Synopsis

Reflective Synopsis

E-Learning can be defined as the ability to engage, enhance and extend learning through the use of information communication technologies (ICT) (Waterhouse, 2003). This is achieved through creative and innovative means of delivery seamlessly combined with sound pedagogical knowledge and practice (Waterhouse, 2003). Rather than technology simply being integrated into the classroom, technology should transform the learning and give the opportunity for students to explore and engage with new knowledge in a relevant and meaningful way (Waterhouse, 2003).

Students of today differ vastly from that of previous generations (Prensky, 2001). Students of the 21^st century have grown up surrounded by technology and are not accustomed to functioning without it. These students have been described as Digital Natives (Prensky, 2001), as digital technologies come naturally to them. On the other hand, digital immigrants are that of a generation that thinks and processes information in a fundamentally different way (Prensky, 2001). Digital immigrants have not grown up speaking the digital language, it has to be learned and therefore carries an accent. Prensky (2001) states that “our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (p.2). This is where a shift in teaching practices should be occurring. Rather than going against the learners natural need to stay informed and connected, as future educators we should be aiming to harness and enhance this drive for creativity and connectedness.

21^st century society has seen an undeniable shift in the way students learn, with a much greater focus being placed upon creativity and innovation. E-Learning provides the opportunity for this goal to be achieved. Highlighted by a number of key researchers on the topic, is the notion that technology cannot effectively stand alone in the classroom (Mishra & Koehler, 2006). Technology for learning should be accompanied by digital learning design and effective pedagogy (Mishra & Koehler, 2006). Effective digital pedagogy strives to enhance and facilitate learning with regards to technology. Much like providing effective pedagogy in the traditional classroom (authentic learning & real life context), digital pedagogy aims to provide authentic and real life contexts with the added dimension of technology.

Scaffolded Learning – Online

Just as appropriate scaffolding is crucial to the traditional classroom, so too is it a vital part of online learning. Technologies such as blogs and wikis without carefully considered scaffolding would become a hindrance in the classroom as students would quickly become disengaged. According to Prensky (2005) if you cannot engage learners in education then you will enrage them. Therefore appropriate task management steps should be taken in order to avoid this.

An example of scaffolded online reflection can be seen on the Managing E-Learning Mobile Phone Wiki. This wiki utilises De Bono’s 6 Thinking Hats as a reflective tool that provides learners with a framework for thinking. Each hat asks students to consider the topic from a different perspective. This style of learning (through a wiki) allows students to read, interact and respond to the thoughts and opinions of their peers before adding their own comments. Students are reflecting alongside their peers, which for some will be a new aspect of e-learning. This method of reflection lends itself well to constructivism, where learning is founded upon interactions within a learning community; learning from others. This method of scaffolded reflection, through a wiki presents a broad range of benefits that could be altered to suit any given context, and therefore would be a useful classroom tool.

As always, there is a negative aspect to this technology rich learning environment. Online safety and etiquette have become very prominent issues in today’s society. As future learning managers and educators of 21^st century students it is crucial that learners are aware of how to behave appropriately while online. These safe, ethical and legal behaviours should be modelled and practiced by the learning manager in order to provide the students with an appropriate guide to staying safe online. This includes obtaining parental or author permission, appropriate use of photographs, copyright and bullying issues. For more information about online safely and ethical behaviours see the Education Queensland website.

Group 1 Technologies- Wiki – Online Collaborative Learning

The first online technology that I will be discussing is wiki’s. Prior to this course I was aware of what a wiki was however I was unaware of the multitude of benefits that this program could possess when effectively utilised in a classroom setting. This online collaborative learning tool presents great opportunities when it comes to group work or assignments, home-school communication and sharing of ideas and knowledge.

I have selected to further deconstruct this digital resource because when incorporated into the classroom, alongside effective digital pedagogy, wiki’s have the potential to transform learning and enable students to develop a deep understanding of concepts through exploration and collaboration. As a future educator of students of the 21^st century I believe that these are remarkably crucial aspects of a modern learning environment. Students need to be given opportunities to develop these types of skills and knowledge as it may form the basis of their career later in life. For further information and suggestions regarding wiki’s visit my blog posting about Wiki’s for collaborative learning, from here you can visit my E-learning wiki.  

Group 2 Technologies – Podcasting – Auditory Technology

The second technology that I will discuss is podcasting. A podcast is simply a recorded sound file that is shared through the internet; however the possibilities when used to enhance learning are endless.

I believe podcasting to be a very under-estimated form of technology when it comes to classroom use. With learners constantly surrounded by countless visual cues and stimuli it can become overwhelming. And with a great focus being placed on students being visually literate and achieving high standards of visual literacy it is important not to disregard the other senses. Auditory technologies, like podcasting, have the potential to develop a vast range of important skills. These skills include listening, speaking, communication, technology, collaboration, auditory, media literacy, presentation and oral frequency skills.

I believe there to be two main functions of podcasts. Firstly, students listening to and interacting with podcasts; this form of podcasting can be utilised when students are absent from school (either sick or holidays etc), revision or reviewing previously covered content. Course or lesson content can be recorded and uploaded to be accessed anywhere at any time. This form of podcasting can also form the basis of differentiated instruction or delivery in the learning environment, as students can listen and respond at their own pace.

Secondly, podcasts can be created by students themselves. Student creation of podcasts promotes higher order thinking skills, innovation, creativity and increases engagement with the topic or concept.  Link to my blog post regarding podcasting (also link to my wiki about podcasts)

Group 3 Technologies – YouTube – Multimedia

The next ICT tool I selected is YouTube. Kearney & Shuck (2006) state that digital video can be used in a large number of ways within the learning environment for communication and observation purposes. When used effectively in the classroom, YouTube can be a highly efficient means of capturing students’ attention and beginning the thinking process regarding the given topic. It offers a multimedia approach which caters for a large percentage of students preferred learning styles.

This form of digital technology can then be extended, with students creating their own videos. This opens up a world of opportunity and problem solving skills using ICT.

For more information, refer to my blog post regarding YouTube

Group 4 Technologies – Prezi – Engaging Presentation  

The final digital technology that I have chosen to deconstruct is the online presentation tool Prezi. Unlike largely common presentation tools like PowerPoint, that work in a linear format, Prezi gives a holistic and interchangeable view and approach to the presentation; therefore catering for a larger variety of learning styles and offering a more engaging presentation.

 Prezi also possess great benefits in the construction phase, multiple users are able to sign in at once which means that several students can be adding to and editing the presentation simultaneously. This would be of great benefit when completing group assignments or class projects.  

As a future learning manager this e-learning course has opened up a vast range of professional learning and development opportunities to improve my skills in the area of technology for learning. I have engaged with and had the chance to explore a large selection of online and digital technologies and have experienced to benefits that can be seen within the classroom. Due to the ever-changing nature of current technologies I believe that it is important that this is not the end of my education in ICT, rather that it is an ongoing venture, constantly refreshing and updating my skills and knowledge. I look forward to incorporating e-learning into my own classrooms in the future to assist in enhancing, supporting and transforming students learning and achievement through technology.  

References

Education Queensland. (2008). Smart Classrooms BYTES. Retrieved from: http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Mishra, P. & Koehler, M. (2006). Technological pedagogical knowledge: a framework for teacher knowledge. Teachers College: Columbia University

Prenksy, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6.

Prenksy, M. (2005). “Engage me or enrage me” What today’s learners demand. Education Review 40(5), 60-64

Waterhouse, S. (2003). E-Learning: distributed learning for adults. Retrieved from http://adulteducation.wikibook.us/

Week 5

Week 4

Podcasting, Digital Video & Digital Images


Podcasts

         A way of engaging learners through technologies and allowing them to learn in a non-traditional way

Up until this week I was extremely unfamiliar with podcasting and what it could be used for. However after I have taken the time to research and explore this form of technology I have discovered a vast range of extremely beneficial uses – both inside and outside the classroom.

Podcasting provides a way of interacting with students that goes beyond traditional teaching methods. It provides an innovative way for students to learn new knowledge.

Podcasts can be as simple as a recorded lesson that students can go back, or listen to as revision or a review; or they can be used in promoting higher order thinking and increased engagement in a topic. This is achieved through students creating their own podcasts. When used in this way, podcasts can promote creativity and innovation which links to the higher levels of Bloom’s Taxonomy.


Podcasts have the potential to develop a vast range of skills when used effectively. These include listening, speaking, communication, technology, collaboration, auditory, media literacy, presentation and oral frequency skills.


Students listening to and interacting with podcasts:

-       Students that are away from school for long periods of time, sick or on holidays – course and lesson content can be accessed and listened to through the use of podcasting (anytime, anywhere)

-       Differentiation in the classroom – lesson content at different levels in order to suit the specific cohort of learners

Students creating their own podcasts:

-       Increases engagement with the topic or concept

-       Promotes higher order thinking as students have to voice their ideas, research and/ or opinions

-       Promotes innovation and creativity

Click for Examples and Ideas on using Podcasts in the Classroom on my Wiki 


Voki - Digital Audio


I have found Voki to be a highly interesting and engaging tool. The program is simple and easy to use, which means that students would have no trouble creating their own presentations.
Classroom Use:
- This program could be used as a means of presenting an assessment task or speech. Students would plan and create their Voki character according to the requirements of the task
- Voki could also be used as a tool to engage stsudents at the beginning of a lesson or new topic, as it is something fairly unfamiliar to them it becomes interesting to watch
- This program could also be used as a way of providing students with new information, including school events like sports and free dress days


Click here to view my Voki (unfortunately I couldn't work out how to embed the voki onto my blog)


YouTube


YouTube is such a great tool to use in the classroom. I often use YouTube clips as a tool to capture the students attention at the beginning of the lesson. The ICT aspect of YouTube is great, while offering initial information to introduce the topic or concept. In my past prac experiences I have used YouTube in classroom situations to introduce and enhance learning.


Social Networking, is it a fad?    << Interesting YouTube clip about Social media and 21st century citizens

Although YouTube is a great tool to use in the classroom, it also has its faults. When opening YouTube up on an IWB it is important that the sites has been checked for innappropriate content before it is opened up in front of the class.I would not allow students access to YouTube during their own individual learning time as it is difficult to monitor 25- 30 computer screens at once and there is a lot of inappropriate content that becomes readily available to students if given access to this site.

For YouTube to be an effective tool to scaffold learning in the classroom it would be necessary that an IWB is available. In my past experiences using YouTube in the classroom, has been successful. Therefore, I believe this to be a learning tool!

Week 3

Wiki - For Collaborative Learning

Over the past few weeks I have noticed that there has been a great deal of discussion regarding wikis, especially as part of the managing e-learning course. I have previously seen others create a wiki page and have had a very quick play around with it, however until now I have not made a wiki completely on my own.

Here is a link to my wiki if you’re interested:

 http://amymanagingelearning.wikispaces.com/

When I began creating and customising my wiki I had no idea where to begin, however after watching a short video tutorial I had a much better idea of what do to and how to do it.

After playing around with wikispaces I can see the benefits of incorporating Wikis in the classroom. This type of ICT would be very useful for aspects of schooling like group assignments. Each member of the group is able to edit and make changed in their own time. This method would provide a much greater benefit for this purpose when compared with other technologies such as email - where it can become confusing with multiple emails being sent around at any given time. This program would allow all changes and ideas to be added to the same site in a clear and simple way.

Wiki's could also be used in the classroom as a tool for communicating with parents and caregivers. A class wiki page could be created and maintained by the teacher- important dates, reminders, notes and other information could be made available and easily accessed through this program.

50 Ways to Use a Wiki:
http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/


Blog's

PMI Chart – Blogs for Learning
Plus	Minus	Interesting
o   Opportunity to learn collaboratively o   Sharing of ideas and new knowledge o   Students develop skills in using new technologies o   Encourages students to publish their thoughts about a topic	o   Could become another avenue of cyber bullying o   Blogs are blocked on some school sites	o   Incorporating technology into the classroom o   Allows students to record their new knowledge and their learning journey

Creating a Website: Weebly

This is a link to my website
http://amyelearning.weebly.com/

Week 2

Digital Pedagogies & Learning Frameworks

Pedagogy: The art of teaching – the interaction between a teacher and a learner.

TPACK

Technological Pedagogical and Content Knowledge Framework

This framework was first adapted from the Pedagogical Content Knowledge framework proposed by Shulman; however a new dimension of technology was incorporated in order to accommodate for modern day changes in education. The TPACK framework is based upon the notion that merely introducing new technologies into the classroom is not enough. Teachers need to know how to incorporate and effectively utilise these technologies to enhance learning. TPACK provides a theoretical framework about the relationship between technology and teaching and how this can transform teaching practices.

Historically, knowledge bases of the classroom teacher have formed the focus of content knowledge while recently the focus has shifted to pedagogy and now to technology. The TPACK model provides a carefully considered interweaving of all these concepts, it represents a mutual blending of the different aspects. Rather than viewing these concepts individually, the model provides a holistic approach.

DEFINITIONS

Content Knowledge: Knowledge about the subject matter

Pedagogical Knowledge: Knowledge about the processes and practices or methods of teaching and learning

Pedagogical Content Knowledge: Knowledge of how elements of the content can be arranged for more effective teaching

Technology Knowledge: Knowledge about standard and advanced technologies, not just knowledge regarding current technologies rather the ability to adapt to changes

Technological Pedagogical Knowledge: Knowledge of the existence, components and capabilities of various technologies as they are used in teaching and learning – how teaching may change as a result of using particular technologies

Technological Pedagogical Content Knowledge: the basis of good teaching - technology, understanding of representation of concepts, pedagogical techniques, knowledge of prior leaning and experiences and knowledge of how technologies can be used to build on existing knowledge and skills.

Mobile Phones: Use in the Classroom

I feel that mobile phone use in the classroom could go either way (positive or negative). I understand the undeniable benefits that could be seen with regards to connectivity and collaborative learning, however on the other hand this form of technology has the potential to be more of a hindrance than a help.  

As students of the 21^st century are becoming more and more disengaged with traditional teaching methods it becomes imperative that new and challenging ways of learning new skills and knowledge are designed. Digital natives want to be able to learn in a connected and collaborative way, a way in which they have access to up-to-date and relevant information. Mobile phones when used as a learning tool offer this opportunity. Mobile phones allow these students to learn in a way that is aligned with their preferred learning styles, in other words they are learning in a way in which they see to be beneficial and familiar. I believe that this alignment between how students want to learn and the curriculum has the potential to offer huge benefits when it comes to learning and retaining new knowledge and skills.  

In contrast, if mobile phone use was introduced into the classroom setting in an unstructured and uncontrolled manner, I think that this could have a detrimental effect on learners’ ability to stay focused and on task. I feel that how mobile phone use is structured and how it is used within the classroom will be a huge contributing factor to whether it is a positive or negative change in the classroom.

Week 1

So after hours of fiddling around I have finally worked out how to navigate my way around and write something on my blog. So here goes...

Learning Styles

This week the focus of my learning has been around the importance of knowing your learners and that each student learns in a slightly different and unique way. As a teacher it is vital in achieving learning outcomes that these differences are catered for.

According to Felder and Solomon there are a huge variety of teaching styles that can be utilised in the classroom. It is when teaching styles do not match the learning styles of the students that they become bored, disengaged and off-task. Felder and Solomon recommend that a balance of instructional methods should be incorporated into the classroom to account for differing learning styles. This is when profiling becomes a vital part of teaching – getting to know your learners.

Gardner has also observed the variety of student abilities when learning and developed a series of eight different intelligences; kinaesthetic, linguistic, logical, interpersonal, intrapersonal musical, visual/ spatial and naturalistic. Each student will favour a different combination of these intelligences therefore making up their individual learning style.

1.      What is your learning style? What sorts of learning experiences would suit you best with your learning style?

After completing the online Multiple Intelligences quiz I have discovered that I am predominately interpersonal and visual/ spatial smart. After researching this learning style I have found that to be interpersonal smart means that the individual will get along and work well with other people and is in tune with the thoughts and feelings of others. They enjoy being around people and respond well to social situations. People that are predominately visual/ spatial smart may think in pictures and images, they learn best through seeing. Graphs, maps and diagrams are extremely useful learning tools for these students.

Activities that suit the learning style:

Interpersonal – group activities, teamwork, experiments, etc

Visual/ Spatial – diagrams, posters, images and visual representations

 

 

Learning Theories

Behaviourism

Behaviourism is characterised by an observable change in behaviour. The theory of behaviourism believes that learning is achieved in response to conditioning. Students learn through practice. Reinforcement and positive encouragement from teachers shape the learning process. Not aimed at higher order thinking, rather low level, routine skill development.

Constructivism

Learning is founded upon social interactions within a learning community or expert community. Online collaboration tools including blogs, wikis and discussion forums are highly valuable toward constructivist learning.

                Cognitive Constructivism: how the individual learns things – developmental stages and learning styles

                Social Constructivism: meanings and understandings emerge from social encounters and interactions

Connectivism

A learning theory for the digital age - It identifies the networking nature of learners, in this modern age it is no longer imperative that all the answers are known rather that the learners know how to access the relevant information. It is about connectivity and making connections with others and with knowledge.