By Derek Thurber, Originally published on March 16, 2016
Classes are no longer as simple as 30 students sitting in rows before a blackboard, students are no longer as limited to gathering knowledge in school, and teachers are no longer just lecturers. In this new, interconnected and networked world, what is the role of faculty members in teaching, particularly in online and blended learning courses where so much of the learning can happen independently and remotely?
Primarily, this has meant a shift from hierarchical structures to networked ones as information becomes more widely available and connections become more diverse (Siemens, 2008). Below are a number of models suggested by educators and education researchers for the role of faculty in technology-enabled, networked world of learning.
Studio or Atelier Learning
This foundational theory in networked learning from John Steely Brown (2013) takes its name and inspiration from artistic and creative fields which follow a studio model. Similar to maker spaces, atelier learning focuses on the core idea that we cannot change students’ disposition. Instead, we can cultivate an environment, like an art studio where all of the appropriate tools and incentives exist for students to navigate and determine their own disposition towards learning. In this model of learning, the teacher then because the facilitator, walking around the studio to give critique, encouragement, and guidance as necessary.
Ultimately, Brown (2013) argues that writing, play, and creating could take a much more prominent role within education (p. 21-22). In blended courses, this could take the form of a community blog, discussion, or wiki page where students publicly express or construct their opinions for their classmates and instructor to read. The instructor then facilitates communication but takes a largely hands off approach to give students room to learn and develop insights on their own and from their peers.
Concierge Learning
Curtis Bong (2007) suggests another role for faculty in networked learning environments inspired by global travel. Bonk (2007) suggests that it is the role of faculty to be more of a concierge like at a hotel–providing access and recommendations for resources, learning tools, and class content. While not taking the totally hands off approach of atelier learning, this approach suggests that students should be given direction when needed through lectures and other content, but left alone the rest of the time to enjoy and experience learning for themselves. As Bonk (2007) states:
“We need to push students into the many learning possibilities that are ripe for them now. Concierges sometimes show you things you did not know were available or possible. Teachers as concierges can do the same things. We need to have quick access to such resources, of course, but as this occurs increasingly around the planet, so too will we sense a shift from prescribed learning checkboxes toward more learner designed programs of study. Now the Web of Learning offers this chance to explore and allow teachers to be their tour guides.” (para 6)
Curatorial Learning
Not wholly convinced that students can navigate and understand complex ideas without some guidance and help, Siemens (2007, 2008), proposed a model of curatorial learning. The idea behind this model is that faculty can act like a museum curator with the great wealth of knowledge available. Just like museums have large collections of undisplayed artifacts, faculty can select the most important content from the vast resources available online and elsewhere and display it to students with signs, descriptions, and in logical sequences to make connections and develop insight.
According to this theory, the faculty can bring to bear their subject matter expertise in the design phase of the course to create the carefully curated course, then maintain the non-hierarchical power structure of networked learning by letting students run freely through their curated course content (Siemens, 2007; 2008). This would suggest more work upfront in the development and design of the course with less work during the actually course run.
Summary
There is no clear answer as to what model is best and how much or how little direction and support students need to learn. Many researchers have suggested that giving students freedom to develop their own insights and struggle with content is valuable to learning; however, too little support can lead students to become frustrated and lose motivation–another key ingredient for meaningful learning (Garrison and Vaughan, 2008; Vai and Sosulski, 2016). What style you choose to teach depends on your preference and comfort; but each of these three provide a good foundation for deciding how to support learners who treat information as free and communication as ubiquitous in our technology-enhanced world.
References
Bonk, C. (2007). USA Today Leads to Tomorrow: Teachers as online concierges and can Facebook pioneer save face? Retrieved from http://travelinedman.blogspot.com/2007/10/usa-today-leads-to-tomorrow-teachers-as.html
Brown, J.S. (2013). Learning in and for the 21st century. In E. Low (Ed.), CJ Koh Professorial Lecture Series. Singapore: National Institute of Education/Nanyang Technological University. Retrieved from http://www.johnseelybrown.com/CJKoh.pdf
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Siemens, G. (2007). 10 minute lecture – curatorial teaching. Retrieved from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers.
Vai, M., & Sosulski, K. (2015). Essentials of online course design: A standards-based guide. Routledge.