When I reflected on what has happened in our CCK08, http://www.innovateonline.info/index.php?view=article&id=668&action=article, where interaction and contribution of readers and learners were encouraged, what I realised was a cautionary approach in the interaction between co-learners. Whenever someone is trying to adopt a teaching approach, there would be a “tension” developed mainly because the co-learner has not been prepared or able to accept the “teacher-learner” or “expert – learner” role. The learners might be preferring to adopt a “peer to peer” or “learner to co-learner” approach in learning on some occasions. This seems also is the case in blogs, when the readers or co-learners were responding or commenting on each others’ blogs. I have already noted numerous feedback from the blogs. See my discussion in the forum on the different roles one may have in a network: http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956 Also, see Frances Bell’s comments on group and network discussion in http://eduspaces.net/francesbell/weblog/485692.html and the forum discussion on groups and networks posted by Ailsa Haxell on passion vs reason. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956, where there were interesting and heated debates on passion and reason amongst teachers, learners and co-learners. And the follow up discussion and debate via the blog by Terry Anderson: http://terrya.edublogs.org/2008/10/20/more-on-groups-versus-networks-and-collectives/
Is such role conflict an issue in your teaching or learning?
If there are such role conflicts in networking or web 2.0 applications, what do you think will be some better ways to resolve them?