(Reflection on reading week 11)
The article suggests that it is invalid to view Learning Management Systems (LMS) as being the starting point or critical component of e-learning when we consider how people really learn.
The article also points out some weaknesses of LMS. In my opinion, LMS is not very helpful to my primary students to manage their learning as there are not many e-materials or e-resources in their learning. Tools that allow for rapid creation and breakdown would be more useful.
Learner Autonomy and Tandem Learning
(Reflection on reading week 10)
Three different approaches to learner autonomy were mentioned in the paper: The first one is individual-cognitive perspective emphasizes that learners constantly try to improve their existing construct system and it has often been related to language and linguistic awareness. The second is the social-interactive perspective is based on Vygotsky’s idea of ‘zone of proximal development’ emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. The third one is experimental-participatory perspective. In learner autonomy, many theorists emphasize that learners should be encouraged to take control over and responsibility of their learning process. All three approaches share a concern for reflection. Through reflective processes, the learner should become more aware of language.
Some examples of tandem learning were also given and examined. The writer suggests that a motivating and authentic learning environment is important for learners to become more autonomous and reflective, social-interactive, and experimental-participatory learner behaviour needs to be fostered by an appropriate manipulation of the learning environment.
Three different approaches to learner autonomy were mentioned in the paper: The first one is individual-cognitive perspective emphasizes that learners constantly try to improve their existing construct system and it has often been related to language and linguistic awareness. The second is the social-interactive perspective is based on Vygotsky’s idea of ‘zone of proximal development’ emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. The third one is experimental-participatory perspective. In learner autonomy, many theorists emphasize that learners should be encouraged to take control over and responsibility of their learning process. All three approaches share a concern for reflection. Through reflective processes, the learner should become more aware of language.
Some examples of tandem learning were also given and examined. The writer suggests that a motivating and authentic learning environment is important for learners to become more autonomous and reflective, social-interactive, and experimental-participatory learner behaviour needs to be fostered by an appropriate manipulation of the learning environment.
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