This week on the chop and block, I was feeling BURNT OUT. Milana told me she was using ChatGPT to write her reflections so, I asked my friend ChatGPT to write my reflection for this week!
I told Chat (we’re on a nickname basis now) that I wanted it to summarize my notes and adhere to the criteria and rubric my professor looks at (Hi Andrew!).
As I navigate through the landscape of online learning, my experiences have been a rollercoaster of highs and lows, encapsulated in two distinct phases: the blissful moments of seamless engagement and the stressful times that challenged my adaptability.
In a recent discussion, classmates shared anecdotes about attending virtual classes in pajamas, blurring the lines between personal comfort and formal education. This nonchalant approach resonated with the philosophy of Meghan Carrico, a seasoned educator associated with innovative learning communities. Meghan’s journey, from the democratic principles of Windsor House to the founding of VISII, revealed the delicate balance between student autonomy and the need for structure. Her insights shed light on the challenges faced by students requiring a more conventional educational environment.
The concept of inquiry schools intrigued me, offering a departure from the traditional parent participation model. The emphasis on creating a haven and a community experience resonated with parents seeking refuge from socioeconomic struggles. Meghan’s foray into online teaching further piqued my interest. Her adoption of the inquiry model, leveraging tools like Google Classroom and Brightspace, showcased a refreshing approach. The use of appreciative inquiry and involving students in assessment demonstrated a commitment to intellectual freedom and competency-based learning.
Exploring the diverse terminologies associated with online learning, I delved into the nuances of modality. Face-to-face, tech-enabled, online, blended, hybrid, asynchronous, synchronous, concurrent, and consecutiveāeach term unfolded a different facet of the evolving educational landscape. Understanding these distinctions became crucial in navigating the multifaceted realm of digital education.
As I ponder the future of online learning, the Five R’s of decolonizing and indigenizing online education emerged as guiding principles: Respect, Reciprocity, Relevance, Responsibility, and Relationships. These pillars underscore the importance of acknowledging cultural norms, fostering equitable relationships, and prioritizing student voice and choice in shaping a curriculum that respects diversity.
In conclusion, my journey through the diverse realms of online education has been both enlightening and challenging. Navigating the fine line between autonomy and structure, exploring varied modalities, and embracing the principles of decolonization and indigenization have enriched my understanding of the evolving landscape. As I reflect on these experiences, I am left contemplating the future possibilities of online learningāwondering how it might evolve into a more inclusive, empowering, and meaningful educational experience for all.
– Kimiko and ChatGPT
