Serendipity35

Recently, a former colleague asked me what I thought about push versus pull learning. I knew the terms more from social media marketing but hadn't really used them in learning situations. In marketing, examples include whether to decide to subscribe to a newsletter by email or snail mail (you pull that information by choice) or a newsletter that comes to you automatically (it is pushed at you).

In general, I think people prefer to pull (choice) over having it pushed at them. Companies might prefer to push, but that probably comes with the option to stop that push (unsubscribe.)

Moving these approaches - or just the terms - to education makes some sense.

In a push approach, teachers decide on the information, approach, delivery method, and speed of delivery. It is how education has been done for centuries. It tends to start with what Bloom and his taxonomy would categorize as knowledge-level remember and understand questions. These would build toward more critical and creative thinking. With pull, students enter into creating, evaluating and analyzing that requires them to seek knowledge and understanding.

This conventional classroom-styled learning is not the only approach in the 21st century. Pull learning allows learners to access information at the point of need, the way they prefer (in some settings) at the speed they find comfortable. I think that the initial surge of MOOCs back in 2012 is a good example of learning that learners pulled as needed.

Pull puts learners more in control It flips the teacher-centered learning setting. However, we must acknowledge that learning in school at all levels is still very much push learning. Fortunately, the idea that students should be able to pull some learning as they feel they need it is gaining more acceptance and is being incorporated in instructional design planning.

Currently, pull learning experiences are probably best suited to workers who have learning needs based on job roles, personal knowledge, and advancing their career interests.

Ideally, learning is "push-pull" with appropriate information provided by a push and additional information required to complete tasks and goals pulled as needed. This is not really a new approach. When you were a student, you were certainly pushed information, but you might well have gone beyond what was provided and pulled additional information that you felt you needed.

MORE
https://www.responsiveinboundmarketing.com/blog/the-difference-between-push-and-pull-learning

https://www.teachthought.com/education/push-teaching-vs-pull-teaching-thinking/

https://barkleypd.com/blog/pushing-or-pulling/

Google recently introduced a new feature to their Workplace suite that they call "Help Me Write." This generative AI will first appear in Gmail and Google Docs. At the moment, it's available to a select audience of invited testers.

Like other generative AI, you will be able to enter a prompt and have a first draft created. for you.,An example Google shared is not having it write a paper for your English class, though it will probably be able to do that. They show the example of having it create a job description for a regional sales representative/

It's another AI tool that might frighten teachers because it seems to help students unfairly but I think this may be a misperception. As with other AI tools, such as the much-discussed chat GPT, I think the best thing educators can do is to introduce this to students and guide them in the ways that it can be best used and best used legitimately.

The evolution of digital literacy in classrooms will never end. Yes, these kinds of AI- assisted-writing tools present boyj opportunities and challenges for educators. But ignoring them or trying to ban them from student use is certainly not the solution. This tool and others like it are an opportunity to improve student writing skills and critical thinking. 

Google Announcements
https://blog.google/technology/ai/ai-developers-google-cloud-workspace/
https://workspace.google.com/blog/product-announcements/generative-ai