First, the environment should aim to strike the balance between challenging and too challenging. We aim to get our students into the Zone of Proximal development. We want the platform to challenge thinking, allow for safe mistakes and for exploration of new ideas. But, if it is not well designed or is difficult to navigate these could potentially be barriers to the learning process.

We want the environment to allow for interaction, in a caring and formative way. The space should allow the instructor and fellow students to give formative feedback, gently push the thinking of the fellow learners. But, this can and should be done in a way that makes the learner want to come back to the space. The environment should ideally allow each student's individual strengths contribute to the overall shape of the class. The image show this. Each piece fits goether to create symmetry.

First, the environment should aim to strike the balance between challenging and too challenging. We aim to get our students into the Zone of Proximal development. We want the platform to challenge thinking, allow for safe mistakes and for exploration of new ideas. But, if it is not well designed or is difficult to navigate these could potentially be barriers to the learning process. This image intends to show that process visually.

This image intends to demonstrate the uniqueness of learning approaches as well as the unique experiences and worldview, thoughts and ideas of each learner. Allowing creative expression via various technology tools, images, text, etc. allows the learners to approach the learning in ways that are unique to their strengths, learning profiles and preferences.

I really appreciated this quote from Mike Wesch. Ideally this is what would happen. You help and support your students to 'experience' a new way of thinking. I also believe when you see learners living this out you as an instructor are doing the same. Because with one teachers, two learn.