Reflective Synopsis
Elearning can take on many different forms depending on the intended learning and the context the learning takes place in. However the goal of elearning is to support, transform and enhance the learning experiences of the students. This is achieved by thoughtful planning integrating digital devices throughout units. However it is simply not enough to have students just use computers; they must interact with different digital devices that are crucial in improving the quality/opportunity of learning.
Many learners will move through a variety of different and possibly unrelated careers over their life time and this has created a shift in the significance of informal learning as formal education no longer comprises the majority of our learning (Siemens, 2004). Learning in the classroom has had to adapt to this and elearning is a major component of this adaptation. Siemens (2004) goes on to explain learning now occurs through a variety of ways including communities of practice, personal networks, and through completion of work-related tasks.
Today’s society requires lifelong learners where work related activities and learning are no longer separate (Siemens, 2004). Elearning caters for this by requiring projects that must be meaningful to someone outside of the classroom (Kearsley & Shneiderman, 1999). As these products are created for a purpose audience outside of the classroom, it is mimicking tasks, activities and projects that will be completed outside of the school when students are older.
In the context of primary schools, elearning consists of an interconnected web of peer collaboration involving small groups as well as conversation amongst the class. Today’s students have spent their entire lives surrounded by and manipulating computers, videogames, digital music players, video cameras, mobile phones and all the other toys of the digital age and as a result they are the first generation to grow up with this new technology (Prensky, 2001).
It is vital for students to be given the opportunity to work together in these peer situations during elearning to engage in networking practices. Society’s importance is drifting away from knowing what and how and shifting towards knowing where (the understanding of where to find knowledge (Siemens, 2004). Elearning must be designed to enable students these opportunities as well as techniques and processes of how to find information whether it be facts on the internet, another digital device, or the communication with someone that might know via different forms of communication technologies.
Limitations to elearning in primary school contexts include lack of resources due to cost and, as a result, lack of access to these digital devices. Most school have a few computers per classroom which is not enough for the class to constantly access efficiently and effectively. There is often a computer lab though this is shared between the rest of the school thus limiting access. Another problem that needs constant monitoring is the threat of cyber bullying amongst the class and school community. If students are being bullied during the elearning activities they are likely to become disengaged from learning.
However the opportunities that arise from integrated elearning are endless and ever changing. Incorporating information, communication technologies (ICT) such as computers and the internet into the classroom, possibilities to communicate with the world are created. Example of this include access to many different news stories/reports anytime of the day, ability to talk to a professional of a certain field anywhere else in the world, communication with students from another area or even country, access to many different forms of media, e.g. photos, youtube, music etc. and the list goes on.
Other digital devices such as cameras and voice recorders can be used to record and communicate ideas, analyse and evaluate techniques/learning by being able to replay recordings. By analysing, evaluating and eventually creating using these technologies, students are participating in higher order thinking (Tarlington, 2003).
I have chosen four different tools (digital video, concept mapping, wikis and blogs) to meet the learning purposes of accessing information, consolidating and refining information, transformation of information to develop new understanding and the presentation of knowledge to an audience. To analyse these tools closer they are being linked to the engagement theory framework and bloom’s taxonomy.
Digital video could cover multiple learning purposes depending on the context it is used. For this instance it will be used to access and gain information. Youtube is probably the most known collection of videos free to watch on the internet. It uses have been outlined in the digital video blog post(http://matthollett.blogspot.com/2010/08/digital-video.html). Small groups can analyse the videos from this site (teacher chosen videos) for the specific techniques used to convey messages and meaning. When students work in teams, they often have the opportunity to work with others from quite different backgrounds which facilitates an understanding of diversity and multiple perspectives (Kearsley & Shneiderman, 1999). Due to the volume of videos on youtube, there are many different styles of videos utilising many different techniques.
Youtube allows you to contact the creators of the website were a professional dialogue could be opened if desired to communicate thoughts and ideas based on the video. This allows students to form networks and practice in dialogue with text user of the video they have just watched. Learners remain current in their field through the connections they have formed (Siemens, 2004). Vygotsky theorised that all learning is first accomplished through the language that flows between the individuals (Wink & Putnery, 2002). The nature of youtube also creates a diversity of videos ranging from amateur to professional, small budget to big budget, different genres etc. all of which use different techniques. Youtube is therefore a large catalogue of tools ready to be utilised at any time.
Concept mapping is a great tool to aid the consolidation and refinement of information. It allows students to graphically organise the information. Graphic organisers should be used as a guide to assist students in organising information they are learning (Whitton, Sinclair, Barker, Nanlohy & Nosworthy. 2004, p140). Marzano & Pikering (2006) describe the importance of students organising the information using graphic organisers identifying the organisational patterns. This will in turn aid the student in the recall of the desired information.
Concept mapping can be achieved on the computer easily with the aid of bubbl.us as shown in the concept map blog post (http://matthollett.blogspot.com/2010/07/week-one-of-e-learning.html). It allows for quick creation that can easily be returned to for editing if more information arises or needs to be fixed up. This is a massive advantage over doing this activity on paper. Electronic, student centred concept mapping incorporates all three learning styles. The aid of an electronic whiteboard will enable students to physically manipulate the concept map during the creation while the class discuss important information or features that should be included in the map (auditory learning). The end result of the concept map is a visual representation organising key ideas/component students need to learn. This will assist the visual learners.
Use of wikis is highly suited to the engagement theory as they are designed for peer collaboration. Use of wikis has been outlined in the wikis blog post (http://matthollett.blogspot.com/2010/07/week-2-wikis.html). Using the six thinking hats combine with the wiki forces the thinker to consider the problem in several dimensions, and is more likely to guarantee better thinking (Frangenheim, 2006). This is only one method to be used in conjunction with the wiki but there are many other different techniques that could also be incorporated.
Other advantages of this tool are the ability to jointly construct the information as a team as all students are able to update the wiki when they have the information. Social interaction benefits students within the classroom in three predominate ways, the ability to put ‘fuzzy’ thoughts into words, enables the sharing of alternative perspectives and allows students to construct knowledge building on the ideas of others (Eggen & Kauchak, 2006). As the wiki is on the internet there are possibilities for students to add to this from home.
Other advantages over just completing it on a sheet of paper in class begin with the ease of editing/correcting if mistakes are made. It allows for fairer group work also as students may have individual hats to fill in rather than one person dominating the activity in the classroom.
The final learning purpose is to present knowledge to an audience. This can be achieved through the use of a blog. Blogs are great reflective tools that allow teachers to track students learning throughout the unit (as mentioned in the blog posting (http://matthollett.blogspot.com/2010/08/blogs.html). They also foster engagement in the topic as they are creating their individual blogs that they possess ownership of thus leading to a sense of control over their learning (Kearsley & Shneiderman, 1999). To write an effective blog students must think about the audience they are writing for and in specific the real world context of blogging. Authentic learning context of a project increases student motivation and interest (Kearsley & Shneiderman, 1999)
To extend blogging into a meaningful task, students must participate in the analytical and evaluative process of fellow peers reflections. This would take place in the form of commenting. Tarlington (2003) expresses the teachers main instructional task is to create activities or environments that allow them opportunities to engage in higher order thinking, of which includes analysing and evaluating.
Elearning looks can look very different depending on the context of the classroom, resources available and the KLA you are working in. However it should also engage students while supporting, transforming or enhance the desired learning. It is crucial elearning is incorporated in classroom because of its ability to link to real world situations. We live in the digital age which requires everyone to be computer literate to be able to function effectively in society.
References
Eggen, P. & Kauchak, D. (2006). Strategies and models for teachers. USA: Pearson Education.,
Frangenheim, E. (2006). Reflections on classroom thinking strategies. Queensland: Rodin Education Publishing.
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieve August 25, 2010, from
Marzano, R & Pickering, D (2006). Dimensions of learning: teacher’s manual. Heatherton, Victoria: Hawker Brownlow Education.
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved on August 25, 2010, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Siemens, G. (2004). Connectivism: a learning theory for a digital age. Retrieved August 25, 2010, from http://www.elearnspace.org/Articles/connectivism.htm
Tarlington, D. (2003). Bloom’s taxonomy revised. Retrieved August 25, 2010, from http://www.kurwongbss.eq.edu.au/thinking/Bloom/bloomspres.ppt
Whitton, D., Sinclair, C., Barker, K., Nanlohy, P & Nosworthy, M. (2004). Learning for teaching teaching for learning. Retrieved August 26, 2010, from http://library-resources.cqu.edu.au/cro/protected/eded11356/eded11356_cro4578.pdf
Wink, J. & Putney, L. (2002). A vision of vygotsky. Retrieved August 25, 2010, from http://library-resources.cqu.edu.au/cro/protected/eded11356/eded11356_cro4119.pdf
Appendix 1 – Links to blog comments
