Learning, not spectating
Posted August 1, 2016on:
Over the weekend, I read an article in The Atlantic about educational escape rooms.
The central idea of these is that students must uncover content-based clues to unlock a box in order to resolve a situation. I learnt that these in turn were based on recreational escape rooms designed by the Japanese in 2007.
The article was intriguing in itself, but I liked even more a quote from a paper that it linked to.
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.
The paper was by Chickering and Ehrmann* in 1996. This was a message from 20 years ago and is still relevant now. So much of what we still do with “educational” technology is about answering instead about questioning, consuming instead of creating, and rushing instead of reflecting.
Each and every learner should not just be engaged with technology. Trying to engage is a function of teaching. Learners need to be empowered to participate because learning is not done from the sidelines. Learners must be involved, take ownership, and be intrinsically motivated.
*Chickering, Arthur and Stephen C. Ehrmann (1996), “Implementing the Seven Principles: Technology as Lever,” AAHE Bulletin, October, pp. 3-6.