Reflective Synopsis...or is this just the beginning?

As a somewhat digital immigrant (Prensky, 2001) who has embarked on this seemingly overwhelming learning journey which has required me to engage with a vast array of learning technologies, I now feel somewhat more of a ‘native’ in terms of interacting with and implementing a number of these prescribed e-learning tools.

I am currently undertaking my internship and as such, I was able to implement a number of these technologies into my learning design. This allowed me to see first-hand the application and adoption of these tools in an authentic classroom setting. The prescribed technologies that I have engaged with and embedded into my pedagogy that appeared to be the most effective included: ClassMarker and PowerPoint in terms of interactive quizzes, digital story telling, PowerPoint, YouTube, music, Media Fire and Slide Share. I have elected these learning tools as the most effective so far, only because I have seen the benefits first-hand in doing so. However, next year when I am in charge of my own group of learners, I most certainly intend to further experiment with these technologies particularly student-centred wikis and WebQuests.

In order to reap the full learning benefits offered by such technologies, I would aim to incorporate them into my learning design in accordance with Oliver’s ICT Learning Design Model. Oliver’s model (1999) fits in tightly with Marzano and Pickering’s (1997) Dimension of Learning 3: Extend and Refine Knowledge which is focused on developing students’ higher-order thinking skills. Oliver (1999) claims that when embedding ICTs into learning design, the pedagogy/activity should focus on real-world tasks that require the student to undertake some form of problem-based learning.

My current experience within the schooling system tells me that developing students’ higher-order thinking skills is a major issue that needs to be addressed if we are to produce critically-minded, capable and lifelong learners. Therefore, in order for me to develop these higher-order thinking skills in my learners, I need to be structuring ICT-based learning tasks around these models.

I am a predominantly face-to-face learner who likes to physically interact with a learning environment (paper, pen, people, and resources) and therefore, this concept of e-learning/blogging appeared quite daunting. I was somewhat apprehensive in approaching this task, however, I quickly learnt that I was not alone in my learning journey and had various opportunities available to me when seeking online support. This came in the form of online conversations with my lecturer (via email) and my peers (blog comments, email, discussion forums). It was refreshing to know that I was not alone on my journey as many obstacles that I faced were verbalised in the discussion forums.

My colleague's blog which I have engaged with throughout this course include:

Kelly’s: A work in (learning) progress (http://kellyojournal.blogspot.com/2009/08/wikis.html#comments),

Chenoa’s Journey (https://www.blogger.com/comment.g?blogID=1906012510197685445&postID=3884920678049559620),

Amanda’s eLearning Blog Spot (http://amandawischusen.blogspot.com/2009/08/you-tube.html#comments),

Tony Middleton’s Welcome to my learning journey (http://tonytalk68.blogspot.com/2009/08/voicethread.html#comments),

Nari’s E-Learning Journey (http://narise-learningjourney.blogspot.com/2009/08/using-music-on-web-incompetech.html#comments)

Tanya (http://tanya-learning.blogspot.com/2009/08/slide-share.html?showComment=1250836344783#c8822557667990088941),

Jill’s E Learning (http://jillie89.blogspot.com/2009/08/integrating-technology-higher-order.html?showComment=1250836576734#c8026155705393956464)

My philosophy on e-learning technologies after undertaking this journey, recognises that no individual-learning tool can be deemed more effective than the others in terms of achieving improved learner outcomes. In order to reap the full benefits of the advantages offered by each technology, I would firstly assess my learners’ different learning styles according to Felder and Soloman’s (2009) Learning Style Quiz. I would then design my ICT-based learning experiences around these styles so as to better meet the needs of my learners. I would seek to incorporate a multi-modal approach which allows students to engage with a variety of the prescribed technologies. By adopting a multi-modal approach to ICT use in the classroom, it will harvest more significant rewards in terms of learner engagement and outcomes (Stansbury, 2008).

Overall, this has been a challenging yet positive learning experience and I look forward to putting into practice many of these e-learning technologies and conversing with some of you down the track in the teaching world. Who knows, one day I may be able to call myself a digital native :)

Signing off

Hannah

References:
Felder, R & Soloman, S 2009, Index of Learning Styles (ILS), viewed 20 August 2009, http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Marzano, R & Pickering, D 1997, Dimensions of learning: Teacher's manual (2nd ed.), Aurora, Colorado: McRel.

Prensky, M 2001, Digital Native, Digital Immigrants, viewed 20 August 2009,

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

Students advertising their school...via Digital Storytelling

Digital Storytelling is a highly engaging student-centred technology that I can say from first-hand experience is a great way to engage learners. I have previously taught this technology as part of a Year 10 Software subject on a previous practicum placement. We used Windows Photo Story throughout the duration of the term as students had to create their own story using digital media technologies. For this technology to be effective, it must be used in a context where the learning of the ICT learning tool (Photo Story) is firstly modelled to the students (scaffolded) who can then go ahead and use this technology in their own learning tasks (individual assessment item).

In terms of using digital storytelling with my students, I would again use it in the context of a year 9 or 10 Software course as the students need a sound understanding of media technologies (manipulating sound and video technologies) in order to complete the task in the given time frame (one term). It is so imperative that this technology of digital storytelling is effectively modelled to the students prior to them commencing their learning journeys with the tool. However, like any technology, learners learn best when they are engaging with the technology first-hand and so sufficient time needs to be allocated to allowing them to do this.

Students would be required to design and develop an advertisement for their school which would form the focus of the digital story and would subsequently be recognised as their cumulative learning task. Students would be allowed access to a number of photos and logos as contained on the school’s common drive which would assist students to tell their story. Furthermore, to more fully adhere to the syllabus requirements, students would have to make a mini promo video (in small groups) which would advertise the school’s features to potential students. Sound effects, images, videos and words would be expected to be used when undertaking the task.

The San Fernando Education Technology Team website offers a variety of storyboards which I will most certainly refer when designing future learning experiences.

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Student-centred technology-Flickr

The following is a synopsis of my Flickr learning design used in the context of a Year 10 Geography Studies class.

In order to maximise the learning opportunities offered by Flickr, I would imbed this activity as part of the previously proposed unit of work for the Year 10 Geography Studies class (refer to Student-centred technology: Wikis). As part of their assessment, the small groups of learners would be required to upload several photos taken on their field trip to Flickr.
Using Flickr, students may then wish to edit these images highlighting necessary elements/ cropping the image so that the main focus is better conveyed (i.e. erosion of the coastal sand dunes due to humans running down them).

The groups would then have to insert this image onto their wiki sites where they would conduct a brief discussion as to what human impacts are evidenced in this photo and some possible reasons as to why these impacts occurred (i.e. rubbish on the beach may be due to humans directly littering on the beach or it has been swept there by the ocean). Therefore, using Flickr in this context conforms to Oliver’s Learning Design Theory (1999) as the learning resource (Flickr) plays a central role/tightly fits in with the learning task (assessment item: wiki).

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

To Facebook or not to Facebook?

MySpace, Facebook, MSN Messenger, Twitter, the list goes on! Social networking has taken the world (particularly the teenage world) by storm in the past few years however, with it has came the imminent issue of cyber bullying.

According to BBC (2007), the news corporation iterates that social networking sites such as Facebook and MySpace expose users to high risks of cyber bullying, with around 39% of social network users being bullied in some way.

I know first-hand that most of my learners engage with these sites on a regular basis and even worse that some students have experienced cyber bullying as a result. In terms of social networking and the issue of cyber bullying, I would use this technology as a tool to teach students about how to interact online in a healthy, alert and conscious manner. Such an activity could be a particularly effective and worthwhile if used in the context of a Personal Development Education (PDE) subject where students can explore the ethics of social networking in a safe and supportive environment.

By doing this, it conforms to Kearsley and Shneiderman’s Engagement Theory (1999) as the learning task provides clear links to real-life contexts as many of the students regularly engage with this particular technology and need to be educated in terms of the ethics and netiquette surrounding such usage.

References:
BBC 2007, Cyber bullying gathers pace in US, viewed 19 August 2009, http://news.bbc.co.uk/2/hi/technology/6245798.stm.

Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Student-centred technology-Wikis

The following is my rationale and design for a unit of work that I would incorporate group-based blogging into. Take a look and tell me what you think, it is only very rough so I do apologise :)

Year 10 Geography Studies
Unit of Work (Rough draft)

Year group:
Year 10 Geography Studies
Unit:
Effects of Humans on the natural environment
Focus:
Impact of humans on beaches and waterways
Culminating task:
Students form groups of 3-4 and develop their own class-based Wiki site. Their Wiki will be based on the field trip undertaken in week 4 to the local Farnborough Beach where they will examine the impacts of humans on this natural environment. Students will have to evidence their investigations on their wiki which will include uploading photographs, maps, students’ recognition of human impact on the environment, conversations with their classmates and recommendations made to Yeppoon’s Council as to what steps it could take to minimise these impacts.
Field trip:
One day will be allocated to this group travelling down to Yeppoon’s Farnborough Beach where they will examine the impacts that humans have had on the natural coastal environment. Students will be given a field trip booklet which requires them to draw maps and scenery where human impact is evident, take photographs of the human impact (sand dune warning signs, housing right on the coastline, litter, fishing etc.).

Week/Activity/Submissions

Week 1
Introduction to the concept of human impact on natural environments.
Introduction to wikis-model the process of how to create a wiki to students
Homework activities

Weeks 2-3
Continuation of the impacts that humans have on natural environments, look at national and international case studies, build on students’ declarative knowledge (terms, concepts, definitions).
Students start to engage with wiki technology and design their own wiki page (in their assessment groups of 3-4)
Students have to be able to demonstrate their procedural knowledge as they create their own wiki site and learn how to comment on their peers’ sites.

Week 4
Field trip preparations (field trip booklets) and undertaking the field trip (1 day).
Students need to have started to read through their field trip booklet and have developed their own group-based wiki site by now.

Week 5-10
Students work on this culminating task-blogging about their investigations, uploading images, maps, recommending steps to the Yeppoon Council, collaborating with peers about their work/findings/ learning journey/images etc.
Be working on their class-based blogs, collaborating effectively with their peers and submitting their blogs for assessment/marking

By incorporating this student-centred technology into my pedagogy in this manner, it is conforming to the principles outlined in the Engagement Theory. Kearsley and Shneiderman (1999) iterate that in order to maximise learning opportunities, pedagogy must emphasise a collaborative, project-based and authentic (real-life) focus.
This unit of work (while very broad) conforms to this notion, as students are required to work in groups to populate a wiki site, have to collaborate with their own group members and their classmate’s blogs, work on a project that forms the culminating task for the term and holds a real-life focus as the students see the impacts first-hand that humans can have on a natural environment (field trip).

Reference:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Student-centred PowerPoints

By embedding buttons into a PowerPoint, it offers an entirely new dimension to the traditional presentation. After taking the PowerPoint Quiz I was able to employ the use of buttons in a PowerPoint, which essentially enables the user to actively engage with the content. I perceive this to be a much more effective alternative to the traditional "stand up in front of the class and deliver a presentation" in the sense that learners are using more than just their eyes and ears-they are given the change to work through the activity at their own pace. In the case of my proposed learning activity, students have to recognise their mistakes and take relevant corrective action on the following attempt.


Here is the link to my PowerPoint which I have designed for my Year 9 Business Education class. I have designed it as a theory revision quiz that requires students to select the correct answer before being allowed to move on to the next question via buttons. Have a look and let me know what you think! It is only very short and I will add more slides to it for the actual revision in a few weeks time. Here is the link: http://www.mediafire.com/?sharekey=9ab3d16ca55fd01767cd7f7bd65f7eefe04e75f6e8ebb871

PowerPoint quizzes conform to Kearsley & Shneiderman's Engagement Theory (1999) as the technology requires students to actively engage with the tool in order to participate in the learning sequence (revision quiz). Furthermore, students could develop their own PPT quiz and they could use it to test their peers in order to foster a more collaborative learning environment that better fits the mould of this theory.

References:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Role reversal: students writing their own revision quiz??

After using ClassMarker previously with a group of current learners and experiencing much success, I would most certainly use this tool again however this time as a student-centred technology.

I would do this according to Marzano & Pickering’s (1997) Dimensions of Learning framework with a targeted focus on developing/transferring students’ declarative knowledge to procedural knowledge/skills. I would achieve this by using the software with a group of senior learners as they are more likely to embrace the technology/process more quickly and implement it at a faster rate than their junior counterparts (as time gets very tight by the last 2 weeks of term!).

My Year 12 Geography students (only 10 of them) would do this in week 8/9 (revision week) where they firstly design and then develop/implement their own knowledge-based quiz on Sustaining Biodiversity. A single lesson would be spent modelling the technology to the students on how to create their own quiz and the remainder of the week would be left to the students to write up their questions and suitable answers, implement their quiz and assessing their peer’s knowledge.

This testing system is effective to use for this theory-based assessment however, it would be unsuitable for a higher-order thinking assessment item such as a short-response/response to stimulus test due to the types of answers allowed on the quizzes. This student-centred tool incorporates elements from Oliver’s Learning Design Theory (1999) as the technology (ClassMarker) is used as an ICT learning resource that plays a clear and purposeful role in facilitating the students’ learning in the context of a collaborative learning environment.

References:

Marzano, R & Pickering, D 1997, Dimensions of learning: Teacher's manual (2nd ed.), Aurora, Colorado: McRel.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.