Siemens “Metaphors
of Educators”
Siemens gives four alternative titles to educators in
today’s changing society. The four
metaphors he refers to are Master Artist, Network Administrator, Concierge, and
Curator. In all four descriptions he
acknowledges that the teacher has expertise in their field, however, they guide
learners in different ways to gain knowledge.
A master artist would be “able to observe the activities
of all students and draw attention to innovative approaches.” (Siemens, 2008, p. 15) In this role the teacher would be able to
evaluate all learners work, but make sure that those who are most successful at
reaching the desired learning outcome are highlighted. Learners are given set of expectations and
given the freedom to create their own “art”.
The role of the network administrator would be “to assist learner in
forming connections and creating learning networks.” (2008, p.16) The teacher would be able to give enough
information to get students started and let them create their own path to reach
the desired learning outcome. Learners
are given expectations and design their learning plan. The role of a concierge
would be to push students in the direction of information that they may not be
aware of. (2008, p. 16) The teacher would be a source of knowledge,
but only gives enough information to set a direction for learning. The learner will be left to fully discover
information on their own. A curator would
create spaces where knowledge can be explored and connected; a learning
environment that is not teacher centered. (2008, p. 17) The teacher will allow students to explore as
freely as they like, however the key concepts will be enforced by the
teacher.
As I think about the role of an instructor in a digital
classroom or workplace, I think of instructors serving as a master
artist/network administrator/concierge/curator.
The role of an instructor is forever changing. All four descriptions fit the needs of a
digital classroom or workplace. I really
think that the learning task and the learners play a part in the role the
teacher must play. In a learning
situation such a blog or an online discussion, like Siemens points out, the teacher
could serve as a master artist. When a student makes a good point the teacher
draws attention to their “art”. If
giving a research task the teacher may need to serve as a concierge, allowing
students to come for direction, but at the same time setting them out on their
own. Learners working in groups may need
for the teacher to serve as the network administrator. Then when students are given a simple task
they need to know the concepts but have the ability to go out on their own to
master them. I believe that a single
teacher wears many faces and he or she has to differentiate based on various
learning situations. I agree with
Siemens, all “four models, blend the concept of educator expertise with learner
construction.” (2008, p.17) It is important to let learners take ownership of
their learning whether in a standard or digital learning situation.
Reference
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Information retrieved on September 9, 2012; fromhttp://it.coe.uga.edu/itforum/Paper105/Siemens
Hello Renee,
ReplyDeleteGreat post. I also believe that educators serve a bit of each of the metaphors. When technology is concerned it is important to be versatile and play the part of what each student needs.
I took a similar approach in my blog by drawing from each of the analogies when trying to determine the "best" approach. I think the best teachers are able to discern the best plan of action depending on the need and environment. I don't necessarily use the same approach for different classes in a single day even though I am teaching the same content. Based on what we have experienced so far with Dr. Moller, which of the analogies do you think fits him the best? As a student, which of the analogies do you prefer in the digital classroom environment?
ReplyDeleteRenee,
ReplyDeleteThe metaphors of educators as effective leaders of a learning organizations would help the nature of freedom of intelligence that spurs individuals’ creativeness, permeates maturation, and helps people to control their desires and impulses (Dewey, 1938/1997). Siemens’ (2008) views of knowledge accretion will help millennial learners to construct their knowledge through responsive intelligent information, to achieve individuals’ freedom, and understand the origination of the design, which directs their activities.
References
Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf.