“Tell me and I forget.
Teach me and I learn.
Involve me and I remember.”
- Benjamin Franklin.
e-learning.
In this reflective synopsis with reference to my Blog I will be exploring what it is that I have learnt in the last five weeks and will attempt to tie together the technology, learning styles, learning theories and applications of online safety and ethics we have learnt so far.
What is e-learning?
"Learning conducted via electronic media, typically on the Internet". Oxford dictionary.
Yes, but it is so much more.
The future is changing and technology and especially communication technology is in the forefront. Our students are "natives", Prensky (2001), in this change and much depends on excellent digital literacy and e-learning. This is being recognised by our Governments and they are responding by changing curriculum to bring more focus onto ICT. Education Queensland, (2012) states,"successful learners are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas" Expectations of curriculum outcomes can be found at Australian Government (ACARAv4.2), and QSA(2013). UNESCO (2012) also states,"Teachers need to be able to help the students become collaborative, problem-solving, creative learners through using ICT so they will be effective citizens and members of the work force. Smart Classrooms has a great deal more to say on this. E-learning is the response to our students need for engagement and relevance and for their future needs, personally, within society's needs and for them to be a part of the greater economic success of our country. It is also the growing awareness that multi-modal e-learning is increasing the effectiveness of teaching and outcomes. Cisco(2008) states,"In general, multimodal learning has been shown to be more effective than traditional, unimodal
learning. Adding visuals to verbal (text and / or auditory) learning can result in significant gains in basic
and higher-order learning".
Debono Wiki.
Our first exercise was to evaluate Wikis and their effectiveness as a teaching platform and to analyse the structuring and scaffolding of a Wiki. Constructivism was the primary learning theory underpinning this exercise and the strength of Wikis as a tool for collaborative engagement revealed. The importance of good digital pedagogy was also explored in the scaffolding of the exercise with De bono's hats. So in this exercise we came in with our own ideas and thoughts on mobile's in the classroom and because of the nature of the scaffolding we engaged in thinking processes that stepped through much of Bloom's taxonomy of learning and also allowed learning from the views of others. There are benefits and issues and these are explored in my wiki reflection blog, which I invite you to read fully. I would also recommend Lynette Giebel's blog on this exercise, it is a wonderful examination of the learning theories, especially constructivist learning. Please also review my reflections on setting up my own Wiki. It occurred later in the course and has a lot of reflection on aspects of Wiki's themselves that are relevant to this synopsis. This mobile Wiki exercise allowed us to experience TPACK as consumers / students but in doing so taught us through reflective analysis in our Blogs, the qualities needed as the teacher.
In future. I am now aware that to create an effective, engaged activity the correct balance of technology, content and pedagogy must be used. There are weaknesses and strengths in all things. Practical awareness and deep knowledge and creativity will make the difference.
Tool 1 Blogs.
In week 3 we were asked to explore open space technologies, Wikis, Blogs and Websites. The Wiki was brilliant and I see many uses but this tool has been addressed in the mobile Wiki discussion above. Although websites are an excellent tool I see more uses in a teacher or school focused role rather than in student focused learning. You are invited to look at the information and reflections of these tools on the highlighted links.
A blog is short for web log or diary. In a sense, this course has been the primary example for the use of Blogs in a teaching environment. I feel Blogs are the vehicle / tool to establish the digital literacy required of our students. It is the platform that students can reach out from and explore the web and the tools available to them. Beginning at year 1 collaboratively learning the basics of digital manipulation and the basics of safe and ethical behaviour and continuing right through to year 12.
This is again a vehicle for constructivist social learning and interaction with others reading their Blogs, commenting, gaining insights and seeing possibilities. I know this because I have done this in the course. Confronted with difficulties or lack of insight I visited other Blogs to learn and to add a comment if suitable to do so. Challenging students to reach into the unknown by using good creative exercises, scaffolding, pedagogy and technical knowledge will provide possibilities as shown in my Blog reflection. Please read all of this posting but especially for SWOT analysis and teaching opportunities.
Cyber safety is of critical importance here. Blogging is out in the world, and it is vital we teach our students the concepts of digital reputation, appropriate image use, referencing, attribution and appropriate commenting, the Internet is forever and we must involve our students in behaviour that creates a digital footprint that protects their future. Despite the possible risks it is by doing that we learn, as teachers in e-learning / e-literacy we must provide excellent modelling and strong guidance.
Tool 2 Video.
In week 4 we were asked to explore digital imagery, audio and video. I have chosen to explore video as to me it offers the greatest versatility in the classroom setting, especially primary teaching. I invite you to look at my digital imagery, audio, and podcast reflections before we continue further. Now I would like you to visit my video reflection.
Digital / Video literacy is vital in our modern world. Metacognitive thinking as discussed in my blog is essential to our students. In working through my short video task and after reading the chapter by Daniel L. Schwartz & Kevin Hartman in the course notes I realise that within video there is greater meaning and depth than can be understood by the individual teacher. It is not as simple as showing a video or glibly asking students to make a video. The whole process needs to be "designed" and thinking induced by the teacher. You need to be the guide rather than the knowledge keeper. My future students will be using this modality and
I will ensure that ,"Outcomes of student video production include
effective, metacognitive, higher order thinking, communication and
presentation, literacy, organisational and teamwork and moviemaking skill
development". (course notes)
Cyber safety here is connected to the safe and appropriate use of images, photographs and music. Being aware of
where video is to be published, who is the audience and the ramifications of this.
Correct attribution if using others work and attributing to those contributing to
the original work i.e. credits.
Tool 3 Glogster.
In week 5 we were asked to experience and assess presentation tools including Power points, Prezi's and Glogster. For this reflection I have looked at Glogster as it is a new medium for me and I wanted to explore its applications more deeply. I encourage you to view the other two mediums as a comparison.
Glogster is an online poster / scrapbooking tool using multi media presentation. In a pedagogical sense I feel Glogster lends itself as a tool for students to either establish prior knowledge, as a knowledge collection device and also to assessment through presentation. This tool is excellent as a constructivist, collaborative platform and may help in cognitive learning. I have covered a great deal in the Blog reflection on this topic, including PMI, examples and a teaching scenario and I ask you now to read it fully at Glogster.
Cyber safety: This tool has some good levels of protection built in to website however we must still look at attribution, permission for use of images and photos.
Tool 4 Concept maps.
My final tool for reflection is the concept map. A concept map is graphical representation of ideas, knowledge or information. As discussed in my Blog posting, Concept maps, with evidence given in a PMI analysis, depending on how approached, concept maps can be used as a tool for different leaning theory applications. It would depend on the content and outcome objectives needed. Correct pedagogical planning and scaffolding were recognised as necessary to ensure appropriate engagement and to ensure critical thinking. I have used concept mapping many times before but I have realised that there are a great many more applications in the teaching context and far more complexity available. This article IHMC offers a very deep analysis of the psychology and learning theories.
Cyber Safety: This is a relatively low risk tool, however, in relation to a safe classroom and ethical use of this tool issues of referencing, learning style differences and authorship are to be considered. Accounts are often opened and judicious release of personal information is to be taught.
Conclusion:
Throughout this course so far we have explored through the use of web based tools the concept of e-learning and the relationship to learning styles, learning theory and cyber safety.This can only be the very beginning. If I am to be an effective e-learning teacher I must develop all of the skills learnt so far much more deeply. As a primary school teacher I recognise that early adoption and competence will hold my students well in the future. More importantly though, is that technology and the future is changing. Teaching our students to think and create with these tools and be ready for what is yet to come is vital. We have an opportunity to make teaching better. I am excited about my student's digital future.
As information becomes more non local and classrooms world based, issues of safety, ethical practice and attribution are paramount. All e-learning safety must be at the highest level and as a future teacher I must be able to help my students navigate internet life safely and ethically. The supportive theories, models and information are there, the future is waiting, let's get going.
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