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.
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