My personal journey through ‘Managing e-Learning’ and experiencing the different web-based technological tools available have been a great learning experience and definitely an eye opener. As society is becoming more and more ICT bases, it is essential as future learning managers to incorporate these tools into everyday classroom practices so that students can be literate citizens in all aspects.
Wiley defines a learning object as ‘any digital resource that can be reused to support learning’ (2000, pg.7). This reflective synopsis will address whether the explored technological tools would be beneficial in a classroom environment to support and enhance learning in students.
In the following synopsis, I will be referring critically as to how I would use each technological tool in the classroom to promote enhanced learning outcomes within a learning context, which will be my current prac grade, Year 1. It will also provide a summary of my findings and relevant reflections, while also drawing from peer’s comments and attaching these as appendices to support my claims made in my synopsis.
There have been a variety of learning purposes mentioned in this course, such as; accessing and gaining information, consolidating and refining information, transforming information to develop new understandings, and presenting this knowledge to an audience. By discussing and delving into each tool it will become apparent what teaching approach and learning purpose relates.
FUNCTIONALITY OF BLOGS
A blog is an online professional diary outlining what is discovered on a learning journey in a reflective way, it is an opportunity for peers to reinforce and develop thinking and learning. Among many benefits of blogging, it is collaborative online learning, which this task emulates as I discussed collaboratively with others (see discussion with peer – blogs) about the definition and characteristics of blogs on peers blog posting. I can see the benefits for myself as an adult learning and future learning manager, in synthesising, exploring and discussing my findings with peers in the educational sector. Although, I personally think that the applications and functionality of a blog do not seem to be highly beneficial within the learning context of a Grade One classroom other than allowing the student ownership and individuality of their learning journey. But after collaboration and a deeper analysis of the tool I discovered that blogs enable information to be transformed to develop new understandings. Although measures would have to be taken to ensure all students had an understanding of the process and workings of a blog, as well as suitable netiquette and safety pro-cautions, a blog could be beneficial for all age groups. Collaborating on a blog allows students to communicate, synthesize and develop their understandings while also allowing the Learning Manager to oversee and guide students. This provides students a sense of independence while also allowing students to develop freely through a range of open-ended tasks and activities as well as encouraging the use of higher order thinking skills.
By reflecting on their own views as well as being able to see and reflect on other peers comments, this allows the students to use learn collaboratively through the medium of blogging. This is illustrated by the collaborative conversation between peers on blogs concerning various tools, one peer may raise a point another has not thought of yet resulting in increased learning opportunities. This increase in learning, knowledge and understanding through the expansion of networked associates is the core of connectavism (Siemens, 2004).
Students extend their knowledge by describing, naming and answering questions from their peers within their blog. Blogging gives all students a voice as they all occupy the same space with the same topic allowing quieter students a sense of ownership and equality (Downes 2004). Now that I am aware of blogging I see it everywhere on the internet, where previously I would have overlooked it I can now benefit from the many advantages of a blog and its implications in the classroom.
CONCEPT MAPPING IN THE CLASSROOM
Online concept mapping’s purpose is to manipulate knowledge, represent knowledge and finally to organise that knowledge. Concept mapping seems to have more relevance to my teaching context though then blogging, where in Grade One we are constantly making mind maps and concept webs to organise and display new information on a daily basis. As I am a visual learner this also helps me immensely in acquiring and integrating new knowledge. This particular site, bubbl.us allows you to previously create a concept map, add to it, save it, change the direction, colour or placement of the information. I have found it is very user-friendly and will use it at the next available chance in my class as they will love it and so will my mentor teacher. Students have previously created these in their books or on the board, but by implementing this learning tool in an ICT sense it makes it that more engaging for the students. Learners have access to notepads occasionally and this would allow them the opportunity as a class to participate in creating, adding to and saving their concept webs online as a way of consolidating and refining information. This tool links to Marzano & Pickering's Dimensions of Learning (2006) Dimension 2, acquiring and integrating knowledge of the Dimensions of Learning framework, as mind map assist in the construction and internalisation of new knowledge, which can be altered depending on outcomes you wanted to achieve.
E-LEARNING DESIGN FRAMEWORKS
Sometimes starting a new topic can be daunting for both teachers and students, the topic introduced must be presented in a way which engages the learners and makes them motivated to learn due to the meaningful nature of the work environment and the activities (Kearsley & Shneiderman,1999). Through engaging in the course work, it has become evident that both the Big 6 (Eisenberg, 2001) and Engagement Theory (Kearsley & Shneiderman, 1999) are associated with authentic, worthwhile tasks and meaningful learning which is futures orientated. Through using the Big 6 framework, teachers and students can narrow their search of information on the internet to “find, process, and use information effectively” (Einsberg, 2001). For students that have gained these skills they will know what to access and how to access it. Despite the similarities, these frameworks differ with the Engagement Theory focusing more on the collaboration and interaction with others, with a constructivist approach. It outlines that the "students must be meaningfully engaged in learning activities through interactions with others" (Kearsley & Shneiderman, 1999). They are a number of activities and tasks, for a variety of age and ability levels which could be designed and built around these frameworks.
While exploring multiple intelligences and learning styles, it was interesting to see that a number of the people I was following were quite high on working socially and in groups. Working collaboratively seems to be the common factor in a number of peer’s profiles and according to a comment made by Bridget Horsey, she ‘learns effectively in groups’ as well. I have decided that while both frameworks address certain aspects, the one that would suit my digital learning the most would be the Engagement Theory based solely on the collaborative aspect of it; as having engaged in learning tasks I realise the advantages of interaction with peers in the learning process in a technologically society.
Use of eLearning in an educational setting
Educators need to be equipping students with technological skills in order for them to keep up with the ever-changing face of technology. This evident and unmistakable need is somehow misplaced in classrooms today. This results in students being enraged by the disengaging and uninteresting learning experiences that are taken place (Prensky, 2005). e-Learning in the classroom can be used to support and enhance what students learn, how they learn, and where and where their learning takes place. ICTs can be used to transform, facilitate, support and enhance learning regardless of context. Learning should be authentic, it should be embedded in a real context. It should be connected to the world beyond the boundaries of the learning context.
In regards to all online use regarding minors, working legally, safely and ethically must be constantly taken into consideration and monitored as child safety is a major issue. Learning with ICT is beneficial only when appropriate learning considerations and approaches are taken.
The course ‘Managing eLearning’ has allowed me as a future Learning Manager, to understand the importance of managing continuing learning with interactive technologies as each day they are changing and evolving. What you were once adept at last year, may be totally redundant. The purpose of digital technologies in the classroom is to engage, connect and thus improve learning. The philosophy of ‘learn through discovery’ works well with this concept and I have done just this. I now have an array of tools which I can implement in the classroom that I did not have before, although for the tool to be effective, their must be a purpose. Educators must be lifelong learners and seekers of technological literacy in order to engage their students in the curriculum (Prensky, 2005).
REFERNCES
Baker, G. (2005). Multimedia: Effectiveness in the Classroom. Northern Arizona: Northern Arizona University. Bloom, B. (1956). Taxonomy of Educational Objectives. Boston: Allyn and Bacon. Downes, S. (2004) Educational Blogging. EDUCAUSE Review, vol 39.5. Retrieved 20 August, 2010,from: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920 Eisenberg, M. (2001, November 19th). The Big6 Skills Overview. Retrieved July 24, 2010, From: The Big6: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills- overview/
Kearsley, G. & Shneiderman, B. (1999, May 4). Engagement Theory: A framework for technology based learning and teaching.Retrieved July 24, 2010, from:http://home.sprynet.com/~gkearsley/engage.htm
Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.).Nelson, Vic: Thomson/Social Science Press. Langwitches. (2010, January 9). It's Not About the Tools. It's About the Skills. Retrieved August 21, 2010, from Langwitches Blog: The Magic of Learning: http://langwitches.org/blog/2010/01/09/its-not-about-the-tools-its-about-the-skills/ Marzano, R., & Pickering, D. (2006). Dimensions of learning teacher’s manual (2ed.). Heatherton, Australia: Hawker Brownlow. Reid, A., & Petocz, P. (2004). Learning Domains and the Process of Creativity. Australian Educational Researcher, Vol.31 , 18. The State of Queensland. (2002). Productive Pedagogies: Classroom Reflection Manual. Brisbane: Curriculum Implementation Unit. Siemens,G. (December, 2004) Connectavism: A learning theory for the digital age. Retrieved August 10, 2010, from http://www.elearnspace.org/Articles/connectivism.htm
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