The Content Debacle

The question of what content is being delivered can sometimes supersede the question of appropriate mode of delivery. And in many instances it can actually determine which learning style and mode of delivery is more appropriate.

So what is content? Is it the 'How' part of learning or is it the 'What' part of learning? Is it explanation or experience? Has the learner truly learned anything if they are told how something works rather than actually being shown what the process is? Is describing the process of making a cup of coffee from scratch the same as showing someone the process and having them make one for themselves?

So what is content? And before we consider the mode of delivery of this content, shouldn't we at least consider what educational content truly is? Do we sometimes limit learning to fit our delivery mechanisms rather than expand our modes of delivery to encompass all that learning truly is?

It is a unique human capability that we are able to learn  from instruction as well as from personal experience. And the nature of what needs to be learned as well as the mode in which it is delivered both equally determine the effectiveness of learning.

So when we are unable to fit it all in, what do we do? Do we cut out the parts that don't fit? Or do we look for a better way to teach it? (If it can easily be measured then it is certainly not it!) [quote required]

There are many issues to consider here. The first one is the role of the teacher in technology-enhanced learning. The next one is: what real reasons do we have for assuming that with technology-enhanced learning the teacher will have an enhanced rather than a diminished role?

 

However, considering the fact that throughout man's history, with or without technology, formal learning has always involved a teacher, mentor, coach, instructor or master. The face-to-face and other social aspects of formal education have always existed and have always been crucial to mastery of the learned subject or content. As Dreyfus said, technology-based teaching without the accompaniment of the teacher 'will produce only competence, while expertise and practical wisdom will be out of reach' (Dreyfus 2001, p. 49)

The argument is that learning at any level is essentially a 'human process enhanced by human beings' (Volungeviciene and Leduc 2006, p. 26), and the teacher plays a major part in it.

At the moment it seems that without the teacher, educational technologies can enhance information navigation, data gathering and knowledge implementation. But in the presence of an experienced and subject-practiced teacher or mentor, the learner has a chance to become an expert in that field with practical experience and internalized mastery of that specific subject area.

References:
Dreyfus, Hubert L. 2001. Thinking in action: On the Internet. New York and London: Routledge
Volungeviciene, A. and Leduc, L. (2006) 'Variations in transnational tutoring in distance learning' International Journal of Technologies in Higher Education, 3, 2, pp. 19-27