Blurring Physical and Digital Lines
Posted by lanib50
In response to an earlier blog, Dr. Pignetti commented about being interested in how I will incorporate what I learn from this course into my own pedagogy. Of course, I have had this on my mind as I re-evaluate my audience, revise old lesson plans, create new activities on Blackboard and strive to be student-centered instructor. As I read Longo’s “Using Social Media for Collective Knowledge-Making,,” I struggled with the assumption that all students participate in social media, especially since much the research etc. was from over five years ago. However, I do realize, he is assuming students are traditional university students age 18-23, and most likely students from urban, not rural, environments. However, I do recognize the “participatory culture” of this generation even in a rural area where I teach. Prior to this reading though, I had not equated this culture with social-media. Nonetheless, I realize without making that connection, my pedagogy does include “this participatory approach to teaching and learning based on the idea that most students learn more effectively through the incorporation of experiential activities” ( Longo, 2014, pg 30). Perhaps my high school teaching experience has influenced teaching style of my college classes. Usually the traditional lecture sets the stage and provides background and then students join in the teaching/learning.
Longo acknowledges “the balancing act that becomes acute in active learning environments,” where students learn collaboratively, yet the professor is still the authority of the class content. When my students work in groups online, I am included in the forum and have access to their chat room. I do not dominate the conversation or guide them to certain conclusions per se, but do check that they are on task and ask questions to further their collaboration. I have used the tools in Blackboard to do this, such as Blackboard Collaborate, Blogs, Wikis, discussion rooms and chat. I haven’t included forms of social media like Twitter, Facebook, Instagram etc. since there is such an age gap and technological skill gap among students. In addition, there is no time available in the curriculum to teach how to use social media.
Many of my younger students reflect the participatory culture and desire to share on the first day of classes. For example, they often immediately share their phone numbers, snapchat id, and full names in order to connect on Facebook. My older students are less likely to welcome this technological communication or enter that community. However, since my classes all have an online component, even these students quickly adjust to participating in the online community of our class and classmates and their lives. However, I still find that it is imperative for many of my returning adult students to actually meet me face-to-face. Therefore, I travel to the five regional locations. Since Blackboard now can include our picture with our posts etc., that desire doesn’t seem as prominent. It could also be because I have been including more video with clips of me in them, perhaps helping blur the lines between physically space and digital space.
Although my communication with present students is either face-to-face, on a screen due to IDL or online via Blackboard, my communication with my colleagues at the main campus in LaCrosse includes social media. Because my position requires me to travel to various regional learning centers or work from home, my communication with my colleagues does extend outside formal settings. We do communicate via email, blogs, Sharepoint, Skype, Facebook, Instagram etc., and I do move “across textual and social resources during one work session” (Pigg, 2014, pg. 75). Since we have been doing this, I do feel more included since I am only physically with my department two times a year.
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