Reflective Synopsis

Since the industrial revolution, the level of technology in the world has rapidly advanced; increasing productivity, as well as improving and changing the way mankind lives. The advent of computers and the internet in the 20^th century marks perhaps the greatest change in the way we learn, interact and teach. Students in the classroom today, live and learn in a completely different technological environment than their parents. Born into this world with fingers primed for the keyboard, these ‘digital natives’ (Prensky, 2001), seek a different way of engaging and learning in the classroom. E-learning can provide this new means of engagement and can allow for enhanced and improved teaching and learning strategies within a pedagogically sound framework.

Within this reflective synopsis, I will explore these concepts and theories of e-learning, and how they can advance, facilitate and support learning within my classroom. This analysis will include the legal, ethical and safety considerations, the collaborative construction of knowledge and the importance of pedagogy within the digital age. As a learner manager in the 21^st century, I must ensure that I embrace digital technology for my learners.  To this end, this is not simply a matter of merely integrating information communication technologies (ICTs) into the classroom. It involves understanding the way digital pedagogy transforms learning.  As Bill Gates has famously stated,

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important”.

Thus, the use of ICTs in the classroom should be used as a means of improving learning outcomes and not just because the technology exists. Without proper pedagogy there is no benefit for learners.

ICTs give teachers greater ability to create activities for different learning types. For instance, students can engage in collaborative formats, as well as in individualised options. There are also different formatting options in terms of colour, design, visual content and auditory content to suit preferred learning styles (Lamb, 2012). This brings teaching out of the ‘one size fits all’ era. There is a greater focus on a student-centred approach, as opposed to all learning experiences centring on the teacher’s knowledge alone. The use of ICTs creates a learning environment that makes it easier for all students to achieve required learning outcomes.

The learning theories that explain how learners learn are essential to any synopsis on e-learning and are fundamental for my consideration for application in the classroom.  As I referred to in an earlier blog entry, social constructivism is one the most influential learning theories. Vvygotsky (1978), a social constructivist, considered that through the support of others, students can move beyond what they currently know, to construct new knowledge (zone of proximal development). This theory also paved the way for the theory of connectivism. Connectivism focuses on how knowledge does not just exist in the head of an individual; rather it exists in the world. Siemens (2005) considers this theory to be the approach for the ‘digital age’, as with rapidly advancing technology, there is greater value in providing students with the means of accessing knowledge, as opposed to endeavouring to learn and experience ‘everything’ (Lamb, 2012). Both theories play an important role in e-learning and in particular the collaborative construction of knowledge.

There are now a range of technologies that can support and further the social construction of knowledge. One e-learning technology is wikispaces. This is an online collaborative platform that allows the teacher to create forums and discussions to explore topics, concepts and ideas.  As discussed in my week 3 blog, I can use this tool to carefully create a scaffolding in order for students to construct ideas and build off each other’s ideas, in a realistic scenario (Snowman et al., 2009, p341).  For instance, students in my hospitality class could use a PMI scaffolding in a forum to explore the strengths and weakness of luncheon task they were required to undertake. They could then provide recommendations for future events in a separate forum. Students can read and build upon each other’s comments. This tool provides them with access to a network of knowledge to enhance their learning experience.

When constructing these e-learning tools teachers must ensure they incorporate good pedagogy. Digital pedagogy involves the classroom focus shifting from ICT tools and skills themselves, and to a  way of working in the digital world that creates quality learning experiences facilitated by ICTs (Education Queensland, 2008, p3). For instance, the scaffolded forums in the wikispaces should be authentic and embedded in real world contexts that allow students to undertake problem based learning using high order thinking (Bloom’s Taxonomy).  

Of course, as Mishra and Koehler outline in the TPACK (Technology, Pedagogy and Content Knowledge) framework, the use of these productive pedagogies in innovative and flexible technology platforms could still inhibit enriched learning experiences if the technology and pedagogies are inappropriate for the content and contexts. There should be a balance of these three areas in a way that compliments each other. For instance, e-learning tools of Glogster, Prezi and PowerPoint have the potential to detract from the learning experience as content can be sidelined by the innovative technology.  Often the solution to such issues is to nominate the content first, and then consider what e-learning platforms and pedagogies that are likely to facilitate the most advantageous learning experience (CQUniversity, 2012).  

 

Whilst the move to e-learning undoubtedly has a range of learning benefits, there are many social considerations that policy makers and teachers must keep in contemplation. As new technologies are developed and teachers implement them into the classroom, there is a need to ensure that an inclusive education system is maintained. Marginalised and lower socio-economic students may not have access to e-learning outside the classroom and may have greater difficulty than other students in using such technologies. Teachers must ensure they respond constructively to the needs of these students when formulating e-learning activities (Education Queensland, 2005, p2).  

Before the teacher allows students to engage with e-learning technologies in the classroom, they must ensure that the students are aware of legal, ethical and safety considerations for internet usage. This information should be given at regular and appropriate intervals throughout the year in conjunction with school policy. One major safety consideration for students is the accessing of inappropriate material, including pornographic, sexually explicit material and materials that encourage dangerous activities (CQUniversity, 2012). Teachers can minimise these risks by ensuring the ‘safe search’ function is enabled on classroom computers.  Students should also be made aware of the dangers of posting personal information online and issues relating to online stranger danger, in particular on blogs and wikis. This was explored in the week 3 blog on wikis. Cyber bullying is also another issue that can occur in these e-learning platforms as well as on mobile phones and social networking sites. Students must be made aware of cyberethics when engaging in e-learning activities (CQUniversity, 2012) and of the legal consequences of online harassment and the posting of inappropriate and untruthful comments, including defamatory proceedings.   

Copyright issues are another important consideration for both students and teachers. The fair use rule stipulates that only 10% of a piece of work maybe copied for educational purposes, including digital works. These works should always be acknowledged appropriately. In preparing online activities for students in my English class, there are many ways I could approach issues relating to copyright, should I need students to read a quantity of text that is greater than 10% on a website. Rather than copying the content onto the blog or wiki, I could provide hyperlinks to the content for students (Smartcopying, 2012). It is important that I model the appropriate ethical and legal behaviours for my students to replicate. If these behaviours occur in the online classroom, then students will be able to learn in a safe, secure and academically sound environment that can assist in maximizing their learning experiences.

In summary, e-learning has revolutionised the way students learn in the classroom. It can provide the opportunity for learning through the strategic interplay of individual (reflective) and collaborative (social constructions of knowledge), where both processes allow the individual to learn through the evaluation of ideas and points of view. It can support, facilitate and enhance learning outcomes and provide new and exciting ways of engaging learners. Of course, the use of these technologies brings with it challenges including social, legal, ethical and safety considerations. There is also a need to ensure that there is a balance of technology, pedagogy and content knowledge in manner that facilitates the best learning outcomes. As technology continues to grow and expand, learning managers must ensure that they stay abreast with changes for their students. As Stewart Brand famously stated,

“Once a new technology rolls over you, if you’re not part of the steamroller, you’re part of the road”.
 

As a learning manager in the 21^st century it is my role to be in the driving seat of technological change in our classrooms in a way that maximises the learning potential for all students. No longer can the teacher be the sole disseminator of knowledge. They are one component of an ever changing learning network.

 

References

CQUniversity Australia. (2012). Bloom’s Taxonomy. Retrieved from CQUniversity Course Resources Online FAHE11001

http://moodle.cqu.edu.au/mod/page/view.php?id=60622

CQUniversity Australia. (2012). TPACK. Retrieved from CQUniversity Course Resources Online FAHE11001

http://moodle.cqu.edu.au/mod/page/view.php?id=60620

 

CQUniversity Australia. (2012). Working legally, safely and ethically online: the issues. Retrieved from CQUniversity Course Resources Online FAHE11001 http://moodle.cqu.edu.au/mod/page/view.php?id=60623

Education Queensland. (2005). Inclusive Education Statement. Retrieved from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf

Education Queensland. (2008). SMART Classrooms BYTES. Retrieved from

http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Lamb, A. (2012). Annette’s Blog – FAHE11001. Retrieved from http://s0194160cqu1.blogspot.com.au/

Mishra, P., Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record 108 (6), p.10117-1054. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizion, 9(5), 1-6.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age E-learnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Smartcopying. (2012). What can a teacher do on a wiki or blog?. Retrieved from http://www.smartcopying.edu.au/scw/go/pid/946

Snowman, J., Dobozy, E., Scevak,J., Bryer,F., Bartlett, B,.  &  Biehler. (2009).Psychology Applied to Teaching (1st ed). Milton Queensland Australia:  John Wiley & Sons.

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., … Johnw, P. (2004). Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425.

Vvgotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Week 6 - Engagement Activities - Mobiles, ZooBurst and Bubbl.us

Engagement Activities

Mobile phones are the device that all students have in their pockets in the 21^st century. They constantly have access to a range of means of communication and networks, including via text, chat and facebook on their phones. Therefore it only makes sense that teachers be encouraged to use them in the classroom to keep the students engaged. How to use them, in a way that is safe and non distracting may initially seem difficult. But there are many ways they can be used constructively in the classroom.

As Michael Soskil discusses if we are preparing students for the real world, then they should be encouraged to use mobile phones which are tools that are essential in the modern business world. A humorous and interesting analogy can be drawn with a statement by Delores Umbridge in the Harry Potter series. Professor Umbridge informs her Defence Against the Dark Arts class that for their practical class they will not be using their wands: “Children, put away your wands. You won’t be needing them”. The students all become disheartened and disengaged with their lesson at this point.

 (Delores Umbridge Image Reference)

In a hospitality class, the camera on a mobile phone can be used to take photos of student’s dishes. The students can then upload their images onto a range of mulitimodal platforms, including facebook, Instagram, blogs and wiki. Below is an example of a pumpkin soup dish that I have prepared and taken a photo of on my mobile. I then uploaded it to the computer using Bluetooth.

 

 

Another function on a mobile phone, is to use it as a video camera. This could be utilised in the classroom, where students can visually record their preparations of making a dish, and upload the recorded step by step instructions on how to make it. Below is a very short application of this example that I created.

ZooBurst is an online animated booklet that will inspire students to engage and create a 3D booklet on any topic given by the teacher. This fun and easy program can be used by all students of varying literacy levels, including students with learning difficulties, as they can put together pictures to make a story with minimal writing. Students are able to work individually or collaboratively to produce a booklet.   Working in groups students can share ideas and start to put together their animated booklet. In the area of Home Economics, it can be used to show fellow students the steps involved in making a recipe.  With ZooBurst we must ensure that as teachers we scaffold the learning in such a way that students are able to achieve the desired learning outcomes and not become too distracted by the ‘bells and whistles’ of this web tool.

Bubbl.us is an online concept mapping web tool that helps students to organise their thoughts and formulate ideas. This virtual medium allows students to engage in abstract and complex interaction in an exciting manner. For example, in a hospitality class students could be asked to use bubbl.us to create a concept map that can be used to help design a themed dinner menu. Students would explore the theme using the concept map, and create links to possible dishes and designs, and make choices as to what is the most suitable for the occasion. One of the advantages of using this web tool is that it can be accessed from home so that students can continue their learning outside the classroom. However, the web tool bubbl.us, whilst providing a useful way of students organising their thoughts and ideas online, in essence, it is no different to the Smart Art tool in a basic word document.

As teachers, we are always trying to find ways to engage student. Therefore by incorporating these animated webs tools in the classroom, students will be willing to learn and participate in a variety of ways to help achieve their learning outcomes

(This is an example of a basic ZooBurst that I created.)  

Week 5 - Engagement Activity - Glogster

My Glogster
Glogster EDU is an online scrapbooking program, that provides a new way of engaging ICTs within the classroom. Students are able to upload photographs and information to a secure online site only accessible by teachers and students in the class. Students can also embed yuoutube clips onto their page. It could be utilized in a home economics classroom, where students could be asked to create posters for healthy eating programs for young children, showing pictures of various healthy eating options with fun, relevant information. 

Glogster
Pluses	Minuses	Interests
Safe and secure method of online learning	Potential for students to focus too much on the presentation side of things, and not enough on content.	Can be embedded into wikis and blogs.
Can embed youtube clips and photographs.	The scrapbooking design is probably more suited to junior schooling than high school.
Creative and engaging.
Teachers can easily access and monitor student progress.

 

Week 5 - Engagement Activity - Prezi

My Prezi

 

Healthy Choices on Prezi

The benefits of using Prezi are that it is user friendly and that it is also very quick to make a presentation. Students are able to embed Youtube clips, photos and write speech bubbles. Another interesting thing about Prezi is that you can manipulate the outlay of your presentation. When designing your presentation there are tools on it that let you select different formatting and layout options that can enhance one’s presentation. The students will definitely engage in this type of technology as students will be able to create an interesting and exciting way to present their information for oral presentations. Students will engage not just as the creator, but also when listening to other students presentations, in particular with the ‘edit path’ option.

Prezi
Pluses	Minuses	Interests
Easy to use/user friendly.	Potential for students to focus too much on the presentation side of things, and not enough on content.	Students can select from range of predesigned layout options.
Variety of ways to present information.	Possibly distracting for viewers.
Highly engaging: both as a creator and viewer.
Is less ‘linear’ than powerpoint presentations.

Week 5 - Engagement Activity - PowerPoint

PowerPoint 
PowerPoint is a fun, easy and engaging way for students to be creative with ICTs. Students are able to use PowerPoint slides to enhance an oral presentation and also gain valuable experience with a widely used business presentation programme. The program also can assist more timid students. For instance, some students have difficulties facing an audience and presenting their topic, so the students are able to add voiceovers to their presentation to save them from the stress of performing in front of a crowd. This can assist in preventing the student from not achieving at their full potential.  

The use of the storyboard (Engagement Activity 2, Tutorial 1) set up is also great idea so that students can follow through on ideas and then start to put their power point presentation together in a logical order. However, these do not just have to be used in ‘mundane’ oral presentations. Students can also create interactive PowerPoint’s. For instance, students in a junior home economics class could create an interactive powerpoint dinner menu. The dishes available could be all listed on one page, and a hyperlink could link the name of the dish to another slide that has more information about it. A ‘return’ hyperlink could then return the user to the menu home page again.

View my PowerPoint slides here and here.

 

PowerPoint
Pluses	Minuses	Interests
Easy to use/User Friendly	Potential for students to focus too much on the presentation side of things, and not enough on content.	Hyperlinks can be used between slides to create interactive powerpoints.
Prepares students for the real world. Application in a business context for presentations.	Possibly distracting for viewers.
Interactive powerpoints can be engaging for both the creator and viewer.	Not as engaging as Prezi.

Week 4 - Engagement Activity 5

CSIRO Podcast

 

Also access CSIRO podcast from:

http://www.csiro.au/en/Portals/Multimedia/CSIROpod/Healthy-heart-program.aspx

 

What is a Podcast? According to Merriam Webster Online Dictionary, a Podcast is ‘a program (as of music or talk) made available in digital format for automatic download over the Internet’. Podcasts provide both access to information, as well as disseminating knowledge in a variety of ways to help different learner types. In particular, auditory learners benefit greatly from the use of podcasts in the classroom.

 

There is great potential to incorporate podcasts into the classroom and not just in the form of the teacher disseminating information via them. Students could also be asked to create their own podcast for an assessment pieces. For instance, in junior home economics, students could be asked to create a podcast on incorporating healthy eating into their meals. This scaffolding allows the students to become self directed learners, as they design their own podcast, using their own creativity. Students will research to gather information to put in the podcast. Students will then share their podcasts with the rest of the class and also the rest of the world. Thus, a network is created as students share their knowledge.  



Week 4 - Engagement Task 7

My Digital Video

The use of digital videos in the classroom provides an opportunity to engage with students through another different and exciting medium. In particular visual and auditory learners can benefit greatly from their usage in the classroom. As with podcasts, these could be incorporated into the classroom, both as a means of accessing information, as well as disseminating knowledge in a variety of ways to help different learner types. Junior home economics students could be asked to work in groups to create a digital video on creating healthy eating meals in the format of a popular television program, such as Masterchef or Ready, Set, Cook!. Students could also use the digital videos to create a summary presentation of the coursework of the semester.

Digital videos also allow students who are more timid to pre-record their oral presentations, so that the student is not disadvantaged in front of a class. However, a downside to digital videos is that there is the potential teachers use them in a way that does not benefit or engage the learner, or develop their self-direct learning.  Teachers must ensure that activities relating to the digital video involve some form of observation, analysis or reflection activity.

Week 4 - Engagement Activity 4

Voki
 
 Sound Recording.

Week 4 - Engagement Activity 1

Week 4 - Engagement Activity 1

Original (2.26MB)

 

Reduced (30.1KB)

 The resizing of photos could be utilized in my home economics/hospitality classroom, where students can take photos of their own dishes and upload them to their weekly blog. Reduced sizing will allow quicker uploading time. This will enable students to put many photos of their cooking on the blogs and also it will not drastically slowdown the page loading time. The visual difference between the photos is very minimal and difficult to spot.

Week 3 - Engagment Activity 5

Website Reflection

What is a website? According to Merriam Webster Online Dictionary, a website is ‘a group of World Wide Web pages usually containing hyperlinks to each other and made available online by an individual, company, educational institution, government, or organization’. The PMI analysis table below was used to examine the use of integrating websites into the classroom.

Pluses	Minuses	Interests
·         Virtual Classroom ·         Are nowadays easy to create and maintain using sites such as Weebly. ·         Creates an informal, interactive learning environment. ·         Student centred approach. ·         Assists multi-level learners ·         Only you can edit/add to it ·         Can be accessed outside the classrooms and for distance leaner’s – global learning ·         Can be used to enhance all teaching areas	·         It is more individualised learning. Lacks ability for collaborative learning. ·         Teachers cannot control content. ·         In individualist cultures some people are less inclined to share knowledge. ·         Some learners dislike the scope that is given to them in creating a website. ·         Students would need access to the internet at home to engage (socio-economic constraints)	·         Gives people opportunities to engage in ICTs ·         Opportunities to create and share information with others around the world

  

Vvygotsky identifies how students construct new knowledge by drawing on their prior experiences and knowledge (1978). Thus, in new learning situations, students bring with them their existing implicit theories and this influences the way they construct knowledge (Sutherland et al., 2004, p.415). As a teacher I must therefore keep this in mind when I create scaffolding for students to further their learning. A website integrated into the classroom can provide a range of ways of enhancing student learning if used as a ‘scaffolding’. In an English classroom, I could ask students to create a revision website on the novel they are reading for that semester. Students would therefore be synthesising the teaching from the classroom, as well as their own individual research (Sutherland et al, 2004, p.421). This would overall enhance student’s understanding of the text and create engaging and interactive ways of self directed learning.  

For junior home economics, students could be asked to create a fake restaurant website, with menus, prices, photographs and health information. Another option is for students to create a website that culminates all the recipes that students have made over the semester. Students could publish the recipe (ingredients and method) as well as photographs of the dish that they made. They could also have a section that discusses ‘tips’ and ‘common errors’. A requirement would also be that they have information on healthy eating and links to other websites about eating healthy. In this way students would be linking to not only where they got their information from, but students would also do wider reading and research and then link these pages to their website. Clearly these functions will enhance student learning and interaction.  

I could also create a website that gives students access to their weekly activities and readings, similar to the moodle sites for this course. In this way students would have easy access to their readings (hyperlinks) and also it minimises the possibility of students losing information in handouts.

Incorporating ICTs such as websites into the classroom will allow students to further their creation of knowledge in an interactive and engaging way.

References 

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., … Johnw, P.  (2004). Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413–425.

 

Vvgotsky L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Week 3 - Engagement Activity 3 - Wiki Reflection

What is a wiki? A wiki is an online collaborative content management system. It allows the users to come together to edit and modify each other’s information and can be utilized to create a database of knowledge on a range of topics. The most renowned example is Wikipedia.  

The creation of the wiki for this week was certainly a learning experience. Whilst I had experienced using a wiki in the previous week with the de Bono’s hat exercise, actually creating a wiki opened my eyes to its learning potential. My wiki can be accessed here.

Below I have analysed the learning potential of the wiki using the PMI analysis. There were several similar characteristics to both the blog and the wikispace, with the latter however more suited to collaborative learning.  Wikispaces, as discussed in an earlier blog, can be described as utilizing the connectivist and social constructionist theories. The teacher can create a scaffolding in order for students to construct ideas and build of each other’s ideas, in a realistic scenario (Snowman et al., 2009, p341).. Thus not only does it allow students to become more self-regulated and independent learners, but also provides students with a network of knowledge form other students.

Pluses	Minuses	Interest
·          Is a great collaborative learning tool. Students can edit and add to each other’s work. In particular an excellent tool for group assignments (network). ·          User friendly ·         Student centred approach, whereby the teacher takes on the role of the facilitator. ·         Can be accessed outside the classrooms and for distance leaner’s – global learning ·         Makes education participant-centred ·         Encourages students to be active and engage throughout the semester in an interactive way ·         Assists learners improve their writing and literacy skills. Students would also get better at writing reflections. ·         Students can update their work. ·         Allows the teacher and student to see changes in a learner’s opinions and ability over time. ·         Creates an informal learning atmosphere that engages learners. ·         Saves paper and reduces costs ·         Assists multi-learner types	·        Students can edit each other's work without permission. ·         Information can be easily copied from other students.  ·         Some students may rely on the information posted by other students in the wiki which maybe not necessarily accurate. ·         Students would need access to the internet at home to engage.	·         It is a perpetual work in progress ·         Provides students a structure for their responses.

 

Students must be taught how to use the wikispace in a safe way, with ethical and legal matters in contemplation when they edit the page. They should be informed of the dangers of posting contact information, personal information and photographs on the internet. In particular in regards to photographs, parental consent must be sought. Students will also need to be made aware of the relevant school policies on their usage and about referencing and plagiarism on their wikispace. In regards to collaboratively learning, students must understand that there is an etiquette when it comes to editing other student’s work in a wikispace and a discussion with the other students involved should  take place first.

 

There a many potentially ways I could see myself integrating a wikispace into the classroom. For instance, it could be utilized for group assessment for senior hospitality students. The students could be required to plan a function using it. The groups would be able to have a page that organised who would bring and/or make what dish. Students would then be required to use the wiki to create pages and write about the particular theme they have chosen and provide research on menus. As a follow up students could upload photographs of the event and collaborate a review of how successful the function was. In assessing the students, I would also be able to see the level of contribution of each student through examining the history function.

 

References

Snowman, J., Dobozy, E., Scevak,J., Bryer,F., Bartlett, B,. & Biehler, (2009).Psychology Applied to Teaching (1st ed). Milton Queensland Australia: John Wiley & Sons.