Connectivism and Blended learning for EFL Teachers

Connectivism opens up the possibility of exposing students to an unlimited learning context and contents. Nowadays, it is positioned as an essential tool for teachers’ effectiveness and capacity to create engaging activities. Even though it brings challenges, it represents a rewarding learning innovation. Here you can see some challenges discussed in class, that I consider relevant.

According to Siemens (2020), the use of technology influences the learning process positively. He claims that by means of the interconnection brought by technology, all knowledge can be spread to places that were unthinkable before. However, as teachers, we should know that some ideas with selfish interests, could have a negative influence on students. This is why we need to be updated about the benefits and challenges that tech brings because, for good or bad, digital worlds for education are not coming to an end. We need to be prepared to change and understand that what works today can be obsolete tomorrow, and as teachers, we have the responsibility to guide and facilitate students´ digital skills. 

Teachers´ responsability towards tech+education. 

A successful integration of technology in the environment occurs when teachers promote students´ responsibility and appropriate use of technology more than knowledge of the subject itself. They can easily find information on videos, podcasts, or blogs, but the ability to analyze this information, to distinguish between useless and potential data, and finally to achieve strategies to understand is what they may receive in class with the help of the teacher. Likewise, the implementation of ICT in the curriculum should be guided by traditional methods in order to develop positive attitudes in students who, after the analysis and synthesis process, will be able to present their knowledge efficiently (Merrill, M.D., Drake, L., Lacy, M.J. and Pratt, J., 1996). 

Blended learning 

This has been defined as creating a virtual world or an educational environment for students where they can take an active role in their independent work by managing their time and concentration in terms of homework or even projects. With blended learning, students can receive instruction online and also have controlled practice in face-to-face classes. There are many models, such as the rotation model, flipped classroom, flex model, à la carte, and enriched virtual model (McCabe and Francis 2020). In my opinion, this also represents the strategy to engage students in their process and make them more aware of what they are learning and what to do with it. Furthermore, it creates the role of manager and gives it to students, opening the possibility of a self-directed learning where teachers become coaches instead of evaluators. After COVID, we may gain more awareness about the benefits and challenges of blended learning and how prepared we are or how we can start to be ready for blended learning environments. 

References 

McCabe C., Francis R. (2020). Effective instruction in blended learning environments. Retrieved from https://open.library.okstate.edu/learninginthedigitalage/chapter/effective-instruction-in-blended-learning-environments/

Merrill, M.D., Drake, L., Lacy, M.J. and Pratt, J. (1996) Reclaiming Instructional Design. Educational    Technology, 36, 5-7. - References - Scientific Research Publishing. (s. f.). Retrieved from: https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/ReferencesPapers.aspx?ReferenceID=2584812

Siemens, G., Rudolph, J., & Tan, S. (2020). “As human beings, we cannot not learn”. An interview with Professor George Siemens on connectivism, MOOCs and learning analytics. Journal of applied learning and teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.15