Understanding and accepting the important roles of failure and mistakes are keys to developing a successful online pedagogy. Students arrive with a wide variety of backgrounds, not only in the course content but also in technological skills. Thus, the development of confidence in the value of our mistakes, and the expectation to make mistakes are important. As Schon reveals, we feel like failures “whenever learning a new competence requires unlearning deep-seated theories-in-use or whenever in situations of uncertainty feelings of vulnerability and ‘knowing what to do’” evoke a failure response” (1987, p. 290). It is important to cultivate our errors as sources of important information and pivotal learning moments.
If students “hold unrealistically high expectations for their performance, once they become aware of their error, they believe they should produce complete and perfect interventions. They see error as failures and a blow to self-esteem” (Schon, 1987, p. 291). Learning from mistakes is a pattern followed by the best performers across professions. As sport psychologist Terry Orlick attests, failure can be instructive more quickly and accurately than any other learning experience (2000).
Monitoring the energy and engagement of online learners can be key to their success. This may mean tailoring assignments to their current skill level, rather than assuming that all students will perform at the same level and in the same way. It also means allowing for creativity and ownership of assignments, so that students can choose to demonstrate what they know in the way that makes the most sense to them,using the technology that best fits their usage. This level of meta-teaching is not unique to the online environment, but it is essential, since one of the lessons studentsshould leave with is the
ability to choose which technological tool be suits their purpose.
"It is important to cultivate our errors as sources of important information and pivotal learning moments"
10 Digital Moments / Oct. 2013