Blog post for Colloquium 3

What does ‘flat’ learning look like?

Flat connected learning incorporates aspects of Collaboration, Project based learning, Blended learning, Flipped learning, and Inquiry-based learning established within a framework based on a combination of Web 2.0, leadership, pedagogy and learning design (Lindsay, n.d.). In many ways, this sums up the reality of teaching and learning in an era of rapid technological development and pedagogical change.

It also encapsulates the five stage taxonomy of online, global learning:

1. Online interactions
2. Real encounters
3. Online learning
4. Community of practice
5. Learning collaboratives (Lindsay J., 2015)

According to Julie the norms of global collaboration begin with being prepared; depend on having a purpose; require the ability to paraphrase, perceive, and participate; entail a positive mindset and productive nature; and are based on the ability to detect the potential in situations (Lindsay J. , 2015).

Pedagogical change evolves from being able to approach learning design with a flexible attitude, engaging with professional learning in a progressive manner, and adopting the essential elements of conceptual change (Lindsay J., 2015).

In this scenario the teacher is viewed as an activator and the student as an active participant in the process, while the school provides the conduit, and the community is seen as a partner in learning (Lindsay J., 2015).

Once the technological requirements are in place, and teachers have knowledge of new ways of meaningful engagement through TPACK and SAMR, and the belief that such pedagogy is important, flat connections and global learning become realistic options for developing knowledge and wisdom (Lindsay J., 2015). Such an approach leads to cosmogogy: the study of learning through connection to the world through the digital technologies available today. In such a scenario the context lies in learning with, not about, and geo-location is irrelevant (Lindsay J., 2015).

This presentation was a great introduction to the peer presentations relating to selected chapters of Wang’s extensive tome (Wang, 2014). These expositions demonstrated a potential for school adaptation where senior secondary students could lighten the load for each other in collaboratively summarising text. It certainly was of benefit to our cohort in this subject.

Three colloquiums, three very different ways of doing business – and all of them useful and thought provoking.

References

Lindsay, J. [. (2015, August 6). Colloquium 3: Flat Classrooms.

Lindsay, J. (n.d.). Flat Learning. Retrieved August 11, 2015, from Flat Collections: http://www.flatconnections.com/flat-learning.html

Wang, V. (. (2014). Handbook of research on education and technology in a changing society. London: IGI Global.