Module 1 Blog Topic Assignment - David J.Miller

Siemens's Metaphors of Educators

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Siemens (2008) notes that access to information is steadily increasing as learners choose to embrace technology. The role of the educator and learner is evolving as both are faced to adapt to these changes. Siemens (2008), offers four models or “metaphors of educators” which distinctly express the role of the educator and learner to address these changes.

John Seely Brown (2006) describes learning as “enculturation into a practice.” The most relevant attribute of this model is that student learning is not limited to the expertise of the instructor.

All of the students can learn from each other and their participation and sharing with other class members is imperative for its success. The educator is considered the “master artist” (Siemens, 2008), while the students are developing artists who can create their own original and innovative pieces. In my opinion, this model would work best with content that encourages divergent thought. 

For example, I might see this theory work best in an English class or an Art class where the learner is invited to gather information and then present an independent project that demonstrates the learning content in an individual way. In a subjective class, such as math or science, the demonstration of mathematical or scientific concepts might not lend itself as well to this model.

Clarence Fisher (n.d.), emphasizes the use of learning networks and building connections to assist students in satisfying objectives for a particular course of study (Siemens, 2008). Instructors would give the students the responsibility to find and make connections, and then evaluate them to be sure there is quality interactions and conceptual understanding. In this technological changing learning environment, students can research, seek and sort out their own information and strive to make connections among their findings. I think this model lends itself to many disciplines. Regardless of the topic, information is readily available, but must be sifted through to determine its reliability and relevance. 

This video best illustrates this concept

and can be linked here: http://youtu.be/XwM4ieFOotA

An entry on Stephen Downe’s (2007) blog posted his opinion on the meaning of connectivism.

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

In this post, he describes the pedagogy of connectivism as a model that seeks to access networks which are characterized as diverse, autonomous, open and connected (2007).

The third model, presented by Curtis Bank (2007), speaks about the educator as the concierge or the person who points the learner into the right direction. Too often, students can get lost or distracted in the quest for knowledge and may need assistance in sorting through what should be the focus. This model includes time for teacher led instruction and student led discoveries. It may be the balance that students need to help guide them.

The fourth model, educator as a curator, presented by Siemens (2008), suggests that educators must have a dual role of experts and guides. The expert must be competent in his field and be able to guide the learner independently to discover and explore their learning. This model makes the most sense to me as an educator. Too often students find discovery and exploration overwhelming and difficult. Instructors should be prepared and patient to anticipate students needs yet direct those who request assistance.

Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?

The metaphor that best describes the role an instructor should take into the digital classroom is the educator as the curator. In my opinion, the students in today’s society desire to be in the presence of educated and expert people who can assist them and coach them to make effective use of the changing technological opportunities.

References:

Downes, S. (2007, February). Half and Hour. What Connectivism is?

Retrieved from

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles

for educators and designers. Paper Presented to ITFORUM. Retrieved from

http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

http://youtu.be/XwM4ieFOotA


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