For this learning journal mind map, I tried to link the new ideas generated during the process to language learning and teaching. With language learning in mind, I reflected on what the purpose of education is, what learning is, what my role as a teacher is, and how I can use the different methods introduced during the module.
A lot of resources showed that the purpose of education nowadays is related to lifelong learning. Hence, the importance of an autonomous learner, learning to learn is highlighted. Learning, also has several aspects. It involves informative and transformative changes. Although the former sounds less than the latter, we cannot neglect either of them. Learning is also social. I was thinking if anyone can learn anything only by themselves, since even reading books is an interaction with the author. Does it count when someone figures something out merely by themselves? I am not sure in other fields, but at least in language learning, community of practice and communication are very essential. Finally, learning is about being and becoming. Learners learn to reach their potentials. For example, language learning can be empowering and can influence one's identity.
We had one discussion about how we would call ourselves, teacher, facilitator, educator, coach or something else. It was interesting to listen to different teacher-to-be's answers. For me, it depends on which level we are talking about and currently, I am more identified with being a teacher. Later when I was rethink about it perhaps a "designer" would be a nice one too. Maybe I am also someone who designs a learning environment that promotes learning, with materials, content, support, and teaching methods. I like this role because creativity is involved and a designer also tries to solve some problems. It reminds me of an interview I did with a teacher previously. Her students thought she was their "mom" at school, and she identified with this role. She was caring, not only about the subject but also about students' life.
While discussing methods, I realized I was not very interested in gaming that is related to technology. It was a surprise to me because usually I embrace everything new or related to technology. I was a little worried: Am I getting "old-fashioned" and scared of new changes? After hearing Nigel's similar response, I felt a bit more relaxed. I also would prefer something that I can use right away in a classroom. I understand that many students like to play computer games and some even pick up the language from them. This is similar to incidental learning, but of course learning happens only when the students realize they are learning something new from the games and reinforce the realization. If teachers make computer games part of the school work, somehow I think it takes away the fun of it! But when learning is gamified, it adds extra bonus to it.
Finally, a thought on group work:
We had one group assignment in this module where we had to pick two methods/ models for presentation. I remember thinking that if there are four of us and we pick two models, two of us will work on one and the other two the other one. What is the point to work in a group of four? Later during the presentation, collaborative and cooperative learning were mentioned. I think as advanced learners we would have learned more if we had worked collaboratively rather than cooperatively. Compared to one previous group assignment where we had to answer the "big question," the discussions we had then were so interesting and I felt really motivated in solving the problem. Maybe the instructions for group work have an impact on how students will proceed, whether collaboratively or cooperatively. This is something to keep in mind when I design group work later in the future!
