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.