Subject: [IFETS-DISCUSSION:1215] Re: Autonomous learning
From: Errol Thompson (E.L.Thompson@massey.ac.nz)
Date: Wed 21 Feb 2001 - 09:04:52 MET
From: "Errol Thompson" <E.L.Thompson@massey.ac.nz> Date: Wed, 21 Feb 2001 20:04:52 +1200 Subject: [IFETS-DISCUSSION:1215] Re: Autonomous learning
> I would like to weigh in briefly on the subject of autonomous
> learning, the topic of several recent posts. A number of people have
> advanced a case against autonomous learning, which I will discuss. But
> first I would like to reiterate an important point.
I am not against autonomous learning. What I am against is the
view that all learning can be carried out by students alone.
Learners need to develop the skills for learning. These skills should
enable them to drive their own learning but that doesn't mean
learning alone.
> Chris O'Hagan makes the excellent point - and in my view, the
> inassailable argumment - that if we are to ensure that everybody
> receives an education, and not merely an elite, then we must reduce
> costs. The current system is unsustainable for large numbers of people
> and therefore impedes both national and global development. Online
> learninh - and especially autonomous forms of online learning - offer
> this opportunity..
But what happens to those who do not have the skills to learn in
this way. The gap will just grow larger for them unless there is
another possibly more expensive alternative that helps them build
those learning skills.
> Erroll Thompson, for example, wrote, "The assumption behind many
> autonomous learning systems is that we just have to codify the
> knowledge and it will be passed on." And although he admits that
> online interaction may help some, the core of online learning is, to
> him, the standardized courseware supporting the system.
Supporting what system? Who says that I don't want the system
to change? I am a very strong advocate for change but not a
change that leaves another group disadvantaged or that throws out
some critical areas of learning. A move to on-line learning must
continue to promote good pedagogy and learning theory.
Personally, I have not seen that in many of the on-line courses that
I have looked at. Many are little different from giving a student a
text book.
> Thus, he continues,
>
> Arguing from my own field, I would contend that there are lots of
> books and materials around that teach or explain the various
> software development approaches. However, reading those books,
> completing exercises, and attending courses doesn't turn people
> into good software developers. Experience in a team of software
> developers in a master apprentice role is still required.
> Erroll Thompson's reasoning is not unique;
Are you arguing that all skills can be learnt without the input of the
master? I have over 20 years of experience in the computer
industry. I taught myself most of the programming languages and
development techniques that I have used over that time. However, I
would never argue that I fully grasped or have fully grasped all the
features and capabilities of those languages or development
techniques. Very often, when I felt that I was the expert, I have
found that someone has come along and shown me yet again
where my judgement has fallen short and that there are better
ways of doing something. Modern development systems and
business applications (MS Word) are loaded features. Although I
can learn many of the basics myself, I recognise the need of
access to the master to help sharpen my use of these tools and
techniques. I see the same applying to development
methodologies. I learn through some mistakes that I make but I
can learn more quickly when I have the master around makes a big
difference.
I have just finished with a class where the students have been
working on some self-paced exercises. There is always a group of
students who will complete the exercises and never see the
significance until you sit down with them and talk the issues
through. Should these students be left to learn without the
experience of a more experienced guide or assistant. I am not
saying we dictate what they do. That doesn't work either. They
need to try and fail but they also need a mentor, coach, or
facilitator available when they require it.
I will use a combination of techniques aimed at the level of learning
skills of the learner and the subject matter understudy to work
within the time constraints and the cost constraints. I hope that I
will never blindly chase a technology or particular teaching
approach but will always consider the impact on the learner and
how it enhances their ability to learn whether autonomously or
collaboratively.
Errol Thompson
Lecturer in Information Systems
College of Business
Massey University at Wellington
Private Box 756
63 Wallace Street
Wellington
New Zealand
Email: E.L.Thompson@massey.ac.nz
Phone 64 4 801 2794 ext: 6531
or 64 21 210 1662
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