Previously,
I’ve suggested that my practice should open, in order to embrace new tools and
practices. Yet, this opening made me consider that my role as a subject expert could
seriously be challenged since:
In
hybrid pedagogical spaces, like the ‘online-social-networks’ the hierarchy
between the participants is rather unclear
The
technology develops so fast that the instructors’ expertise is constantly
challenged.
Nevertheless,
under sociocultural ideas the notion of autonomy is central in learning. Students
in order to collaborate with each, to develop intersubjectivity and to
negotiate their meaning socially, they need to experience mutuality: that is
they have to feel they have the right to and are able to
negotiate meaning on the terms of equality. Therefore, in order students to
move deeper into practice they need to develop autonomy, mostly through
building relationships with others.
Furthermore,
I’ve realized that the technological advances, progress so rapidly that it is
impossible for the instructor to know everything and to always be able always
to provide the convenient solution. For example, many art teachers frequently
report that their students know more about current technology than they do.
Thus,
the instructor will have to discard the role of the ‘omniscient’ and to extend
students’ autonomy, by increasing their responsibility, by educating them how
to look for the right answer, how to self-assess their own work and how to
discern for themselves what they need.
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