On Learning in this Program
When I began this degree in education I had only a basic understanding of what teaching and learning entailed, and although my training as an ESL (English as a Second Language) instructor prepared me for teaching and lesson planning, the training program did not present educational theories or pedagogy, nor did technology play a role in education back then. As well, andragogy and reflection were terms I applied only to my art, therefore it was with great anticipation that I embarked upon this graduate course of study.
Through the Principles of Learning and extensive contemplation on the nature of knowledge, I have gained remarkable insight into my own learning processes and that of my teaching practice. Research Methods in Education showed me the necessity of academic research, as well as the use of case studies and research proposals in ascertaining problem areas in my prior practice. It was the content taught in those early courses that set me on a course of academic growth and discovery of a body of knowledge that was not only applicable across the curriculum, but in my professional practice as well. The discussions and research I began in those initial courses continued to occupy my thinking throughout the program and allowed me to better articulate my ideas on learning, teaching, and knowledge as I began to develop my own philosophy of teaching. This Masters program has given me great breadth and depth of knowledge on topics far too vast to record in detail, so my reflection begins with the structure of the program, as it was the online environment that made obtaining this masters degree possible. Since much of my life has been spent in transit, this program’s offer of flexibility in time and place and the accommodation of multiple learning styles was highly beneficial to my own method of learning. Also of considerable assistance throughout my program was the adherence to adult learning principles and the constructivist environment in which my studies were conducted. Studying Knowles’ principles of adult learning (Introduction to Adult Education course) was an important element towards understanding my own learning processes, in reflecting on prior practice, and in channeling all that knowledge into areas of learning across my course of study. As well, being aware of those principles gave me the confidence to use past experiences in understanding and applying new knowledge in ways that were relevant and applicable to me. Also important in adult learning and something I deem highly relevant in both my personal and professional life, is the capacity to draw upon my artistic background in completing assignments, leading class discussions, identifying with new knowledge, and as a method of communication across cultural borders and fields of study. On Technology
Essentially technology has become inherent in everyday life, whether it is used for word processing, online communication, or even uploading holiday photographs. This graduate program is conducted and completed through the use of technology; we work with it, communicate with it and even play with it in a multitude of ways.The trend towards open source software has led to an abundance of easy to use applications for people of all ages, a factor that determined my choice of technology to use for class assignments and presentations. Additionally, technology offers something to pique the interest and learning styles of many, but it also comes with a learning curve that ranges from quick and simple to extremely complex and time consuming. As well there are numerous limitations, like file extensions, file size, and software compatibility issues to consider when working with digital media. Though colourful, creative and entertaining, technology has much to offer, but can also take much longer than planned and any number of technical issues can cause a project to fail.
All of these issues at one time or another have occurred during my studies and as a result I have developed greater technical skills and troubleshooting abilities, but also had to admit when a technology simply did not work or was not suited to the task. In fact this website is the third developed before finding one that could accommodate all my creative ideas. As well, it was very disappointing to discover that PowerPoint animations do not work as embedded documents after spending a great deal of time on learning those functions. However, further research did reveal a method for embedding PowerPoint slides, which made me realized how little I actually knew of the software's capabilities. Furthermore, I have also learnt what RSS feeds are and how to use them, and created online magazines and bookmarking accounts, but most of all I have learnt there is an endless supply of creative software in which movies are created, games continuously played, and musical collaborations take place across the globe. This graduate in education program has introduced me to a community of practice in each of my courses, whether through a class wiki, collaborating online, or starting to tweet, there were numerous possibilities for learning to take place. On this site are numerous technologies that represent both my advancement in this area, as well as some of the creative possibilities for their use. |
On Creative Learning
For me both the study of Fine Art and traveling the world represented the kinds of freedom I had sought from quite an early age. My adventurous spirit and desire for colour in an often black and white world led me into the intriguing domain of art. There I found the freedom of choice, the liberty to experiment or to express myself in ways of my choosing, and even to break the rules if need be. More importantly, I believe the arts have the power to promote personal expression and are difficult to standardize. They can grasp the attention of those unwilling to listen, or unable to hear and even motivate the listless.
The Arts: A Way of Learning The value placed on lived experience in this program and the ability to use my arts background as a medium for comprehension and application of newly acquired knowledge were extremely beneficial to my learning. From personal experience as an artist, a teacher and a learner, I came to believe completely in the power of the arts to cross cultural borders in the encouragement of better understanding and as an aid in the development of higher order thinking skills. Working with ESL students and traveling through many foreign lands, the use of art and drama as a communication tool was often necessary and an effective pedagogy when language was a barrier. In an interesting study by Winner, E., Hetland, L., Veenema, S., Sheridan, K., & Palmer, P. (2006), they discuss the ability of the visual arts to develop disciplined habits of mind, and the possible transference of those skills to other domains of study, which is something I too believe from my own experiences with creative learning and training in the arts. Further to that, in a study that looks at using visual images in research, the author reminds us that not only is a picture worth a thousand words, but an image can be comprehended in far less time than it takes to listen or read, and being skilled in multilingualism is not required. Using visual imagery also encourages you to think 'outside of the box', to make the ordinary extraordinary, or the plain a little fancy. Eisner (1995) also weighs in on this debate when he suggests that "the use of images provides an‘‘all-at-once-ness’’ that reveals what would be hard to grasp through language and numbers alone" (Weber, 2008). I think there are many compelling reasons for incorporating the Arts into all area of education and the research is there to substantiate it. However, until I began this Masters program, I had not experienced the freedom to learn creatively in programs outside of the Arts domain until now. The creative license I was given seemed to me a far more progressive approach to education than most programs I had researched. Although my way of learning may not be for everyone, it certainly afforded me the opportunity to excel in a new field of study. Moreover, the use of visual imagery stimulated my imagination and took me to new heights and areas to explore. While there is a great deal of research on this topic, I would like to leave you with this particular paragraph as it emulates my own thoughts on the power of visual imagery, and verifies the need for change. In this excerpt, Weber brings in several scholars to authenticate her message that "Images can be more accessible than most forms of academic discourse. Scholars such as Barone (1995), Cole (2002), Greene (1995), and Williams and Bendelow (1998), assert that artistic forms of representation provide a refreshing and necessary challenge to prevailing modes of academic discourse. The use of widely-shared cultural codes and popular images make many visual expressions far more accessible than usual academic language. To the degree that the mandate of the academy is to provoke discussion and thinking as well as communicate research to a broader audience (even within the academy),the use of images becomes significant. Many people who would never read scholarly texts are willing to engage with photography displayed on a website or a documentary on television" (Weber, 2008). |