Module 4 Reflection

     It comes as no surprise to me that new learning theories have emerged following the advent of new technologies. Just as movable type and the printing press changed the way knowledge was preserved and passed, so too has the computer changed the way we as a species store knowledge and subsequently make that knowledge available. Extending the print metaphor, consider a hard cover text versus a digital text. Any parent has seen their poor child laden with backpack dutifully trudging off to school like a dough boy in a 1950’s movie. Six classes, six text books each 2 inches thick, the poor child is carrying half a case of printer paper with them everywhere they go. Contrast that with a child with digital text books. They’re skipping off to school with an iPad and a lunch bag. Each student carries the same amount of information (more if the iPad is loaded with a dictionary, thesaurus and Strunk & White) however one student is much more comfortable in their task. Additionally, the student with the iPad has the ability to search through the text via word or phrase. Suddenly information becomes more readily available and the extraneous is removed.

     This is why new learning theories are emerging. It is not that the old theories don’t still hold. They have their place in the modern classroom and those without sufficient technology still can benefit from them, but children and students have changed. They play differently. They learn differently. Most children today know how to type despite the fact that they’ve never taken a formal typing class. They’ve gotten so good at things that most touch type their cell phones when sending text messages. They’re blessed with an amazing sense of curiosity and believe almost anything is possible specifically because they’ve learned that they can find the answer to anything with a few mouse clicks. Clearly, learning theory must evolve to take advantage of the talents they’ve taught themselves.

     As to my own classroom instruction, I’m using the tools of technology in other ways. As an Engineering Instructor one of my tasks is to teach the Engineering staff at the plant how to troubleshoot. That is how to find which components in a given system are faulty when that system is not performing properly. The methods range from analyzing electrical circuits to taking readings on those circuits and processing the results. Obviously my students won’t be allowed to work on plant equipment just to learn troubleshooting skills. An equally vexing problem is the fact that these circuits, when energized, have voltages on them four times the normal household voltages, which of course presents an electrical safety concern. I am in the process of working around that by developing a computer simulation with virtual plant equipment and virtual test equipment which will allow the engineers to test their theories without being exposed to 480 volts. Prior to this simulation, all engineering learning on the subject was theoretical and paper based. Emerging technology has given me the ability to extend this exercise, and while they are still linear learners, The technology will make them better equipped to perform their tasks in the plant.