ONL; My cup of tea?

The main focus of Open and Networked Learning (ONL), in my perspective, is the learning with the use of digital tools in a problem based learning setting. It allowed borderless participation, so was online. It needed close peer interaction, so was blended, aka a mixture of synchronized and asyncronized components. It promoted remixing and reusing subject content, so was open. It aimed for professional development, so was flexible. And on top of all, it is valued, so we have a certificate of completion worth of credits!

But now it is over, so whats next? We have a certificate to show that we’re digitally literate, and we have a Problem Based Learning (PBL) group that we can prolong the socialization part of the course. Also, I may possibly replicate or adapt at least some parts or practices of the course in my own teaching and learning activities.

However, as a course that provides examples for digital pedagogy, I wish I could have been more enlightened on the use of technology for assessment or evaluation of learning. Or maybe not; assessment of learning was always a debatable question, and a size estimation of the submerged iceberg by the tip of it over the water.  Sugata Mitra once said I can present many models for learning, but none for assessment. And Sir Ken Robinson in his TED talk was bold about “formal education kill creativity”, and mass education doesn’t provide solutions for equal opportunity to all to be the best in what they pursue for. When I was reading through the online and networked learning course, I had this questions back in my mind. What is the exact goal of introducing digital components to education, are we trying to replicate classroom learning? or going beyond? or maybe these two are not compared? Or otherwise, both are parallel towards a better and quality education?  However, as many educators point out, the future of online and open education should not just be a replica of the in-house formal education but should be more versatile that accommodate not only knowledge development but also a platform for the development of non-cognitive /transversal skills and attitudes.

However, in the typical conventional education framework, a proper rigorous examination is mandatory, and if not,  that course/programme is not considered academically countable.  And it is still far from my imagination of a day that we get a chance to offer a perfect course with full of activities, group work, and collaboration but no individual grading or examinations…

PS: The origin of the phrase “my cup of tea“.