For this week’s Blog post, I will be reviewing Elizabeth Neal’s (2017) presentation about the nature of our learners, and comparing and contrasting her thoughts and beliefs with mine. Neal’s presentation describes three specific beliefs about 21st Century learners, and makes connections to relevant iNACOL standards throughout (International Association for K-12 Online Learning, 2011). My presentation similarly concerns three of my core beliefs and makes reference to the same standards.
Both Neal and I listed a strong system of feedback as essential to understanding the nature of our learners, which both of us related to iNACOL Standard D. Her associated artifact, an Edutopia article about how to provide effective feedback to students, strongly supports and expands upon this belief. Although we both outlined that effective feedback can come from both students’ peers and teachers, she went a step further by mentioning the possibility of eliciting feedback from experts. When students are using technology to produce authentic products, the value of feedback from experts in the field is especially important to keep in mind. Teachers should endeavor to establish partnerships with community experts, who can provide valuable feedback by sitting in a presentation audience and/or providing written feedback of student work. Neal also overtly connected this belief in the importance of feedback to the accessing of students’ cognitive domains. Rather than making such connections to affective, behavioral, and cognitive domains, I instead made specific mention of components of my Demo Unit that support each of my three beliefs. Although we approached this assignment with this slight difference in perspective, I think both approaches resulted in a good analysis.
For Neal’s second belief, she outlined the importance of student motivation, which she related to iNACOL Standard A. I also mentioned student engagement in my presentation, although I linked it instead to iNACOL Standard B. Our beliefs about these two standards are somewhat similar; Neal focused on students being able to make choices in their learning, and provided a link to a journal article about fostering students’ skills in working independently. I chose instead to cite a resource about how technology tools can be used to promote student interest. Both of these connections are, I think, valid. Both are clearly connected to the affective domain of learning, although Neal made this connection overtly, while I did not do so.
Finally, Neal described the importance of students being actively engaged in their learning, which she related to iNACOL Standard C. She connected engagement strategies to the behavioral domain, which is a connection I would not have thought of. I tend to connect student engagement primarily to motivation and student affect, as I explained above. Her artifact is a very interesting video that illustrates the concept that 21st Century students make a very real contribution to the learning relationship because they have technological expertise that their teachers may lack (MacPherson Institute, 2015). Teachers are still, of course, content experts, but students are adept at using multiple technological tools to efficiently find and vet information.
My third belief, by contrast, concerned a completely different issue, that of using formative assessment to inform, modify, and improve instructional design. I related formative assessment to iNACOL Standard I. I think this is an especially important concept in blended and online instruction, because teachers cannot always rely on nonverbal cues and face-to-face conversation with students in order to assess whether or not they are understanding the desired learning objectives. In fact, it is sometimes challenging for the online teacher to even know whether or not the students are paying attention. Thus, the importance of using frequent, multilayered formative assessment looms large in 21st Century learning. For this final argument, I selected a very practical artifact in the form of a blog post that outlines several dozen tools and apps that teachers can use to make different types of formative assessments.
International Association for K-12 Online Learning. (2011). National standards for quality online teaching. Retrieved from http://www.inacol.org/resource/inacol-national-standards-for-quality-online-teaching-v2/
Neal, E. (2017, May 11). The nature of our learners [Prezi slides]. Retrieved from http://prezi.com/sdvtycdt8n9g/?utm_campaign=share&utm_medium=copy&rc=ex0share
MacPherson Institute. (2015, October 26). Peter Felten on engaging students as partners in learning and teaching [Video file]. Retrieved from https://youtu.be/pPU4ckBBeEU