savannah

 

Welcome to the Table..

This semester we had the privilege of taking part in this course called EDCI 339: Distributed and Open Learning. As the name of the course suggests, we have been focusing on distributed and open learning. What does distributed and open learning entail? Well, open learning is defined as “activities that either enhance learning opportunities within formal education systems or broaden learning opportunities beyond formal education systems. “(“OPEN LEARNING | meaning in the Cambridge English Dictionary”, 2020). In addition, distributed learning is defined as “a method of instruction that relies primarily on indirect communication between students and teachers, including internet or other electronic-based delivery, teleconferencing or correspondence.” (“Distributed learning fact sheet”, 2020).

The Table utilizes an Indigenous method of communal meetings, called The Kitchen Table. It actively aims at decolonizing our conversation spaces and equalizes any power dynamics. As situations that were happening in everyday lives and what was in the news, last April the creator of The Table, Parker Johnson, came up with this adaption to the Kitchen Table mechanism in order to help the community come together and discuss a variety of tough topics. The Table is a community platform that allows individuals of colour to get together and partake in uninterrupted decolonized speech. We usually meet in person about once a month, however, with this pandemic we have found ways to take this platform into the online realm (through Instagram, twitter, zoom etc.,). “The Internet, supported by various digital technologies, is well-suited for open, flexible and distributed e-learning. Designing and delivering instruction and training on the Internet requires thoughtful analysis and investigation, combined with an understanding of both the Internet’s capabilities and resources and the ways in which instructional design principles can be applied to tap the potential of the Internet.”(Khan, 2005).

 

SECTIONS Analysis

Students

1. 1. One of the fundamental changes resulting from mass higher education is that university and college teachers must now teach an increasingly diverse range of students.” (Bates, 2020). The majority of the individuals that do partake in the table sessions are students between the ages of 19-25 that attend universities and colleges. However, this year we were given the opportunity to work with an elementary school and students ranging from grades 5-7 to coordinate a variation on the traditional format that appealed to the kids. In addition, we got the opportunity to work with the teachers as well and help them.
   2.  The traditional Table format has been an in person event at a predetermined location. However, in these trying times our online presence is growing in order to still give the community an outlet. The table can be accessed and reached through any device whether it is a laptop, cellphone, tablet if it can support internet then reaching The Table is simple, and that is something that we pride ourselves on because “No matter how powerful in educational terms a particular medium or technology may be, if students cannot access it in a convenient and affordable manner, they cannot learn from it.” (Bates, 2020).  avoiding the complex ways of the internet was essential. As university students ourselves we completely understand the notion that not everyone learns the same way however, this way of learning is something that is innate to us as humans, as social beings. Talking, coming together and telling experiences and stories if individuals learn by listening then they are more than welcome to just listen, if they learn by talking then by all means they are allowed to talk

 

Ease Of Use:

1. The set up is simple in nature. All that is required is a table in the centre, a circle of chairs around the perimeter. 
2. For the online aspect of this platform we will be using as mentioned prior (Facebook, Instagram, Zoom, Whatsapp, Twitter, Linkedin etc). The multitude of resources and ways to be a part of the Table is only growing. Which means it is of the utmost importance that this platform remains user friendly as it shifts online. Luckily, we have a large, tech savvy demographic interacting with us. So utilizing Facebook, Instagram, etc, is relatively easy. 

 

Costs

1. Aside from food, the cost is relatively low. Food is an important part of this project because the act of breaking bread at a kitchen table, that it’s important to provide food during each event. The cost fluctuates, depending on donations. The other potential cost is the venue. Depending on the capacity and whether or not it is a private event (in a school setting), or a blended community setting (open to the public, and students). 
2. As for the individuals that attend the event there is no charge, however, they do have the ability to donate and all donations either go back into the table or is donated to different charities or goes back into the community to help anyway possible. 

 Teaching functions  

1. This mechanism is indigenous, it promotes communal learning through conversation. The functionality of this mechanism requires participation from the attendees.  There are not many people who enjoy public speaking, but we live in a time where everyone’s opinion, and lived experience is accessible because of the power of technology. What we find powerful about this platform however, is that everyone leaves their “baggage” at the door. Their biases, their work week, and keep their phones in their pocket. Everyone is locked in and re-learning how to share space, whilst being attentive. 
2. “One of the earliest means of formal teaching was oral – through human speech – although over time, technology has been increasingly used to facilitate or ‘back-up’ oral communication. In ancient times, stories, folklore, histories and news were transmitted and maintained through oral communication, making accurate memorization a critical skill, and the oral tradition is still the case in many aboriginal cultures. For the ancient Greeks, oratory and speech were the means by which people learned and passed on learning.“(Bates, 2020).
3. “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge.“ (Bates, 2020). 

 

Interaction

1. As described previously this mechanism is indigenous. It’s important to recognize because what everyone in attendance is participating in, is decolonizing spaces and conversation. The facilitators both identify as men of color but are settlers on this land. So, we are asking those in attendance, to understand their own indigeneity, connect to this land, and each other. The interaction is through vulnerability in discussions. Before each session, there are key speakers to kick off the conversation. For example, if the event is about barriers to artistry in our community, local artists who have a story to share, are asked to join us at the table and talk about their experiences and obstacles that they have faced.“A powerful social learning strategy that creates an environment of learning is through sharing experiences” (“Sharing Experiences: A stepping stone to Social Learning in the workplace”, 2020). Once these key speakers are done speaking, others from the listening circle will take a seat at the table and join the conversations. What happens is transformative, people are engaging in a reciprocal conversation throughout the event. Trading places between the table, and the listening circle. We were asked to run two Table sessions on campus this term, one with the law students with faculty present, discussing barriers in the legal landscape for racialized students, and one with our community internship class, we discussed technological advancement and how it impacts our relational experiences. What we noticed in these academic settings, is that many students appeared to have a difficult time allowing themselves to open up, which is normal during these events, but there is an added layer of pressure of being in an academic setting.  

 Organizational issues

1. Organizational issues are interesting in the context of The Table. We’ve discussed the rules of engagement so to speak, during each session, and the requirements of leaving figurative baggage at the door, and express their truth in a vulnerable way. In this way, we are actually challenging the systems in place, or critical issues that may relate to teachers within an academic setting, and within a public work space. In addition  another organizational issue is pertaining to the key speakers, due to either unforeseen circumstances, miscommunications etc. An important aspect of our communal work has been through reaching out to mentors, and elders. These folks have been immensely supportive and hold rich knowledge for us. These folks are counsellors, professors, and community leaders. As we step into the digital realm of interaction, we’ve made sure to reach out to experts in the field. For example, friends of ours who are engineering students who are well versed in code, to help us build a website. Other individuals who know how to operate audio and visual tools to record our sessions and upload them online. 
2. “Although an essential communication skill, listening does not receive the same attention as speaking. As an often-required class, project or professional event, public speaking takes center stage. A person can experience a range of emotions associated with telling their story including shame, anxiety, and frustration but, depending on how they’re being listened to, they may also experience validation, understanding, and empathy. The experience of being listened to and, more to the point, feeling heard can help reduce conflict, decrease physical pain, and foster emotional healing. At times, assuming the posture of the listener can feel strenuous. Listening requires conscious effort and focused attention. However, listening serves as a powerful means of learning and connecting emotionally with others.” (McCann,2019).

Networking

1. One of the most versatile aspects of this digital age is just how easy you can take something like The Table and transfer it onto the internet, whether this is through video recordings, audio recordings, or notes/blogs. With that being said, an important benefit of having networking opportunities that are in the online and social media realm are having the ability to stay connected, this is important because not everyone can be in the same place at the same time so having the internet there to help send messages back and forth to someone or a company who might not be located near you allows that relationship to develop. 
2. Moreover, in addition to the online networking word of mouth or in person networking also has its benefits. “Word-of-mouth networking gives people a chance to build deeper relationships and increase trust. This increased trust often leads to more qualified referrals, longer professional relationships, and more profitable transactions.” (Wilkerson, 2020).

  Security and privacy

1. After the third event, we had received a lot of good feedback. Some of this came from people who couldn’t physically attend due to schedule conflicts. So, we had received multiple inquiries about having sessions taped or recorded to be accessed later for those who couldn’t make it. Now that we are all practicing social distancing, or isolation due to COVID-19, it’s given us an opportunity to test out different technologies in order to accommodate those within our community remotely. We started this project on Instagram and facebook. Both are major social media hubs. Instagram was especially effective because of its accessibility, our cellphones are extensions of ourselves most of the day. Now, using these tools in conjunction with a webinar platform like Zoom, has proven to be equally as accessible. Not only can it be downloaded on one’s phone, but participants can log in from wherever they are. Additionally, Zoom is encrypted. One of the most important aspects of The Table, is one of our ground rules for each session, “what it is said in here, is not said out there.” In other words, our vulnerabilities and stories need to be kept safe by everyone here in attendance, if instructors and students want to speak their minds without fear of reprisal (Bates, 2020), the same applies for the attendees of our communal events!
2. It’s easy to keep that same security and privacy within our Zoom sessions. Also, using a secure server like Zoom, is beneficial because of it’s secure tools and control given to the host(s). For example, those who wish to join in are given a direct invitation or password in order to take part in the conversation. Policies regarding appropriate online behaviour can be managed more easily because these communications are managed ‘in house’ (Bates, 2020). In a way, having these community events are safer online, because of the control available to the facilitator.. Any group chats that we take part in, to keep the conversation going, or for folks to debrief post discussion, are held on Signal, which is also encrypted. Although Whatsapp is one of the easiest and most common ways we can stay connected, it is still owned by Facebook, which as we know, is not secure. 
3. There is also no information required from the individuals that show up to the events, the only thing required is that they follow the rules that are set and be respectful. However, if someone were to takepart in the actual speaking at the table portion of the event then it is encouraged that the individual self locates. Self location is important because take in mind we aren’t asking the individual to disclose their address or the specifics of  where they live, we are asking them about their lineage and the lands that they reside on now. In addition, this idea of self location helps set a precedent in owning and identifying our own settlership .

Personal experience: 

Parker: My experience has been transformative. As an African american living on these lands, creating a platform that encourages connection for my people, as well as the community at large, helps fuel my sense of purpose. It’s refreshing to see so many new faces, black, indigenous, and people of colour, supported by non-poc’s (people of color), to validate each other’s lived experience. We are actively decolonizing conversations. We are collectively breaking down social and academic barriers and as Vishnu puts it “reminding people that they have a voice.” As we progress in this project, we are recognizing the opportunity to explore our options within a digital landscape that can propel this community forward. The next discussion will be held on Zoom, discussing a very relevant topic: Life, death and dignity. Discussing protocols on our process of life and death cross culturally. This discussion will be led by Parker and Vishnu, with hospice staff in attendance, as well as community members from different backgrounds, virtually, using Zoom.

Vishnu: My experience throughout this journey has been not only transformative as Parker mentioned but also so extremely insightful. Myself personally am of mixed backgrounds, my mother is Jamaican and my father East Indian. Growing up at a young age in this city I felt alone and thought that no one knew what I was going through besides my siblings. Years dragged on and so did this internal battle that I was having with myself. It was weird to say the least. The introduction of this platform in my life helped me so much not only in figuring out who I am but also seeing that there are so many more individuals who have shared my story and my experiences. I am now able to help others in a way that I wish someone could have helped me growing up. With this platform Parker and myself have been able to not only help individuals of colour but kids and teachers as well. During this trying time where community is needed the most we are unable to physically show up to help our brothers and sisters but living in this day and age luckily we are able to take this platform onto the internet and be there and create this same sense of community while doing our part in this coronavirus pandemic. 

By Vishnu Punwani & Parker Johnson

Photos of Events: 

Photo credit: Nathan Smith

KWENCH co-working space

Open Space

UVIC Law Lounge

References

Bates, A. (2020). 7.2 A short history of educational technology. Retrieved 2 April 2020,    from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/section-

              8-1-a-short-history-of-educational-

              technology/#annotations:7H7_NFxPEeqIk79nAR7Lxw

Bates, A. (2020). 9.2 Students. Retrieved 3 April 2020, from 

             https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-2-the-

            sections-model/

Bates, A. (2020). 9.9 Security and privacy. Retrieved 2 April 2020,

           from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-9-the-

            sections-model-speed-and-security/

Distributed learning fact sheet. (2020). Retrieved 3 April 2020,

            from https://bctf.ca/publications.aspx?id=48940

Khan, B. (2005). Learning Features in an Open, Flexible and Distributed Environment.

            AACE Journal, 13(2), 137-153. Norfolk, VA: Association for the Advancement of

            Computing in Education (AACE). Retrieved April 4, 2020

            from https://www.learntechlib.org/primary/p/5987/.

OPEN LEARNING | meaning in the Cambridge English Dictionary. (2020). Retrieved 2

            April 2020, from https://dictionary.cambridge.org/dictionary/english/open-

            learning 

McCann, S., Barto, J., & Goldman, N. (2019). Learning Through Story Listening.

            American Journal of Health Promotion, 33(3), 477–

481. https://doi.org/10.1177/0890117119825525e

Sharing Experiences: A stepping stone to Social Learning in the workplace. (2020).

           Retrieved 2 April 2020, from https://elearningindustry.com/sharing-experiences-

           stepping-stone-to-social-learning-work place

After reading flexible learning for open education I thought it was very helpful and heartwarming to see the first discovery tool it helps recognize different ways that someone learns

One of the first points was called recognizing diversity and uniqueness and showed me that there are there is work being done on understanding the vast ways in which students/people learn! For example, in point one it states: Of the three dimensions of inclusion to design recognize diversity and unique uniqueness stresses that flexible or adaptive systems are key. Furthermore, It mentions some separate solutions are not sustainable economically or technically so just doesn’t necessarily imply that adaptive systems help the user make choices but the inclusive design will highlight the critical aspect being autonomous whilst seeking knowledge. In other words, user friendly & adaptable.

The second point around three dimensions of inclusive design where increases processing tools so this stated The dynamic of the learning resource is applicable and not discriminatory so if someone has a disability then not only does the resource not Pander to participants and treat them like tokens rather this tool is useable and only possible because it is inclusive, and accessible.

The third point is about broader beneficial impact so there’s a responsibility here that designers must understand That they have the ability to reach larger demographics, because these three dimensions support the intellectual well-being of society and encourages dynamic

I attached a figure for a visual representation of inclusive designs:

 

From the inclusive design research centre 2020

I experienced difficulty/confusion around universal design. Initially, I did not know that universal design and inclusive design were different and because universal design to me sounded like a form diverse learning amongst a multitude of backgrounds and required needs. This was not the case. As inclusive design research centre states over three main distinguishable facts about the differences between inclusive design and universal design: The Context, The User, and the Method. Universal design often times categorizes design advice according to constrained categories of disability, (IDRC, 2020). What seems apparent here is that inclusive design focuses on various forms of integrated learning whether or not one has a disability. It is adaptable.

As a side project I run community discussions for marginalized demographics. It requires active participation from those in attendance. An example of a session I facilitated was about accessibility in dance. Those communicating were individuals who experienced physical/mental/hidden barriers in dance and the arts. To make sure their messages was experienced by everyone in the room, there were two sign language interpreters, a dictation tool that projected words spoken on a big screen. As well as audio (speakers/mics), in addition to personal scribes, folks scattered around the room to help individuals take notes to pass up to the participants speaking. When I saw this topic, it made me think of my work in the community. And how quickly I learned that to be inclusive, even in a communal conversation, means that language needs to be accessible for everyone in its various forms. Currently, I am having to shift the way I run my sessions, to a virtual setting using Zoom. My personal obstacle will be creating accessibility for my community that join my Table Talk sessions.

Diversifying Learning Environments

Currently, many classes rely on a face to face format, requiring physical class attendance. Given that we are in a state of self-isolation, and social distancing, due to the current COVID-19 outbreak. This precarious time caused UVIC to move classes to an online format. What I noticed quickly is that classes that had to shift online, resorted to posting slides up with a little more detail as a response to this shift. That being said, the content changes are minimal. Which leads to dull curriculum engagement.

Some courses have become creative with their adaptations however, in terms of tests and assignments, grades have been shifted and weighted differently, these accommodations have been made because of social distancing. For example, my biology course has decided to move the final online and provide more materials online. It’s clear to me that we are not set up for sudden changes in our academic systems. What’s interesting to me, are the digital platforms and classes, that are not phased in the slightest. Distance learning allows for more adaptability, the same applies to workspaces. I was in a webinar recently, and a life coach was discussing how her format had remained, but there was an increase in clientele because folks did not know how to adjust to the changing times. My first thought this week was how major corporations have been waiting for digital shifts like these take place.

Before I pursue a masters, my first decision will be whether or not I take it online! All of this to say, our lives are changing quickly with the progression of technology and our means of communication. Never before have I had the ability to discover information, and other people around the world so seamlessly. Whether we are sharing information, entertainment, or community connection. It’s clear to me that these digital landscapes need to be as accessible as possible for all demographics. Especially within academia.

By Parker Johnson

 

References

Idrc.ocadu.ca. 2020. Inclusive Design Research Centre. [online] Available at: <https://idrc.ocadu.ca/index.php/resources/idrc-online/library-of-papers/443-whatisinclusivedesign> [Accessed 23 March 2020].

After reading flexible learning for open education I thought it was very helpful and heartwarming to see the first discovery tool it helps recognize different ways that someone learns

One of the first points was called recognizing diversity and uniqueness and showed me that there are there is work being done on understanding the vast ways in which students/people learn! For example, in point one it states: Of the three dimensions of inclusion to design recognize diversity and unique uniqueness stresses that flexible or adaptive systems are key. Furthermore, It mentions some separate solutions are not sustainable economically or technically so just doesn’t necessarily imply that adaptive systems help the user make choices but the inclusive design will highlight the critical aspect being autonomous whilst seeking knowledge. In other words, user friendly & adaptable.

The second point around three dimensions of inclusive design where increases processing tools so this stated The dynamic of the learning resource is applicable and not discriminatory so if someone has a disability then not only does the resource not Pander to participants and treat them like tokens rather this tool is useable and only possible because it is inclusive, and accessible.

The third point is about broader beneficial impact so there’s a responsibility here that designers must understand That they have the ability to reach larger demographics, because these three dimensions support the intellectual well-being of society and encourages dynamic

I attached a figure for a visual representation of inclusive designs:

 

From the inclusive design research centre 2020

I experienced difficulty/confusion around universal design. Initially, I did not know that universal design and inclusive design were different and because universal design to me sounded like a form diverse learning amongst a multitude of backgrounds and required needs. This was not the case. As inclusive design research centre states over three main distinguishable facts about the differences between inclusive design and universal design: The Context, The User, and the Method. Universal design often times categorizes design advice according to constrained categories of disability, (IDRC, 2020). What seems apparent here is that inclusive design focuses on various forms of integrated learning whether or not one has a disability. It is adaptable.

As a side project I run community discussions for marginalized demographics. It requires active participation from those in attendance. An example of a session I facilitated was about accessibility in dance. Those communicating were individuals who experienced physical/mental/hidden barriers in dance and the arts. To make sure their messages was experienced by everyone in the room, there were two sign language interpreters, a dictation tool that projected words spoken on a big screen. As well as audio (speakers/mics), in addition to personal scribes, folks scattered around the room to help individuals take notes to pass up to the participants speaking. When I saw this topic, it made me think of my work in the community. And how quickly I learned that to be inclusive, even in a communal conversation, means that language needs to be accessible for everyone in its various forms. Currently, I am having to shift the way I run my sessions, to a virtual setting using Zoom. My personal obstacle will be creating accessibility for my community that join my Table Talk sessions.

 I guess my question is simple, is “Universal design” outdated?

By Parker Johnson

References

Idrc.ocadu.ca. 2020. Inclusive Design Research Centre. [online] Available at: <https://idrc.ocadu.ca/index.php/resources/idrc-online/library-of-papers/443-whatisinclusivedesign> [Accessed 23 March 2020].

 

My most memorable online learning experience has been joining page called Black Fellas on Reddit. It’s dedicated to black masculinity and culture. Although online spaces have the potential to be unsafe, this space surprised me. There were threads for moral support, updates on events, and sharing of experiences. I do not access Reddit very often but knowing that pages like this exist motivates me to seek out and access more. I was able to connect with brothers from all over, asking about similar lived experiences to mine. I also saw threads that were geared towards more vulnerable topics, held well and respectively by users of the page. Substitution is used in place of text when folks can post up videos, or audio resources, memes etc. It does enhance the experience of each Reddit thread, as users inject their personality, opinions in different sometimes humorous ways. I’ve always struggled with the navigation and accessibility of Reddit, which is why I don’t use it very often. Compared to social media platforms I use daily i.e., Facebook or Instagram, that being said it feels less structured, in a way that allows users to be more open.

In terms of academia, this type of communication between students like course spaces for example, could be used better if there were more opportunities for modification and personalization. I notice that some courses ask students to interact on the course spaces blog, but unfortunately it is not very engaged, and less involved. I would argue that this leads to less engagement and motivation to interact with this type of framework. When thinking of the what, why and how a student uses an online tool, it helps when the teacher creates alternatives for students to work with. This class for example, using WordPress and annotations is very different than other courses I’ve taken in university. It is refreshing as a psychology major, I am normally assigned readings, then expected to insert my brief thoughts for a grade. The lack of customization in how I want to present my work, saps my motivation and often times reduces my interest. Whereas having the agency to create my own page, like you would on social media or a forum, and be encouraged to access my imagination and agency, is more enjoyable. As 7.4.3 Strengths and limitations of the model describes, we still need to understand how and why media and technology could be used to transform teaching in the first place. There is an opportunity to enhance online learning.

As I student, I do not know what limits course spaces has on a teachers ability to create more flexible online learning environments. But a course that showcases other avenues of learning for students, is a step in the right direction.

 

 

This chapter was refreshing for me. New knowledge around copyright and usage of material online. The tools to avoid any legality issues are right there for us to use, unfortunately they are not very accessible. This is the first time I had learned about the functionality of advanced google searches, specifically around making sure your searches can yield reusable material.

The Differences

The term OER stands for an open educational resource. This means publicly available educational materials for folks to access. There are differences between online educational content and openly licensed educational content. For starters, openly licensed educational resources are generally allowed to be freely used.

Massachusetts Institute of Technology  I had no prior knowledge that MIT had coursework available for the public. I compared its course directory and strengths, using the faculty guide for evaluation. It’s relevant depending on what you’re looking for in the directory. It is also large enough that you will most likely find the right course, and the accuracy is dependent on the users search. Because it comes from a reputable institution the information is well put together, the production quality is the same standard as other intuitions, comparable to the university of Victoria’s Summon 2.0 search tool, for example (see Figure 1). It had diverse interactivity, through PDF’s and videos, even old assignments to work on.

Personal use and review

I specifically chose Spanish and it showed me Spanish courses from level one up to six. It had a multitude of video clips and even articles and other tax course packs and assignments because I had prior knowledge of how to navigate these university directories it was quite similar the interface was easy enough for me to navigate. The template is straightforward, and I would definitely engage with some of the other courses such as French, or intermediate Spanish classes. just cut and dry type in what you’re looking for and it will show you what is within the directory and also what new courses are added in terms of licensing, MIT is one of the most reputable colleges in North America, all of the courses have been taught at the school at one point or another. Some of these courses date back to 2004. In closing this Open courseware from MIT is extremely useful. I  recommend it to anyone who may not have the means to pay for university courses or, wants to explore other faculties.  This resource is valuable, and I commend the institution that created an opportunity for public access and learning. My only criticism is that this tool, and others like it, are not common knowledge. If there was a way to make this information more available. In addition, formatting of various ways of learning, the audio is there, but with these online courses the interface is not always accommodating to those who require different methods of learning, or live with diverse-abilities.

Figure 1. Courseware class directory.

 

Instructor-centered versus student centered learning

Firstly, I have heard the term sage on stage before, I have experienced it both in the classroom and during a massive open online course. I was deterred to attend class lectures, and extremely frustrated with my experience with the online course that was very instructor centered. There is a stark difference between the instructor that prioritizes their own agenda, and the professor that prioritizes the students learning. More specifically, acknowledges the various ways in which students learn. A benefit of student-centered learning is that the culture of the classroom, where the student may feel more comfortable asking the professor for help, knowing that the dynamic of teach and learning is adjusted dependant on the style of learning that the student requires.

Asynchronous versus Synchronous learning

Learning synchronously has always been my preferred way of academia because of the social collaboration needed to succeed. Even though the structure of asynchronous, promotes a level of independent learning that compliments the flexibility needed for those who require the space and time to have a self-paced learning environment. What’s interesting about both of these ways of learning, was seeing that they are not completely different. There are courses that have elements of each. Which I believe is extremely useful for a student’s learning, because of how diverse the engagement is. As well as the independent aspect of a blended course. They do allow for collaboration, but each student is running their own race.

Connectivism

This term is the epitome of how I learn as a student. I depend on others, peers and professors to visually and auditory help me learn. Historically speaking, human beings have required a level of interdependence to survive, build, and govern. What is interesting present day, is that we are becoming more independent as tools are becoming automated. We don’t rely on others as much as we used to. What is new to me, are the variations in types of constructivism:

• Pedagogy
• Andragogy
• Heutagogy

It is clear that the type of connectivism is reliant on the structure of the class. Most of the time MOOC’s are heavily focused on the instructor’s guidance in order to succeed. Whereas andragogy is loosely guided by the instructor, but requires casual, group collaboration to work on specific projects. Heutagogy is structured as a group centered style of learning from the beginning. This is most often common in my experience during upper level social psychology classes. Admittedly, although I do require some sort of collaboration and feel dependent on interconnected learning, the pressure that comes with Heutagogy is not desirable. The informal nature of Andragogy in learning removes the pressure of having to fully depend on others to learn.