Learning to learn
Last year, I graduated from the MSIDT program (Go Titans!) with great expectations about how my skills would be fully developed or contextualized by this time.
The skills and literacies I developed are already a year old, and the shifts and changes in instructional design have paced ahead of my understanding of them. Technologies tend to shift our understanding and use of instructional approaches and, in turn, how learners understand their responsibilities to, well, themselves. It has been easy for me to become caught up in the overwhelming pace and impact of these mediums.
These factors have placed me into a bit of a bind, because my interest in keeping up will always be overwhelmed by the simple fact that the market and individual projects from millions of learners are always shifting and changing. I have begun to understand how good this is for learning in general!
Anyway, now I have begun to realize that whatever I thought I was going to be doing should instead be contextualized by the effectiveness of instruction allied with the capacities of the learners to format their own learning paths. In fact, I wrote about this in my own project.
I think that what is important to note is that whatever is being learned is also being taught in a dual relationship and a continual shifting of skills and literacies keeping (or not keeping) pace with existing technologies/tools. We all need to pick one to hang our hat on. At least for today!
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| Feeling Frozen |
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