By Aaron Campbell · March 17, 2006
At Dekita, we’ve been working with the P2P metaphor of network architecture as an aid in conceptualizing the type of open, dispersed, informal, and process-oriented approaches to language learning that we strive to practice and understand better. P2P situates the language learner in an environment devoid of fixed hierarchical structures, empowering her to build her own network of human and learning resources. Simultaneously, she serves as tutor to some, peer to others, and apprentice to many. Her social network grows in complexity in proportion with her ability to communicate well with others, for the existence of P2P networks hinges on the vibrancy of human relationships that compose them.
While the P2P metaphor focuses on the interaction of unique nodes in an open network, another metaphor is helpful in conceptualizing the resulting communties that form: ecologies. In biology, the field of ecology is a holistic one, emphasizing the patterns of interrelationships between organisms and their environment. These patterns are never fixed, but rather are constantly shifting and adapting according to new circumstances. Relationships arise organically based on mutual need, and dissapate as necessity dictates. Nothing is static; everything is fluid.
When we apply the ecology metaphor to learning, we get the concept of learning ecologies, about which both John Seely Brown and George Siemens have written. Technology, as Siemens explains, creates fluidity between knowledge and people, resulting in a learning ecology with the following characteristics:
The role of technology is that of enabler, while that of the teacher is facilitator or gardener of the ecology, “releasing learners into this environment.” When it comes to language learning, our role is to induct our students into these ecologies, while making sure they understand how to best use the technology to make connections and communicate. Once they have experienced for themselves what is possible, they are then positioned to care for their own lanugage learning needs beyond the confines of the institution and its school calendar.
Although in theory language learning ecologies are diametrically opposed to traditional classroom structures (with their set curricula and pre-determined periods of study) the two can co-exist peacefully. Indeed, having dozens of students in a classroom presents us with an opportunity to introduce large numbers of young people to these online communities as part and parcel of their language learning activities. The venture into learning ecologies is an immersion in the experiential realm, where students put to use what is being studied in the classroom in creative, expressive, and personally meaningful ways.
It is our responsibilty to ensure that our students are well prepared to meet the linguisitic and cultural challenges that await them in the near future. I believe that we are doing our students a great service by striving to find ways to connect them to relevant learning ecologies, showing them how to navigate and build relationships, and being there to encourage and mentor them throughout the process.
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