My early educational experience was quite ordinary. I did fairly well in grade school but never really appreciated learning until I was in college. My primary school teachers instilled in me that education was about performance rather than enlightenment. The “light bulb” in my head turned on rather suddenly when I enrolled in a communications course in my sophomore year of college. I realized that I was energized by content that I genuinely had an interest in, and by a professor that had that same enthusiasm and curiosity. Dr. Morris at Ohio State University spoke about the basic communication paradigm – sender, noise, receiver, feedback. But the rationality of it set off a chain reaction of curiosity that made me want to find out more. The feeling that learning could be intrinsically rewarding and not simply a product stuck with me through my educational pursuits, certification programs, and three master’s degrees. Indeed, the ends were valuable, but the means and the process were the true gratification.
In researching teaching and philosophical approaches, I found a few references to journal articles by Marton and Saljo on qualitative differences in learning and fostering deep learning. This research confirms my own experience that true, quality learning occurs as the result of intrinsic motivation. Sometimes this comes from the attention of one teacher who follows a pedagogy of inspiration and variety in teaching methods. Simply memorizing facts without deeper contemplation only provides for superficial accomplishment [Marton and Saljo, 1976]. I wholeheartedly agree that only a deeper learning approach, which is student-centric and fulfilling, will turn on the proverbial light bulb with students. There is a difference between real connection and learning and just reflecting rote material. I want to foster a genuine and meaningful, feel-good, and energizing effect in acquiring knowledge and learning new information.
To facilitate this approach, my teaching philosophy focuses on engagement, real world connection, feedback, encouraging self-directed learning, and embracing educational technologies.
Encouraging engagement
I believe the first step in engagement is to display my own excitement for new material openly and sincerely. Years ago, in college, my first communications professor demonstrated real interest in the communication process, and it could be easily heard in his tone of voice and seen in his body language. That excitement spread like a virus among class participants who mimicked the positive emotion set forth. My teaching style will consider both verbal and non-verbal communication, and demeanor when discussing content. It is observed by students and retransmitted.
While collaborative learning and small group activities are widely used in educational settings for the benefit of peer perspective, learning team skills, and understanding opportunity; I focus considerable attention on individual connection with students as well. My experience on boards, non-profit associations, and service club organizations has taught me that there is no easy one-swipe way of making meaningful connections and I truly believe that simply taking time to discuss material with students facilitates their understanding and motivates them. There is no replacement for one-on-one interaction and confirmation that learning has taken place.
My considerable background and experience with technology assists with teaching and I can draw from many alternatives if they help prove points and make material relatable. There are also plenty of opportunities for students to use technologies that they are accustomed to and work with every day. Working with familiar tools allows students to feel free to ideate and focus on the content and not the “how” part of learning. When students are used to familiar technologies like social media, web pages, video, and multimedia tools they can create using those tools as if they were producing media outside of class. For some, access to technology may be limited and educators should be conscious of any challenges faced. Attention should not be drawn to those who don’t possess the same familiarity, rather teachers should introduce new technologies with tact and demonstrate how all can embrace various novel tools with enthusiasm. An instructor might even point out that even those with some familiarity can always learn something new and may be unaware of some aspects. For all, facing the unfamiliar provides a chance for exhilaration and the “aha” moments in learning.
Revealing connections with other disciplines and actual applications
I possess a lot of professional and educational experience, and I am in a field that adapts quickly to new innovations. I have worked in technology and business spaces for many years and am eager to share those experiences with students. With my background, I can relate educational curriculum to real world practice, and this translates into interest by students as my own excitement leads investigation. I believe that learning must demonstrate some product back to those investing in it.
One of my favorite things about learning is that I can witness how concepts can improve processes, situations, workflows, and products. For example, when studying organizational communication one can read about various message flows in business. Downward, upward, horizontal, formal, informal, internal, and external approaches for communicating information are rational. But I can relate how in my business elements of culture flow upward, strategy and goals flow downward, and staff in my division discuss how daily tasks get done by interacting directly with each other. Realizing these concepts are part of real scenarios is interesting, but discovering these connections is also self-perpetuating in that understanding the use in-turn drives curiosity about learning more. Students must realize that theories are connected to real life, and not just perform rote memorization, for knowledge and concepts to stick with them.
Consistent feedback
At heart, I am a communications scholar and some of the most important parts of the communication cycle take place in feedback. Not only is overt feedback important but reinforcing concepts and correct perceptions in subtle everyday language is necessary to support learning. Open and honest discussions must take place often and be critical, when necessary, but not overly discouraging. A teacher should lead a classroom but not dominate it with their own personal agenda. Investigating ideas and thoughts about material together with students and guiding them through exploration yields many dividends. I teach a basic computer course 10-20 times per year at various non-profit agencies and many are new to technology literacy. As I probe and ask questions about their understanding of digital communication concepts, I must sometimes correct their assumptions about what computers can do for them. Prior instruction, or lack thereof, has formed concepts that must be challenged. Doing this with respect and kindness in feedback is essential to those students grasping new and improved understanding of living in a digital society. Simply telling these students how things work without having dialogue, or providing corrections, only helps them partially learn. Feedback must be embraced, be consistent, and be encouraging to foster continued interest in learning.
Inspiring self-directed discovery
A teacher should not consider the time spent with students as a finite, limited engagement. Even after a course is completed, a teacher can still positively affect students’ interests. At the end of a course students should be accompanied by encouragement to continue discovery and asking questions. Even in areas outside of the immediate curriculum taught. Demonstrating the joy of knowledge inspires others to take additional action and continue to study. Showing students how different disciplines interconnect and how learning is compounding in nature provides lifelong motivation. Each teacher that can provide this kind of inspiration adds to a person’s interest in learning. A teacher can exemplify how the pursuit of knowledge and information is self-fulfilling and just feels extraordinary.
Use of educational technology
As a lifelong technologist, I believe new technologies have the potential to significantly aid in instruction. However, I believe these tools should be used to augment an already good pedagogical approach and enhance critical thinking rather than replacing the role of the human educator. A simple case in point is the use of video clips in a classroom. An instructor who uses this technology to convey meaningful points should not just rely on playing the video for an entire course. Starting and stopping the video and relaying points while assessing understanding assists the educator who already seeks a dialogic environment as part of their pedagogy. Technology tools should directly support course objectives rather than being used as superficial add-ons or replacements. An educator should also consider issues of equity and ensure that design and availability are equal for all learners. Exposure to new technologies should not be obstructed, but a balance between instruction on use and pragmatic application is a logical approach to introducing modern educational tools. Admittedly, this is a difficult task as instructors will have to be attentive and gauge when students are ready, and when they understand the true benefits and pitfalls of using these new tools. This will require constant monitoring. There is no doubt that the rapidly changing digital technology environment will change the way we learn and acquire knowledge. Guidance for students in pursuing the path will go a long way to meaningful interpretation and integration.
Marton, F., & Säljö, R. (1976). On Qualitative Differences in Learning: I—Outcome and Process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
