“Virtually all learning difficulties that children face are caused by adults’ inability to set up reasonable environments for them. The biggest barrier to improving education for children, with or without computers, is the completely impoverished imaginations of most adults.”
- Alan Kay, in Scholastic Administrator, April/May 2003
Almost without exception, my life has been blessed by adults with rich imaginations, who challenged me to find and apply my natural strengths to solve real problems as I encountered them.
Because these adults were adventurous gardeners, they fashioned environments around me where I experienced just enough challenge and just enough frustration to flourish. As a result, my native curiosity and creativity grew deep roots. I learned to think of myself as a smart, resourceful human being who, with the help of others, could do whatever I set my mind to do.
But I've lived long enough - and taught long enough - to realize that not everyone has been as lucky as I.
What Slot Machines, Video Games and Legos Have to Do With E-Learning
I just read a very interesting post on
Tom Kuhlmann's blog.Tom is writing about the need he perceives for people who love electronic teaching to master the art of creating tension in learning environments. Just enough tension. But not too much. Because, as he says, learners need to be challenged enough to stay motivated. To stay engaged. But they also need to feel safe.
As he write, "the key is to instigate problem-solving, provide feedback, and allow for adjustments."
So, Tom's post got me wondering about the most skillful way to use tests, discussion questions, and debates here in this environment at LearnHub.
And that got me posting this lesson, hoping we could all learn something about challenge and motivation and safety - together.
My Personal ExperienceI, for one, do not enjoy
tests. I never have and I don't think at 57 I'm going to wake up suddenly one morning feeling differently. Tests create too much tension for me. They make me feel like I'm inside a box, with only one way to escape. And when I feel like that, I can't make very good use of the feedback I get. I can get out of the box (or I wouldn't have finished my Master's degree with flying colors), but I don't learn much on the way.
On the other hand, I thrive on the challenge of a well-framed
discussion question. Or the back and forth of a substantive
debate.I realize that many people don't share my experiences. Some people actually enjoy tests. Some people lock up in debates or discussions.
But when so much of what is called "education" these days hinges on test performance, it seems to me we need to be clear about the distinctions between these tools and clear about what we're doing when we use them. Creating tension is not the same as creating learning.
So, what's the difference between these three, really? And what's the best way for us to use them here to create safe - but highly engaging - learning environments? Believe me, I've read lots of theory about all this. I'm more interested in others'
experience than arguing about how many angels can dance on the head of a pin. So, how about you?
WHAT TO DO NEXT:Leave your comments about the questions below, using text and pictures.
(If anyone wants a
VOICETHREAD, so you can talk outloud and hear what others have to say, use my contact link to send me a message here and I'll post one right away.)
- How do you experience tests, discussions, and debates differently?
- What's been your experience using one or the other to instigate problem-solving, provide feedback and allow for adjustments with your students?
- What's the best way for us to be using them here at the LearnHub (or elsewhere) to develop robust inquiries that help people get from Point A to Point B?
- Should there be some "rules" here about how we use tests, discussions and debates here, or not?
- Is this list of questions a test - or a stimulus for discussion?
