Online Learning Philosophy

As a future course designer in the field of social work and in general in the helping professions, integration of technology to enhance learning is not optional. At any time in history, stubbornly staying stuck in the way things have “always” been done is counterproductive when it comes to facilitating meaningful learning, and it couldn’t be more true now, in a time when changes and innovations come about at record-breaking speed.

The question then becomes not about whether we will integrate technology but how, and from what paradigm. The traditional paradigm of pedagogy, in which the educator is the holder of knowledge which they then transmit to the learner, has reigned supreme in many spheres, and one could argue continues to deserve a space at the table. However, the value of student empowerment cannot be understated, especially when it comes to preparing future social workers who are both empowered and empowering in the communities and contexts in which they will practice.

Social workers are experts at shifting paradigms in support of social good. As we shift from a myopic focus on pedagogy, we expand our gaze to andragogy—which views learning as a collaborative exchange between the learner and educator; to heutagogy—which prioritizes methods determined by and centered around the learner; and ultimately to paragogy—which blurs the line between learner and educator, viewing learning as a collaboratively constructed and driven process.

Rather than four discrete paradigms, these can be seen as existing on a continuum. As I reflect on my own philosophy as an educator providing meaningful and accessible professional continuing education to social workers and other helping professions, I aspire to practice the ability to nimbly move among these three paradigms, as appropriate to the context and requirements. For example, there are times when the purpose of a learning activity is for specific content to be delivered from the educator to the audience, and pedagogy offers an effective paradigm to explore effective ways to do so. However, as  we seek to expand the depth of learning, the degree of student initiative, collaboration, flexibility, and non-linear endeavors must also expand.

Ultimately, I aspire to maximize learner engagement and initiative. Because, after all, don’t we all prefer to be the master of our own learning journey?