Avid Insight

It is easy to make broad-based generalisations and expectant assumptions which turn out to be wrong. Certainly the ubiquity of computing these days demands that solid literacy skills are taught -- I have often heard it noted by University lecturers that the seemingly most 'literate' computer users can turn out to be the least competent at common tasks, such as using styles and document outlines when preparing a report in MS Word. However, using technology in education 'just because we can' is likely to be a doomed course from the outset.

If I had lots of money, I wouldn't go out and buy the fastest car just because I could afford it; I would obviously look for aesthetic quality, but (being a programmer) I value functionality higher. The same should be done with technology in education: just because we can financially afford the flashiest looking new bit of software that comes out doesn't necessarily mean it will benefit the process.

A prime example is the educators I see from time to time who jump into Second Life, without really considering their goal in using it. As a wholehearted contributor to the Sloodle project, I definitely believe in the potential of the platform for education... but potential does not equal results. Educators and institutions can spend large amounts of time, effort and money, investing into it, and get pretty much nothing out but a deserted sim and a handful of lukewarm students who wouldn't use SL outside class time even if you pay them (as many educators do... in L$!).

As Sarah Robbins discussed in her keynote session at SLCC08, you need to deliver what you promise, so you need to promise realistically! Doing 'real life' stuff in Second Life is effectively a waste of time, which is probably why early concepts for the Sloodle project were abandoned (such as re-creating a Moodle course page exactly 3d). We need innovative thinking and radical change... but we need to do it gently sometimes too.

Going back to the original Deccan Herald article above, I was very pleased to see the mentions of "networking" and "collaboration". These are what it's all about, just as with the schome project ("not school not home") running on TeenSL, which brings teenage students together to function and operate effectively as peers with those who would (in any conventional setting) be the 'teachers'.

Undoubtedly, formal education and qualification still needs a great degree of guidance and support, so I do not forsee the student-teacher relationship ever going away completely. However, among the greatest strengths I see in these collaborative, social, "constructivist" approaches are these: learning how to learn, and learning how to enjoy it!