flickr fantasy

I like to periodically look at my classmates' blogs to see what everyone else is writing about and what sorts of tools are being used. Today, while sitting at my usual spot in the bookstore cafe, I scanned the blogs and found that Jen had done a sweet little animated flash widget with photos from flickr. I was mesmerized and spent the next six and a half hours cropping and uploading and organizing photos to do the same.

I was obsessed. The more I did, the more I wanted to do. I did sets, and groups and tried to do another flicker flash widget for my avalanche class (haven't figured it out, yet) and then realized I could organize my portfolio for viewing a lot easier than adding pages to my web site. Wahhooooooo!! I thought I'd reached nirvana in a flash (get it?). I was so obcessed that I worked all day exploring flickr instead of doing the moodle work I'd planned to do.

I was motivated like I never was when it was assigned to us to explore flickr. Now, why is that? What was the mechanism that stirred my imagination when my instructor, although well prepared and expert at the job, could not? This question is exactly what we've been reading and discussing. That is, how can an educator customize (differentiate) education and/or the tools one uses to motivate learning? In particular, how can we, as educators, use web tools to motivate and assist learning?

For me, personally, being so visual, I am intrigued with motion, color, photography and how things look. Naturally, the flickr badge caught my attention. Herein lies the key - how do we find that tool, that mechanism, the question that will open a door and motivate a student? It's not so simple. I'm sure at some point in explaining flickr, someone probably mentioned the badge widget and other features of flickr. It wasn't until I SAW it and CONNECTED the possibility to how I could use it as a tool in creating my avalanche safety course, that I "saw the light" so to speak.

In the classes I have taught, I always ask, "Why are you taking this class and what do you expect to get out of it?" I even do this with four and five-year-olds who always amaze me with their wisdom. This gives me an insight into each student's mindset, prior experiences and personal expectations. And, even though I have objectives, goals, needs assessment and structure for the class (although frequently I don't finalize my course structure till I've asked this question) inevitably, I customize the details of executing the class based on the individual students. Along the way I check in, monitor and access not only the progress of the class, but each individual according to his or her personal goals. I check on myself, as well. Am I achieving my objectives and goals? Are the tools I'm using motivating and assisting understanding or are they confusing the issue? Are the students "getting it?" Or, do I need to take another tack? Perhaps the plan works for some, but not others. How do I deal with that and is my structure flexible enough to accommodate change?

With all the readings we've been doing, it's been gratifying to realize that what I've been doing has support in the educational community and has a name - differentiated learning. Not having had the benefit of formal education in education, I was just following my nose and my intuition. I wasn't trying to be an educator as much as a "guide." This has been my own personal guiding rule for being a mom or an educator or any sort of leader. Respect all as equals. Even the 5-year old can show you something new and valuable.

I can't imagine teaching any other way. After all, every one is different. Everyone responds to different kinds of stimuli. Like me, spending six and a half hours on a flickr badge, finally "discovering" flickr and finally being motivated to really learn what it can do.