Digital age teaching and learning | Claudia Mössenlechner | TEDxMCInnsbruck

now let me start with a question when was the last time you actually learned something when was the last time the penny dropped for you and you had this aha moment now turns Azhar that the situation you have in mind hasn't happened that long ago this is a principle of learning we always learn and we cannot not learn so thanks to our brain cells and neuroplasticity our brain constantly grows and rewires now learning is also one of the bravest endeavors we undergo as human beings as learning always bears the risk to fail and as a matter of fact you might still remember that one day when you climbed up that tree for the first time or the first day of an exam at uni now learning is a complex risky and messy business how do we manage that messy business through formal education for one thing but actually learning is one of the oldest activities of humankind through centuries we have shared stories and learned from them we have learned by making mistakes by applying things by talking to others or by sheer imitation of things now enter technology now for not so long as humans have adopted technology as a tool for learning we google we chat we share and retweet we use whatsapp and Skype to connect with others and we actually consult the Academy of YouTube to learn new things and master a skill now there is a paradox in this though because although I can observe so many people using technology as a tool for learning what I also see is a plain fear the fear of being smarted by a computer overruled by artificial intelligence and being out of a job soon now I love technology but I also understand that fear because I've been there so let me share with you my personal journey into teaching in the wild as a friend of a friend of mine later called it and adopting technology that was really available on the net like Google Docs Skype and as a matter of fact email to teach my students what I would normally teach in on-campus classes now here's my story and the biggest lesson started with turning around my lesson plans all of a sudden I had to take my lectures apart I had to turn them upside down I had to turn content I was lecturing about into assignments and self-study units I had to find ways to facilitate group work and communicate with the students without actually being present so all baitha steep learning curve things went well I was also experiencing some technical difficulties as well my students but we were quite happy as things went along and upon reflection there was an interesting thing that dawned on me all of a sudden I realized that compared to my face-to-face groups I seem to have a much closer connection to my technology group and I asked myself why that was so those students tended to contact me very often on skype email in chat windows and they started to share the obstacles they had to overcome the problems and learning difficulties they met and they were also sharing the pride and the joy when they were mastering a skill or passing an exam they were telling me about the board they felt when they had the feeling that one of the exercises I had put online wasn't up to scratch but overall I really had a lot of authentic conversations with them and technology had actually enabled that and this is where the penny dropped for me it's emotions that are the shelfs upon which learning takes place and technology actually helps us to put up those shelves so this sparked of real research interest in me so what I did is I did some formal research in form of discourse analysis and I developed a concept I later called the archetypal roles of teaching finding that it is actually for roles we're taking on when we teach online or offline we're lecturing in that we pass on knowledge thinking aloud telling our students about concepts and abstract theories explaining and thinking critically we're trainers when we help students practice apply those theories to practical examples and we help them repeat and drill skills we're facilitators of learning and abling students to build this community of learners through directing and redirecting their discussions and as a matter of fact or personal coaches in that we look at where the students stand at the time and what it is they need in their personalized learning path and learning so we help them to actually connect the dots and technology can help us with this we can videotape our own lectures and put those videos online we can actually use software packages and gaming simulations to create practicing and drill exercises and all of that can gain us more time and the interesting thing is that the use of technology has totally disrupted my personal teaching patterns I have become less of a lecturer and more of a facilitator and coach and again technology helped me with this as I have gained time so my point is that yes technology can and will disrupt activities we thought were a daily routine in our jobs and we will have to do different things or things differently but if we use technology for our purpose it will be assistive technology rather than just artificial intelligence and what even artificial intelligence cannot do is having real conversations with people showing compassion and empathy and supporting each other on this personal learning path and the way we learn will always stay the same through social connection and people input and feedback and the application of things so my answer to those teachers who asked me do you think we will be replaced by a computer soon is a very simple one well if you really think you can be replaced by a computer maybe you should be [Applause]

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