BYOD4L promotes lazy thinking

This follows on from the comments on my previous post, and as Chrissi says, I like to be provocative. Hence this title.
I just wanted to follow the train of thought that one of the benefits of BYOD4L is that the ubiquitous, personal technology helps us to circumvent problems. The problems in question include access to teaching/learning, over dependence on limited media (e.g. Writing), over dependence on static spaces and limited groups of people, etc.
If you like, the anytime, anyone, anywhere, anyhow benefits of BYOD4L make our engagement easier and more likely.
So, what’s the problem with this? That must be all good news?
But I’m interested in things like challenge, struggle and problems and how these push us to be more resourceful and creative. In my previous post I defended how I posted a quickly drawn and photographed diagram rather than crafting it. This isn’t the best example as posting the diagram was very useful: as I said – “Job done.” But moving away from that situation and towards more typical teaching and learning problems, sometimes we need to know that the learner struggles with the problem – it is part of the critical thinking process, the act of struggle ensures we tease out a resolution through protracted consideration. Clicking the camera phone (metaphorically) feels lazy and superficial in this context. Where is the process? Indeed, where is the learning problem when we have circumvented it?
I think Chrissi needs to respond to this as I need a way of bring the theory of PBL to this. Chrissi? Are you listening? Help me out with this one please.

About amiddlet50

Educational developer working in academic innovation in higher education in the UK
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6 Responses to BYOD4L promotes lazy thinking

  1. Taking your specific example for some the very act of keeping a reflective and open blog and uploading a photo is still new territory and may frankly be terrifying. To engage others to do so I’d argue these initial steps to supplementing the written word should be valued. The ‘process’ of engaging with the technology may need support. Once the technology is no longer the focus, the learner can better immerse themselves in the learning. So whilst a scaffolded approach is valued initially, there is then scope to revisit early post(s). Questioning techniques may then be introduced. Why did you… How have you learn from.. What different approaches might you take?.

  2. Hi Andrew,

    I couldn’t really not respond to this… could I? You challenge me openly here 😉

    Well, I would say first of all that it is great that a post and picture you wrote quickly as it was easy to do and pushed the ‘publish’ button made you think deeper and in different directions after you though the event was done. I think the same happens in the situations you mention. All business is unfished. All learning is unfinished. There is always room to un- and re-learn stuff and change. Learning is change and change, you are right feels uncomfortable. That is why learning is uncomfortable too. I think real or deep, profound learning happens when feel uncomfortable when play becomes hard fun, immersive and we loose ourselves. You talk about constant connectivity, and I think I have written about this and how this can be disruptive for learning. Life is full with learning opportunities. We decide what we learn, when, how and why. Often we are boxed into an education system and we don’t have much choice, of we think we don’t have much choice and feel restricted. I would say that we are the ones who put these barriers up. Nobody stops us to learn anything and being resourceful is part of being a creative and innovative learner.

    When we click the button on our camera. This is done in a fly. This captures a tiny moment in time. Learning takes longer than this tiny moment! We will then knit all these moments, shorter and longer snippets, together through the process of learning. Also, we might have used up some small physical activity to push the camera button, and we could say that we also learn through our hands and making stuff, but there is also activity that happens in our brains, that leads to making connections, new and old and unexpected often that lead us to new discoveries.

    Being creative, for me at least, means to identify problems, not just solutions but more importantly to have the curiosity to play, experiment and make your own mental and real paths. To dare to try things that nobody else has before even if there are voices that say that there is no point in pursuing it! Creative people know that they will be often alone with their ideas at the same time they grave to share their ideas with others and search for like-minded people.

    Problem-Based Learning (PBL) is a pedagogical approach that brings small groups of people together, who look at an authentic situation, a story, a scenario, something we have been confronted with or others have. But it is not just looking at it but more importantly carrying out an inquiry into what they see, feel, experience through that scenario or story, how they live it. How the story speaks to them and what it tells them This can only happen through using our curiosity and showing a real interest in the story. Perhaps I am wrong as we are often ‘forced’ to work on specific cases. But it is important for us to find hooks, learning or curiosity hooks perhaps that will make us feel motivated to do something. To engage, to struggle, to share and learning but also to reflect during the process and when we think it is completed. Just as you did.

    The name Problem-Based Learning implies that there is a problem or a series of problems to be discovered in there. Not sure I like the word problem as often this means that something doesn’t work or is problematic? Innovation is much more than that and Problem-Based Learning too, for me at least. Innovators can’t stop innovating and dreaming up ideas to make things better and come up with concepts, processes and products that are fresh and of value for themselves and others. I struggle to distinguish between creativity and innovation as for me both of these mean applied imagination. Maybe we need a new term, how about Innovation-Based Learning?

    Not sure if any of this makes sense. Happy to continue the conversation. I just started writing and as it is easy to push the post comment button, I will do this now, knowing that this has been put together really quickly and my thoughts will be messy.

    Back to you dear Andrew 😉


    • amiddlet50 says:

      This all makes sense Chrissi. I think we agree very much about these ideas to do with creativity. I’m interest in the IBL rather than PBL idea. It is what I am asking. I’m very happy with PBL but I think some thought on why the two might be different would be illuminating (creative!). Next train journey then… Thanks.

      • IBL is the umbrella term for me at least. I know that some people see it the other way around…

        PBL is under the IBL umbrella. PBL is an inquiry but done collaboratively, in small groups and usually a specific PBL model is used. There are group roles etc. Very structured process.

        Next train journey 😉


  3. … this was longer than your original post…

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