Reflecting on Web Conferencing 

Using Web Conferencing is the next best medium for communication if face to face dialogue is not possible.  Through the use of Skype, it is possible to communicate beyond what is reflected through written email dialogue.  Facial expressions and gestures enhance one’s ability to deliver and receive a message, which enables the professional relationship to become dynamic.  Much of my dialogue with my learning partner focused on the topic of ‘rote’ learning and how it inhibits transformational learning.  We talked about principles of critical thinking, as reflected in the article, “Critical Theory and Holistic Education: Carrying on the Conversation” by Kathleen Kesson.  Some of the factors that were discussed related to the importance of learners embracing the process of learning for the purpose of learning knowledge and to grow as a person.  On the flip side, we considered how our role as educators is to prompt an emotional climate where critical thinking is invited through journaling, class discussions, and assignments. 

 

As Lawrence and I compared our teaching experiences, it became quite evident that some fields lend themselves to critical thinking, in particular reflection, more naturally than others.  As I talked about early childhood education, it was evident that reflection is a key element of an educator’s daily practice.  Reflection is linked to professional judgement and the ability for educators to look beyond their own beliefs, attitudes, and values to consider the perspectives of the children and their families who attend the centre.  As an educator, facilitating learning within a post-secondary classroom, it is important to incorporate reflection in the learning process to enhance the potential that students will develop an appreciation for the reflection process and hopefully incorporate it into their professional practice.  To the contrary, it may not be as easy to incorporate reflection in courses such as graphic design, engineering, or mathematics.  Yes, it is true that various opinions can still be shared, which is an aspect of critical thinking; however, the course content is more factual or is designed to develop an applied skill.  By no means did we reach conclusions on how we could incorporate reflection in applied skill courses.  The value of the conversation was rooted in asking more questions for us to continue thinking about.  Is reflection a mandatory component of higher level thinking?  Do all instructors in all fields of learning consider critical thinking as a part of the learning process?  How does the ability to engage in higher level thinking contribute to the quest for world democracy?  Through the discussion of life experiences as instructors, there was opportunity to expand our perspectives and consider various learning environments and fields of learning. 

Just like in a physical classroom, the depth of dialogue was dependent of preparation of our materials and the willingness to share life experiences.  Physical distance was not a barrier in being able to converse with one another as colleagues, thus it appeared web-conferencing was an effective means to draw learners together.

Kesson, Kathleen. (2011). Critical Theory and Holistic Education: Carrying on the Conversation. Encounter Summer 2011, Vol. 24 Issue 2, 95-114.