My response to The Virtuous Middle Way...
The efficiency of the learning process speaks nothing of the effectiveness of it. Might we say, "the machinery of education is to improve the efficiency and effectiveness of the learning process"? I doubt that many educators would argue against this as an espoused theory, but as a theory in use, perhaps it is a different story (as Jeremy eludes to). Comparing MOOCs to educational institutions (if I must), I find that some MOOCs are actually more structured than some institutional courses I've been involved with - at least in terms of laying out a content timeline and delivery. Regardless, to understand the effectiveness and efficiency of any learning process, one needs to analyze how the socio-material dynamic (i.e., how over time people interact with each other together with the necessary artifacts that allow such interaction to take place) emerges within a given structure.
Offering guidance in any structure could be seen as being helpful or a hindrance. What constitutes guidance? A newsletter? Syllabus? Freedom of choosing an ICT? Personal explanation/feedback? Graded exam? Lecture? These all could be seen in both a positive and negative light depending on the circumstances. But it's precisely the circumstances that we need to understand in order to have a better idea about the effectiveness and efficiency of the learning process at hand.
Thursday, September 29, 2011
Friday, September 16, 2011
Ok, so it's been awhile since my last post. I've been (and continue to be) extremely busy developing a concept paper for my dissertation, teaching, and doing separate research regarding peer/self reflection among English language learning writers. This week I plan to hang out, so if you are into Google+ and you are interested in knowing more about my research, let's connect! My Google+ profile link can be found by clicking the About tab above.