Category Archives: senior science

Agoraphobia in education.

Addressing Educator “Fear of Open Space” (agoraphobia)

In the creation of a digital community for education, do we resist the idea of allowing our students into open spaces? The subject and grade level will help determine our personal stance on exactly how “open” we allow our student’s discussion and learning to be… but if the educator is at the secondary level, is it acceptable to open things up then? Or do we still fear the internet? Are there more educators suffering from agoraphobia than we think?

OPen Space

“Wanda in open space” from Corner Gas

“How could anyone be afraid of open space?”

A quote from season two, episode four, of the beloved Canadian show, Corner Gas. Yes, I am working Corner Gas into this blog post.

Open online space, to be clear. And let’s face it, there is a seedy side, with a palpable list of awful instances of abuse in the digital realm. But what about the development of a sense of connectedness with strangers. Strangers who can be from anywhere in the world, yet provide us with ideas, opinions, interests, be they novel or similar to our own!

Why exactly do I get so excited about the online community?

Growing up in the infant stages of the internet and social media, I scoured forums for information on video games I played (Super Nintendo, Pokemon, etc). In my searching, it was always exciting to find websites full of individuals who enjoyed what I enjoyed (in similar or different ways). Sharing the same emotions and ideas with individuals you will never really know (by conventional standards), is a mysteriously unifying concept. You just don’t get that in a closed setting. In closed forums in an educational setting, I only ever saw the keeners dominate forums, and much of the time, I resented their contributions because I felt they used higher vocabulary needlessly that either made their points too convoluted, or served to exclude other classmates who wouldn’t be able to comprehend it as well. I hard a hard time thinking it was practice for language development, and normally felt that it was done to elevate or flaunt language prowess at the expense of making others feel inferior.

I say this, yet use words now in my writing that I would’ve probably resented then. Don’t worry, I have yet to feel it in my graduate classes thus far – but I am always so aware of my motives behind sharing or my vocabulary choices, am I doing it for my benefit, or for others?

fry hear themselves

“hear themselves talk” via Memegenerator

In reflecting on my sharing on the group chat in our discussions. In this course (and my previous courses with Alec), specifically in the chat realm, a lot of my contributions have some desperate attempts at humour laced with relevance to the content – and while it keeps me engaged, I’m sure others, at least once, have thought: “oh my goodness, just stop”. And maybe I’m wrong… but have you ever felt like you were in a class where it seems some individuals just like to hear themselves talk?

That is my fear in the closed setting. I’m a claustrophobic educator I guess. My feelings aside, learning can still happen for students when ones who dominate discussion receive feedback to curb contributions or it pushes others to step up. But are the discussion-dominators even displaying understanding or have they simply learned to fake it?

 

“Learned to fake it”

“Learned to fake it” with it being authenticity. There still is learning occurring when individuals learn to fake it and share what they share in these settings. As such, I would argue that: yes, there is some authenticity, because who it is meaningful to has a wide scope. When we consider the scope and who all the comments reach, we’re bound to find some authentic learning. The modelling of “advanced responses” still benefit others who may get too intimidated to contribute. Therefore, while it may not be authentic for the contributor, whose motives may be less than intrinsic, the responses evoked may be authentic, so where do I (and we) draw the line? And what’s the difference in this between an open or closed setting?

I envision that the more open your discussions are, the more opportunities present themselves for learning to go in more directions as it increases your potential contributors and receivers (positive or negative contributions, mind you).

What age do students begin to have open spaces then?

think of the children.jpg

“Think of the children” via quickmeme

As an individual pushing for openness, I am fortunate to be teaching students mostly sixteen years of age and older. The mentality of allowing students to be exposed or unprotected in the digital realm is not a foreign concept for most of them or us, especially if they have been involved with social media and digital usage throughout their adolescent life.

At the senior science level with open content, the scope isn’t limited to students either. Parents may access the open format if they’re wanting to be involved, yet allow the students to begin to stretch their wings a bit. As long as administration and parents are made aware of the rationale and mentality behind the decision to go public, and concerns are addressed and adapted for as needed, the learning from open commenting and discussion can unfold. If concerns arose like frequent trolling, decisions could be made as a class community (edcuator, students, parents, admin) with how to address them. (All of this is predicated on student buy-in. But… at the senior science level, buy-in is, pretty much, required).

Were I a grade four science teacher, there would be greater restrictions when searching for information and public commenting (as in, it would likely be non-existent as the students would be still, I consider, vulnerable). You would see a closed setting without external influence, but potentially simulated digital citizenship practices in which they’d deal with a pretend troll, or have to select from three information sources to determine which one is most likely false, rather than being thrown to the wolves of the web in my senior science courses. But even then, where is the line where we stop coddling students?

Closing thoughts

While some of my senior students may become “learn to fake it”‘s as I mentioned above, there’s still learning to be had. This learning may be from unknowingly modelling behaviours for themselves, or creating authentic learning for others who may learn from them.

The more open we go, the scope of learning increases. So don’t be afraid of open space.

Open Space Gif.gif

“Corner Gas – Open Space” made via Giphy


Open space…

Open space…

 

Agree? Disagree? Comment below!

-Logan Petlak