious, uncomfortable, or fearful, they do not learn.
A useful summary paper on emotions in adult learning.
The above article refers to the impact of emotions on teaching and learning in the classroom environment.
How about the impact of emotions on adult learning under an online or digital learning environment? How about learning in a complex social media ecology? Or a blended learning environment.
So, I have been wondering how emotions would impact on learning (social networking and networked learning, in particular) since I attended the CCK08. What would you think about emotions and learning from a connectivist point of view? What were your experiences (emotions and feelings) when involved in online courses/networks (e.g. CCK08, CCK09, CritLit 2010, or any other COPs, or Ning Networks etc.)? What are the connectivist principles relating to emotions and learning? How do these impact on adult learning?

John