Joshua Kim writes:
But many of our classes are moving towards an active learning approach where students are required to create something new. A better understanding of how we learn, catalyzed by technologies that bring multimedia authoring and sharing to a range of technical skill levels, have combined to transition our students from knowledge consumers to knowledge creators. This transition is occurring earlier than in the past, where previous cohorts needed to wait until graduate school to become part of the scholarly conversation. Today, with blogs, wikis, rapid authoring, Slideshare, and YouTube – all of our students (even in large classes) can learn the material by teaching.
I’ve observed this as well. By allowing my LIS students the chance to examine a topic, think about it and create a representation of that thinking via their choice of multiple channels, I believe they are getting much more value and opportunity for learning than listening to me lecture for three hours. The videos created for the Context Book Assignment in LIS768 this past semester are evidence of this.
Check out the whole post for more on student creativity and mention of Drive: The Surprising Truth About What Motivates Us, by Daniel H. Pink. I’ve used A Whole New Mind in LIS701 for some time now and I’m interested to read this new one.