As I read through both Brennan’s critique of cMOOCs and Downes rebuttal I found myself viewing them through 3 different lenses; the online student, the elementary/secondary teacher and the parent of a child with a learning disability. Reading through both I found many valid points and depending on the lens I was looking through I either agreed or disagreed.
As an online student, I tended to agree more with the points by Downes. Specifically, her argument against Brennan’s point that cMOOCs contain “tasks that are too complex with no guidance in how to achieve them” by saying that the “problem here is one of mistaking a menu for an obligation” (Downes, 2013, p. 7). Through my own participation in MOOCs and online courses, I have found that there is always choice. Whether it be in choosing which readings to focus on, how to complete an activity or assessment, or the level of discourse you want to partake in, it is up to you as an online student. Downes also addresses this when she argues against Brennan’s points on cognitive load. I couldn’t agree more with Downes when she says “success or failure is found in the quality of the experiences you do choose to have, and are reflected in your own assessment of yourself, not against some arbitrary and impossible external standard” (2013, p. 6)
As a teacher I found myself seeing both sides of the argument. In the classroom environment, I completely agree with Brennan when he states ” there is no “one size fits all” student” (2013, p. 2). As a teacher, I am constantly finding ways to differentiate my instruction in order to meet the learning styles and needs of all the students in my classroom. I am always aware that each student varies in regards to prior knowledge and that cognitive load has an impact on the mastery of skills and objectives. That being said however, as we move towards newly developed concept-based curriculum I’m having to rethink my delivery and assessment of content. My goal is now shifting towards building capacity in my students which really aligns with Downes’ statement “The key is to stop thinking of these as content to be mastered, and to start thinking them as skills to be practiced.” (2013, p. 7).
As a parent of a child with a learning disability I 100% follow Brennan’s arguments. My daughter definitely does better in learning environments that are scaffolded in order to support her needs. If she has the supports and the differentiation in place to address her specific learning difficulties, her ability to confidently meet learner expectations drastically increases. Brennan’s assertion that “Good educators provide encouragement, and verbal persuasion, which can increase a student’s self-efficacy” (2013, p. 4-5) really speaks to me. My daughter in particular flourishes in a classroom that has a teacher who offers praise when she is successful and support, rather than criticism, when she is not.
As you can see, the lens I’m looking through really shapes my judgment, which I can honestly say is a consistent reality in my life as a whole. That being said, I find that having the ability to switch between lenses has allowed me to be a much more well rounded, open-minded, and empathetic teacher, student, and parent.
Brennan, K. (2013). In Connectivism, No One Can Hear You Scream: A guide to understanding the MOOC novice. Hybrid Pedagogy. 24 July 2013.
http://www.hybridpedagogy.com/Journal/files/Guide_to_the_MOOC_Novice.html
Downes, S. (2013). Connectivism and the Primal Scream. Half an Hour. 25 July 2013.
http://halfanhour.blogspot.ca/2013/07/connectvism-and-primal-scream.html