guided by students @ reflection

Disclaimer: Heyyy, hello – thank you for stopping by this reflection! This is my personal reflection on the insightful article by Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), NCB University Press. Therefore, if you haven’t read the article yet, it can be hard to connect with details. but who i am to tell, my readers are smart! ]

In geography, which is all but ignored these days, there is no reason that a generation that can memorize over 100 Pokémon characters with all their characteristics, histories, and evolutions can’t learn the names, populations, capitals, and relationships of all the 101 nations in the world. It just depends on how it is presented.

(Prensky, 2001)

i-love-these-words.

while the “comparing” section between digital Natives and Digital Immigrants is phenomenal, i was more interested in the part of inventing new learning methodologies for all subjects, at all levels, with our students as guides (Prensky, 2011).

this reinforces the learner-centric mindset and in order words, encourages the subject matter expert to ask “hey, how should we learn this together?” in stead of “i learned it this way, so you have to as well”.

i also found that there is a thin line between co-creating the learning and confusing the students (who may have been clueless already). furthermore, the effort required to be the lonewolf in innovating from scratch is significant. perhaps here is where AI to assist?

another thing I’ve noticed in all of the examples in the reading is that it’s never about producing more learning content but rather more learning experiences, say, a game, a simulation, or a discussion.

just the kind of jobs that make me fall in love with instructional/learning design in the first place.