Contents
A laboratory of Ideas
It is in this process experiential learning occurs (Kolb, 1984). Disciplines such as global studies and conflict resolution focus on the interaction with local indigenous knowledge through cultural relativism practices – a view that characterizes meaning from social context. Consequently, each community holds a valuable truth that forms the basis of knowledge. What constitutes a right in one community may be a wrong in another, yet both contain a valuable source of knowledge for community members and should be respected.
As academics, we acknowledge this view several different ways, such as comparative analysis of political ideologies or in recognition of community narratives. I believe the classroom plays a role in this process through the discovery of ideas. It motivates students to construct knowledge via peer-leading-peer networks based on supporting inclusive environments. As such, inclusivity requires a communication scaffolding to support student expression.
Constructing an atmosphere of inclusivity requires defining meaning by its various forms of knowledge. For instance, representing community differences may require a spectrum of examples, some provocative, others demonstrative, to model a discourse supported by respectful dissent.
Reflection-based mastery
Simply put, asking students why they feel a particular way encourages reflection at a foundational level. Reflection-based learning (Moon, 1999) remains an important ingredient of my teaching philosophy because reflection encourages students to explore their thinking and engage peers through a growth model, bookending the student’s educational experience.
For instance, my multidisciplinary approach to analyzing digital narratives, culture, and empathy draws on skills related to critical thinking, creativity, and discovery. By challenging students to reflect on learning outcomes, students remain encouraged to build implicit reward centers refocusing views away from “getting an A” toward an outcome based on mastery through measures that reflect “skill acquired” or “not yet met.”
I have discovered freshmen and sophomore students in smaller classes (8-10 students) perform at a higher level across a continuum of learning outcomes building a greater depth of knowledge over a grading matrix composed of awarding points based on individual assignments. This learning paradigm moves students away from an evaluative grade point average that favors “good test takers” to a skills-based approach where learning outcomes transform competitive ranking systems into collaborative spaces for learning where reflection remains instrumental for student success.
Creating engaging classroom assignments
Teachers play a role in guiding students through the learning process, while students remain motivated to lead. This student-centered model builds critical inquiry into a framework that supports any number of paths to reaching similar learning outcomes.
An assignment titled Federal Agent v. Demontrator adopts the student-centric model by focusing students on topical media reports. Developing reflection-based learning skills through activities that focus on viewing media from opposing viewpoints encourages students to consider how various digital media perspectives develop.
For instance, the Federal Agent v. Demontrator paradigm explores federal law enforcement agents’ deployment to protect national monuments from violent protestors demonstrating alongside peaceful activists.
Students organized into groups receive a question prompt asking students to research a pro/con position on digital media. A topic question might ask students, “Is it appropriate for U.S. Federal agents to intercede in a municipal jurisdiction to protect national monuments when local governments lose control of peaceful demonstrations?”
The Federal Agent v. Demontrator assignment requires students to investigate publicly available information (e.g., news reports & social media posts) to distinguish between fact and conjecture and develop a report to present to the class that supports the group’s pro/con position. Students would then be asked to reflect on messages’ credibility to assess different sources’ persuasive nature (e.g., text, images, and videos), comparing social media anecdotes to traditional news media outlets.
The age of remote learning
Integrative technology remains an important consideration, especially given the rise of remote learning instruction. Classroom assignments based on augmented and virtual reality transform mobile devices into bridges for students that connect home environments and virtual mediums through simulation-based learning.
The Federal Agent v. Demontrator assignment provides a model to incorporate this valuable pedagogical practice developed around learning through stories. This story-based model involves assigning students to a particular role (e.g., federal officer, demonstrator, or reporter) and then asking students to construct a version of events that fit the earlier question prompt using augmented reality to create scenes supportive of the individual perspective. Stories would then be viewed and discussed in groups to discover the power of point of view to promote a particular version of digital media events.
By incorporating creative assignments through integrative technology, the next generation of students constructs knowledge from new and existing technologies, integrating learning outcomes in a skills-based model.
In-conclusion
My teaching philosophy adopts a student-centric approach that compares, combines, and contrasts various points of view. The constructivist model relies on transformative processes that reject the notion that knowledge requires the assimilation of facts—for students who engage in peer-to-peer connection promote the view that doing-teaches and expertise lie in the recesses of the mind waiting to be discovered.
References
Duffy, T. M., & Jonassen, D. H. (1993). Constructivism and the technology of instruction: a conversation. Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall.
Moon, J. A. (1999). Reflection in Learning & Professional Development: Theory & Practice. In Reflection in Learning & Professional Development: Theory & Practice. Stylus Publishing.
