I agree with the author that assessment of student achievement that focuses on learning and not knowing can support social aspects of learning. I believe that this observation supports the notion that online learning has social components that can emphasis the application and manipulation of knowledge. Cheng goes on to express that online discussion lends itself to conceptual understanding and not procedural knowledge. I feel that in a social networking application online learning has a strength of conceptual discussions. However, if the structure of a collaborative learning environment was designed differently that students could be guided into a structured learning environment that could address a variety of learning applications.
Information technologies are a dynamic medium that can facilitate a spectrum of user behaviors. Collaborative learning software can be designed to address the learning needs specific to the content area and to the needs of the lesson. I find that this kind of attention on user experience can transform how education integrates, and assesses student engagement on information technologies within a classroom setting.
How can some of the positive aspects of online learning, such as stressing conceptual understanding over procedural knowledge, be integrated more in the traditional classroom? What kinds of activities or questions could you ask in a discussion to stress true learning over procedural knowledge?
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