E-Learning Reflective Synopsis

E–Learning Reflective Synopsis

According to Prensky (2001), the increase in the use of technology by students in 21^st Century classrooms, means current educational professionals and systems are not fully equipped to teach these students effectively (Sharpe & Oliver, 2007). Educators need to embrace and implement technology in the classroom to provide learning experiences that ensure student success (Mishra & Koehler, 2006). Mishra and Koehler(2006), state that many educators are trained in the specifics of a new computer program or digital tool but do not understand how to incorporate this new technology with content and pedagogy, as described in the TPACK Framework (Mishra & Koehler, 2006). Similarly, educators who are digital immigrants, fail to comprehend how to enhance the learning of the digital natives in their classrooms (Prensky, 2001). Engaging in the use of digital tools whilst incorporating relevant learning theories and learning styles provides opportunities for student engagement and academic success. With the increase use of technologies legal, safety and ethical concerns such as bullying, copyright and codes of practice have also increased (CQU, 2011).  

As evidenced throughout this working blog, Information, Communication and Technologies (ICT’s) are advancing quicker than many educators can keep up with (Mishra & Koehler, 2006). For instance, having commenced study again after 7 years away from any educational institution, I had never designed a website, a wiki, used movie maker or jelly cam nor did I have any idea what an avatar was except that it was the title of a movie. Who knew that there were tools other than Powerpoint, which was familiar to me, like Prezi that added that different dimension to presenting information? Ed Studio, a Learning Place website, set up specifically for student teacher use, was an eye opener for this digital immigrant. Today’s technologically savvy students think and process information fundamentally differently than what those who went before them did (Prensky, Digital Natives, Digital Immigrants, 2001). With such a variety of different digital tools at educators disposal it can be exciting, daunting and time consuming (Mishra & Koehler, 2006) trying to figure out how to use these tools. Deciphering which tools to use (Sharpe & Oliver, 2007) to promote higher order thinking and learning for these students who speak an entirely new and different language (Prensky, Digital Natives, Digital Immigrants, 2001) may also present some challenges for educators.

Sharpe & Oliver(2007), suggest that the first step in choosing appropriate technologies is to know what technology is available. Once that has been determined the technology must then be integrated and combined with knowledge about teaching (Pedagogy) and knowledge about the topic being taught (Content), to ensure the knowledge about the technology is not deemed useless (Sharpe & Oliver, 2007).  Technologies need to be more than a ‘bolt on’ to already established curriculum design (Sharpe & Oliver, 2007). Rather, integrated learning experiences using technology should be an integral part of scaffolded teaching and learning experiences (Sharpe & Oliver, 2007). Taking into consideration students learning styles and learning theories (pedagogy) can help to ensure the correct digital tools are used to teach the correct subject matter (content). All four digital tools discussed below are perfect examples of the TPACK framework (Mishra & Koehler, 2006) in use and incorporate Bloom’s Taxonomy by providing the learner with an opportunity to acquire new skills, knowledge and attitudes (Blooms Taxonomy of Learning Domains, n.d)

 Digital Tool 1 – Online Tools

All online tools including blogs, websites and wikis are effective tools that can be easily incorporated into everyday classrooms. Being able to scaffold lessons, embed videos and music, upload documents and information caters for a diverse range of learners. Online tools promote creativity, encourage connecting with other students and provides opportunities for students to move into higher order thinking.  Online tools such as the Back to the Future Wiki and the Mobile Phone Wiki  considered the learning styles of each student and provided a scaffolded constructivist approach to learning. Online Tools are good for all Learner types. The Mobile Phone Wiki suited the global learner who could look at the task as a whole and the sequential learner who would prefer to go through it step by step with the scaffold provided. Online Tools encourage the participation of the sensing and intuitive learner and enticing the visual and verbal learner whilst engaging  the active and reflective learner (Felder & Solomon, n.d). The benefits of online tools are that they are  easily accessed anywhere there is internet, so can be used at school or at home giving the student more options to engage with their learning journey.  The use of DeBonos 6 Thinking Hat Strategy as a scaffold in the Mobile Phone Wiki was very constructivist and connectivist in its design, enabling learners to construct their own learning whilst connecting and collaborating with other learners (CQUniversity Australia, 2012). The only ethical or privacy concern that was evident with the Wiki was the ability for each learner to change information or contributions submitted by other learners.  Personal saftey is not so much of an issue with online tools as they can be password protected and set for private access only, ensuring that only those you want to be a part of the wiki are. These online tools could be very beneficial for use in the classroom across all curriculum areas but students would need to be reminded of correct ethical and legal behaviour.   

Digital Tool 2 – Visual and Audio Tools

Multimedia tools are a primary source of information in the digital age (CQUniversity Australia, 2012) and can be seen anywhere on the internet, including sites such as Facebook, Youtube and most websites you visit. There are a diverse range of programs that allow you to work with this type of digital tool. Some can be downloaded free to a computer ensuring safer practices such as Jelly Cam, photostory and Audacity. Some tools may be a software program already on most computers like Movie Maker or Powerpoint; whilst others are only accessible online - flickr, wordle and many more.  Those that are accessible online do require more saftey measures to be put in place. Whilst they require an individual login and password it is online and some sites cannot be made private. This is the potentially a drawback to using the online tools but if educators observe and explain the importance of cyber saftey and stranger danger, then there is no reason the online tools cannot be utilised to enhance the learning of students. It is important to consider the reason behind the use of Mulimedia in teaching (CQUniversity Australia, 2012). It is not entirely to make the subject look appealing although this is an advantage. Mulimedia tools can be used to showcase students at work using photos and music (see an example of my completed video using Movie Maker), inform students of necessary information regarding a specific subject matter and allow students to be creative through a variety of ways. Again this digital tool can be engaged with most learner types if used appropriately. Teachers can present learning materials in a way that engages thinking, influences feelings and supports skill development (Blooms Taxonomy of Learning Domains, n.d; CQUniversity Australia, 2012).   

Digital Tool 3 – Presentation Tools

Presentation tools including, powerpoint, prezi (a zooming presentation tool) and glogster(an online scrapbooking tool), enable interactivity and are multimodal sources (CQUniversity Australia, 2012) meaning that text, audio, images and movies can be incorporated in the use of these tools. This opens up many opportunities for students to narrate stories, edit their own information, take pictures and be creative with how they present it to their audience. Presentation tools are more than an accompaniment to oral presentations. Powerpoint and Prezi are easy to use and easy to access. Powerpoint, however is a software package on the computer and Prezi is an online tool which everyone can see. Again the saftey, legal and etchical concerns must be addressed when using Prezi or Glogster as an online tool. When I used Prezi, I must admit I found it difficult at first, but with some education in its use it would definitely be a tool to use in the classroom both as a teaching tool and as a student tool. Prezi lends itself more to the global learner (Felder & Solomon, n.d) as it shows you the bigger picture and then breaks it down into smaller bite size pieces. Powerpoint is more for the sequential, linear learner. Presentation tools are engaging, fun to use and definitely have their place in the classroom.  

Digital Tool 4 –Animation and Simulation Tools

With shows like Wallace and Grommett, Shaun the Sheep and Pokemon, incorporating the use of digital and clay animaltion, the use of digital tools such as these, avatars and simulations can help students to engage in fresh and exciting ways. There are many programs available such as Voki, Crazy Talk animation, Common Craft Style animation etc, that can be used by students as young as prep age. Here is an example of what my 6 year old created when using Voki. She took ownership of this, was highly engaged and was delighted with the final product. This speaks volumes to me as to how effective something like a Voki would be in a classroom. Students who don’t want to use their own voice can type in text to show what they want their character to say. Programs like Zooburst that enable students to create their own pop up book are highly engaging and promote the use of literacy skills, build confidence in speaking skills and help students to design their own learning. Students can collaborate together or work individually to produce unique art forms that can be presented to other year levels. Again considering the safe, legal and ethical aspects of using digital tools is crucial.

For e-learning to be effective in the 21^st century classroom, educators must embrace higher order thinking frameworks like TPACK and rethink pedagogy and content to see how it can be integrated with technology to form learning experiences that ensure the success of students (Mishra & Koehler, 2006). Sharpe and Oliver(2007), state that e-learning is more than being trained in the latest software or program and has everything to do with course design. If e-learning is to enhance the learning journey of each individual learner then digital tools need to be used a part of the course design (Sharpe & Oliver, 2007). Digital tools have significant ability to engage those who are disengaged, build confidence in those who lack confidence and to encourage the ability in each student to succeed.  Prensky (2005) says this: “All students we teach have something in their lives that’s really engaging – something that they do and that they are good at, something that has an engaging creative component to it”. Therefore, it is necessary to engage students using technology they can be creative with.

References

CQUniversity Australia. (2012). FAHE 11001 - Managing E-Learning - A Brief Overview of Learning Theory. Rockhampton, QLD: Author.

CQUniversity Australia. (2012). FAHE 11001: Managing E-Learning - Group 3 Tools. Rockhampton.

CQUniversity Australia. (2012). FAHE: 11001 - Managing E-Learning: Images. Rockhampton.

CQUniversity Australia. (2012). Managing E-Learning - Overview Week 4. Rockhampton.

Felder, R. M., & Solomon, B. A. (n.d). Learning Styles and Strategies. Retrieved from North Caroliner State University: Felder and Solomon - Learning Styles and Strategies: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 1017-1054.

Blooms Taxonomy of Learning Domains. (n.d). Retrieved from The Performance Juxtaposition Site: http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 1-6.

Prensky, M. (2005). Engage Me or Enrage Me - What Today's Learners Demand. Educase Review, 60-62.

Sharpe, R., & Oliver, M. (2007). Rethinking Pedagogy for a Digital Age - Designing Courses for e-learning. New York: Routledge.

I UPLOADED MY MOVIE MAKER VIDEO! WAHOO:)

WAHOO!

After a lot of effort I cannot believe that I have problem solved how to upload the video that was discussed in this post: Movie Maker - Digital Video - Digital Tool #2

Here is how I did it: -

1. Save it at a custom setting of 320 x 240. I found out tthat to upload it to blogger that it needed to be a smaller size which I found on of Jacqui's blog. The power of networking. 
2. Upload it to Youtube ( which took 7 minutes instead of 7 hours). Made it a private movie which is great!
3. Embed file into blogger page!
4. Adjust sizing to fit page better.

Here is the finished product: -

Jelly Cam Video - Digital Tool #2

Wow! I can't believe I actually got this up on my blog! I created this 2 weeks ago and for some reason it wouldn't upload to the blog editing page. (Please note that it is my daughter and I in the video)

So given my never give up nature or some may say stubborn nature; I thought today I would just go back and see if I could do it one last time before finalising my synopsis and what do you know, it worked. Turns out that I hadn't actually saved it as a proper video... Oh dear :) I had to laugh:) I think that this showed a little of Bloom's Taxonomy's higher order thinking!

Once I had downloaded Jellycam v4 from the internet I found it to be such an easy digital tool to use. As you can see Minnie (who is two and a half years old)had a ball doing it too! Which exemplifies to me how much students would engage with this type of program in the classroom. I can see so much potential with this program. I didn't use it to the best of its abilites due to time, but I know that you can add text, audio, pictures and music files as well. Not only is it easy to use but its affordances are many! I cannot think of any negative attributes of this product at this stage of my novice use.

Plus

• Easy to use
• Can be dowloaded at no cost from the internet
• Can use a laptop with a built in webcam or use a PC with an attached webcam
• Lower and Upper Primary students could use this effectively in any subject
• Fun to use
• You can add it to a website or wiki or blog quite easily(when you know how)
• Safe to use in school contexts
• I would use it in my classrooms

Minus

• I really cannot think of any from my short play with the program.

Interesting

• Can reverse the images you create

TPACK Framework

The TPACK Framework is one in which  Technology, Pedagogy and Content Knowledge are combined to promote the most effective learning experiences for each student.

As we can see in the diagram however, effective teaching can also occur when two or more of these teaching elements are combined. For example, Pedagogical Content, Technological Content, and Technological Pedagogy.

The TPACK Framework reminds educators that technology is not simply something to bolt on to learning experiences (Mishra & Koehler, 2006).
"Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content and pedagogy, and using this understadning to develop appropriate, context speicific strategies and representations" (Mishra & Koehler, 2006).

I believe that each element is important to the learning of our students and when used in such a way as the TPACK framework suggests it will see more success in the engagement of students and ultimately ensure student success.

Working with Images using Powerpoint - Digital Tool #2

During the Week 4 MeL lecture we learnt how to combine two photos together to create a totally different photo. Using Powerpoint! This was a shock to me because I had only ever known Powerpoint to be a tool that you would use for presenting information. But using the program for editing pictures to make a whole new picture was so much fun and so simple! Simple enough for a computer novice to use and simple enough for a younger prep student to use too!

Lego men walking on water!

This is just one example that took no more than 5 minutes to create. Students could use this program in any curriculum area to enhance creativity and it could be used to promote the use of ICT's in the classroom. This would be the perfect program to encourage those students who  might not neccessarily like using technology as it is fun and easy to use.

This program has a lot of pluses and interesting features and hard to fault. I do not have any hesitation in using this in the classroom. Part of that may be due to the fact that I already know how to use it. Just goes to prove that when you know how to use something and use it well you are more likely to implement the use of it in the classroom.

LOOK MUMMY! Boats

All photos used have been taking by Shelley Kerr. (c) Shelley Kerr 2012



 

Shells First Prezi! - Digital Tool #3

Well I have just experienced Prezi for the very first time! As you can see:

http://prezi.com/cib_n5g79p-v/shells-first-prezi/

I felt quite like a Digital Immigrant than a  Digital Native when using this for the first time. I must admit that I nearly gave up because I really did not know what I was doing. This enlightened me to the fact that so many times our students feel the same way. They want to just give up because they have NO idea of what to do or how to do, something new.

This is where our roles as educators is significantly important. Trying new things is crucial to our learning and our personal growth. It teaches us persistence and courage. It shows us that it is ok to not succeed straight away and that having a go is what it is all about. So I persisted and came up with this very basic Prezi.

Here is a PMI on the features and use of prezi:



Lily's Voki - Proof a 6 year old can do it! - Digital Tool #4

Just clowning around :D

I had to include this in my blog! Lily my 6 year old saw me playing with Voki one night and asked if she could have a go. So I thought it would be a perfect opportunity for me to see how easy  or hard it was for a younger age student to use something like Voki and create their own Avatar.

Lily was quite competent with the design process. Even to the point where I tried to do something for her at one point and she was quite determined and insistent that she do it herself. This just goes to prove that anyone at primary school when given the opportunity to use something like Voki can excel. They just need to be given the opportunity to try! Lily chose a clown because they are currently making up a circus show in her Grade 1 class.

ADVANTAGES OF USING A VOKI!

• Password protected with individual login
• Creative
• Students can use voice or text to make the character speak
• Can choose own characters and backgrounds
• Simply and easy to use no matter what age the student
• Engaging and fun
• Can be used in any subject area
• Can be embedded

DISADVANTAGES

• Some younger students would need some guidance
• Would take a while to set up individual logins for each student

Movie Maker - Digital Video - Digital Tool #2

Movie Maker was simple and easy to use for my personal use. For the purpose of this blog post and the big size of the saved file I have just shown some screen shots of the movie. The music used was 'I believe' from Fantasia, which of course you cannot hear because the movie hasn't been uploaded. I had a lot of fun creating this, especially using photos of my own children (and yes I did ask them for permission).


What are the affordances for use in the classroom and what sort of things can Movie Maker do?

I think it would be easy to utilise Movie Maker specifically in the classroom as it is a Windows program and most school computers have windows on them. If students have taken photos (see below) they can use those to create a movie with ease and can add music to it for added effect. There is the added advantage of being able to add text features (see above); for example title, caption, credits and so on. The program also allows for animations, transitions and effects to be added to each slide, which is very similar to Powerpoint.

These photos could have text added to them to explain what they are.

Students could also use voice overs to explain what is happening.

Lily (aged 6) took this photo (above)

All photos used with permission from my children (c)



Potential Problems

The only problem that I can see is that once the file is saved it is quite big so embedding it into websites is time consuming. I have yet to figure out how to make this into a smaller file without losing quality of images. I have even saved it as a smaller version and it still takes a while to load. I am also trying to upload it to youtube to see if I can embed it that way, but it still seems to take a long time to do. I like the youtube access as you can nominate public or private. It means that the whole world wouldn't be able to see the movie of my kids. I just tried to upload it via youtube and it was going to take 7 hrs! Wow! There has to be an easier way! Does anybody have any answers on how to fix the size of the movie?

What learning does this digital tool support?

Movie maker would support any creative writing exercise or to use as a creative report post-excursion or post research project. Movie Maker or programs like Photo story can be effective tool to enhance digital use in the classroom in a fun and engaging way. I do think that it would lend itself more to the upper primary age group if it was to be a more unguided task.

Below is a SWOT analysis for using this tool in the classroom!