The miracle is this
the more we share
the more we have.
Dr. Nellie Deutsch recently wrote an article on ‘teaching as a way to learn’, where she talks about letting the learners collaborate with the instructors to share their thoughts and ideas, and ‘teach’ in order to learn better. It is known that instructors are subject matter experts, a similar consequence can well be developed if the learners are encouraged to indulge in the same activity, i.e., collaborative teaching.
It may be assumed that the owners of knowledge and information have the primal responsibility of passing on that information; sharing it for betterment of humanity, so to say. But one might argue that in the case of teachers, ‘being paid for it’ governs a large portion of the exercise. Fortunately, that is not even partly the truth.
From knowledge to ideas, to interesting articles and relevant news, to teaching online for free or with MOOCs, what is it about learning that so magnifies when teachers choose to share?
Matt Walker, editor of BBC Nature Online, talks about sharing among primates to be mostly concerned with weaning and mating. Primates, not very unlike humans, choose to share their food to either strengthen their lineage or to maintain social bonds. Food sharing is indeed a universal feature, but what of knowledge sharing? Is it possible to simply exchange the two variables, when evaluating the equation of sharing?
Let us assume, for a moment, that learning is not singularly curriculum-driven and the knowledge being shared currently in classrooms worldwide, whatever may be the subject, is absolutely mandatory. This will help us better answer the question: why do online teachers share?
Oscar Berg, a digital strategist with expertise in Enterprise Collaboration, in his article Why do people share? says, “We build relationships by helping each other. When work is interdependent this is invaluable. A culture of sharing will impact both our performance as individuals and as organizations”.
In a connected world, as ours, all work that teachers do, no matter how secluded demographically or culturally, is interdependent, to the extent of perhaps the Butterfly Effect. Motives, as the ones described by Berg, drive online teachers to start massive open courses, or simply volunteer to give webinars, and even start their own blogs. Such a socially contagious teaching and learning eco-system has given way to newer, better pedagogies, on a large scale. Sharing is the ONLY networking in the online teaching space.
In an online classroom, when a teacher chooses to share, with no strings attached, he/she makes an Instructional investment. The knowledge may then be utilised in the practical world or as, Dr. Nellie suggest, maybe taught on, as a way to learn more effectively.
In the WizIQ Virtual Classroom, we understand the dynamics of sharing. When teachers share something as humble as their screens with the learners, it gives them a unique opportunity to connect with the people on the other side. For a moment, there are no boundaries or geographic limitations. There is only learning. Pure and limitless!
What’s more, not only can teachers share their screens, they can also allow other learners to share their screens with the class, thus establishing what Dr. Nellie rightly believes in.
Watch this video to learn how to share your screen when teaching online in the WizIQ Virtual Classroom:
Whatever be your motivation behind such an instructional investment, WizIQ makes it possible. And therefore, I am driven, both my emotion and awe, to share with you the way to try out WizIQ for yourself:
For more information on sharing your screen, please feel free to contact our support team at firstname.lastname@example.org or visit www.wiziq.com. We will be more than happy to assist.