In the LET programme, lecturers ’walk’ their talking!

It is amazing to study in such an environment in which you are not only told stories about learning but you get to have encounter with these ‘stories’ throughout your 2 year stay. In my quest to choose an education-related programme that gives in-depth knowledge and current issues of the learning sciences, I settled on LET. Taking a retrospective view, I have never regretted taking LET as my master’s degree programme.

The LET programme is anchored on 3 theoretical stances; regulated learning, collaborative learning and technology-enhanced learning. The teaching and learning of these concepts are practical, making learners embrace those concepts easily. The LET team goes beyond telling you that there are challenges associated with collaborative learning. By working in groups with different people, expertise, experiences, you will ‘see’ these challenges in reality. Even though, I am only halfway through my studies (as at this time of writing), I have been in different groups with all my classmates and I know the working/style of each of my friends in my class. In addition, the LET course has been designed to make these concepts converge and continuous. Skills/competences that have been gained from one of the concepts would be required to complete a task in another concept. Each course builds on earlier courses and thus the previous skills are important for attaining new skills. In each course, we’re being introduced to different kinds of technological tools that will facilitate our learning. I remember that in my first year of studies, I signed up to about 20 different apps/softwares.

Personally, in this past year, I have been able to become aware of myself and my environment. How I learn, which strategies suit me best, how I regulate my emotions, behavior when I’m learning alone or in groups have all been improved tremendously throughout my first year journey in the LET programme. My critical thinking and reasoning have seen a facelift in this past year, thanks to LET. I am able to see and argue from different perspectives of an issue. During discussions, I am able to pose vital questions which will make others think deeply and bring in contributions for the common construction of knowledge. One of the practical things I learnt in the LET programme was how to externalize my thoughts using mind map (a skill I wasn’t used to a year ago). Now, I can confidently put all my ideas into a mind map either using traditional pen and paper or other application software. This has helped me to usually produce cogent and coherent arguments/description about events, theories, etc. Finally, the LET research team is always in touch with the students. We meet with the LET researchers and they discuss about their research to us; further deepening our understanding of these theories.

Prior to my LET studies, I was a high school teacher. The skills and competences that I have gained from the LET studies will strengthen my theoretical and pedagogical skills in my career. Apart from that, I believe that the scope of teacher education should be revised to include the 21st century skills (an area I would be looking at after my LET studies). When teachers are equipped with these skills then the next generation could benefit from critical thinking, creativity and collaborative skills.

Last updated: 2.7.2018