Reflective Synopsis

Reflective synopsis

There was so much for me to learn in this course taking into consideration my digital native background .My learning experience involved the use of text books, blackboard and examinations. Learning the different tools has been very time consuming, with lots of trial and error, confusion, frustrations and some occasional ‘aha’ moments. I am glad that I have persevered and I am transforming into a 21st century learning manager. I have not yet had the opportunity to use these tools in a classroom as my attachment to a learning site is still pending. I have acquired heaps of understanding, clarity and ideas through reading other people’s blogs. The blogs reflections have been an encouraged for me as I figured out that I was not alone, some people were also in the same predicament as I was but persistence pays. By the end of the course I would have acquired sound e-learning skills and continue to improve in the application of these acquired tools.

E-Learning

E-Learning is about learning electronically. It involves the use of technology especially the computer to facilitate learning. The National Training Information System (NTIS) defines e-learning as including:

“...any learning that is assisted by information and communication technology. This mainly includes computer-based online learning, but also covers interactive CD-ROMS, videos, handheld computers, mobile phones, teleconference and video conferencing. “

It involves engaging the learners with online material in blogs or wikis, online quizzes and downloading or printing resources. It enables teachers and students to interact online using written, visual and audio content.

 In this reflective synopsis, I will discuss the learning theories, legal issues, scaffolding learning, blogs and wikis activities and other digital technologies.

Learning theory

It is important to have an overview of learning theory in instructional design in the context of e-learning. Behaviourism, cognitivism, constructivism and connectivism are the four learning theories to be discussed.

Every learner is unique with regards to their learning styles, experience, attitudes and perceptions, intelligence, knowledge and personality. Attitudes and perceptions influence learning such that the use of technology engages the learner positively. Every learner’s learning style is catered for using information communication. Visual and verbal leaners learn best through   pictures, demonstrations, flow charts, graphs and videos.

Behaviourism

Mergel (1998) states that behaviourism is based on observable changes in behaviour known as “black box”. Behaviourism is characterised by what you see rather than what you feel or think. Reinforcement is used until a targeted behaviour becomes internalised and automatic.

Behaviourism is designed for mastery of content (knowing what).The tasks require low degree of processing, low level of content, and routine skill development. This is the knowledge category (Blooms Cognitive domain) where leaners are required to recall data or information.

Strength - the learner is focused on a clear goal and can respond automatically to the cues of that goal
Weakness – the learner may not respond if there is an anomaly occurs
Opportunities – suitable for online quizzes
Threats – Not suitable for higher level of thinking

Cognitivism

It is based on thought processes behind the behaviour. The observable changes in the learner’s behaviour are used to indicate what is happening in his mind. There are three stages in mental processes namely sensory, working and long term memory.

The sensory memory is used to perceive incoming visual and or audio information If the information is interesting and relevant to the learner, it is transferred to the working memory. The working memory (short term memory) organises information for the long term memory. Short term memory capacity can be increased if information is chunked or grouped. The long term memory capacity is unlimited and deeper levels of mental processed are retained.
 

Weakness - the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation.

Strength - the goal is to train learners to do a task the same way to enable consistency

Opportunities - Online concept mapping tools can be used effectively with this theory
Threats – Cannot support chunking or organisation of information

Constructivism

Based on the principle that we all construct our own perspective of the world, through individual experiences and schema. Constructivists believe that every function appears twice, firstly at a social level and then at an individual level. The learner is prepared to focus solving problems.

Weakness - in a situation where conformity is essential divergent thinking and action may cause problems.

Strength - because the learner is able to interpret multiple realities, the learner is better able to deal with real life situations.

Opportunities – Suitable for blogs, wikis, web conferencing, discussing forums. Learners can negotiate their own understanding through social interactions.

Threats – Designing of learning environments
 

Connectivism

Connectivism is a learning theory of the digital age proposed by George Siemens(2004).He defines connectivism as “is the integration of principles explored by chaos, network, and complexity and self-organization theories” . Siemens emphasises that it is more important to know how and where to find information than it is to know it.

Weakness- Connectivism does not describe how and what we learn or how we make the connections inside of ourselves.

Strengths – There is information and knowledge in electronic networks that are always moving and being shaped. Information does not only lie in human brains

Opportunities – Relevant to the 21^st century as it engages the learner.

Threats- Designing of learning environments

Technology is ever changing and one needs to keep abreast of these changes to be relevant in our pedagogy by meeting the needs, strengths and interests of our learners. For a 21^st century learning manager it is an obligation that one should be competent in their use of Information Communication Technologies, technology, art of teaching and your content.

In this reflective synopsis, I will discuss the learning theories, legal issues, scaffolding learning, blogs and wikis activities and other digital technologies.

 Working legally, safely and ethically

Understanding the implications of uploading and using online material is very critical for the teacher and students. Migrating to Australia with teenagers who did not have much exposure to the internet was a great challenge. There was such a high risk of children surfing unsafe websites and pop ups. I had to address these safety issues at home working collaboratively with their school teachers. This topic is beneficial to learners and parents as it addresses matters that can have detrimental effects on the students and our own children.Copyright issues are of great concern such that students need to acknowledge sources appropriately.

Safety issues
Some of the risks involved in using internet are: the exposure of inappropriate material such as pornography, sexually explicit, offensive, hateful, violent, dangerous or illegal material. Children should be monitored when doing online activities These safety issues occur through social networking sites, notice boards, emails, etc. These channels can be used to enable learning managers to investigate these sites if there are any threats to the students. Students need to be taught not to open emails from unknown sources. Password should be kept secret and incorrect online profiles should not be used for example, students can use nicknames, incorrect birthdays etc
Other risks associated with internet use are stranger danger. This risk affects the children as well as adults and this can be very dangerous. The following website provides more information kids rule for online safety

Scaffolding learning
The strategies for scaffolding thinking I used are
1.    PMI – Plus, Minus, Implications

2.    SWOT – Strength, Weakness, Opportunities and Threats

3.    De Bono’s thinking hats

White –identifies facts and detailed of a topic

Black- Examines the problem associated with the topic

Yellow- Focuses on the positive aspects of the topic

Red- looks at topic from the point of view of emotions and feelings

Green- requires creativeness, imagination and lateral thinking about a topic.

Blue- focuses on reflection, metacognition, understand big picture.

The DeBono’s thinking hats was used in the mobile phone wiki. It was interesting to see how different we think when we are in a different environment.

Blooms Taxonomy using online concept mapping tool

Blooms Taxonomy helps learning manager to understand the types of thinking that he wants to support. For example, if he wants students to know the safety rules (knowledge), he can use verbs like list, describe, or identify safety rules.

Blooms taxonomy are learning behaviours that are achieved by the end of the lesson when a student has acquired new knowledge, skills and or attitude (KSA).Blooms taxonomy consists of three domains namely, cognitive, affective and psychomotor.

Cognitive domain involves mental skills

Affective domain involves growth in feelings or emotional areas

Psychomotor involves manual or physical skills (Pohl,1999)

Blog

As a first time blogger, the journey has been full of mixed emotions. Being able to create, edit, view, preview, post and publish a blog was very exciting. Blogs enable teachers, parents and other stake holders to have access, give feedback, and guide the students work and reflections. By incorporating blogs in the classroom, students can interact with their peers by commenting their work and learning from each otherThe teachers and learners’ attitudes and perceptions can be realised and addressed earlier in the teaching and learning journey. Feedback and comments from peers is very encouraging as it enables you to know if you are on the right track.

Prezi

Prezi is a digital tool that is easy to use once you get to know how to use it. The following steps can get you started:

Prezi can be used as a brainstorming activity for a particular topic for example, the big five animals in Africa. Students can use images, text and animations to create a brochure. I used PMI to analyse prezi

Plus	Minus	Implications
·         Easily accessible and free ·         Information can be zoomed in  and out ·         Can incorporate images, animations, texts, videos ·         It is non linear	·         You cannot change the font or background colour ·         Can be very frustrating for first time users	·         Students can refer back to it for revision and writing assignments ·         Teachers need to monitor student work and model  the correct use of the tool

Digital Video

Digital videos are multimedia tools that are important for use in e-learning. Students learn more when a combination of audio, visual and text are used. Cognitive theory about sensory memory is supported using videos as students can see, hear information presented to them. If the information is interesting, it can be transferred to the working memory. Students store this information in the long term memory where it can be accessed at any time.

Plus	Minus	Implications
·         Easy to create ·         Audio can be recorded	·         Can take longer to load	·         Recourses are available through you tube

Conclusion

The digitals tools I have explored can be very useful in engaging 21st century learners if they are utilized effectively within a classroom. The learning manager needs to be creative in order to use these tools correctly. Students respond positively when tools that are interesting and relevant to them are used. However, I would require more time to practice and familiarize myself with the tool before I use them on my students. I hope to get more guidance from my mentor when I start my portal task. I will try to enjoy my journey to become an ICT savvy learning manager.

References

Fasso, W. (2012) Readings: Learning theories and e-learning. Retrieved July 31,2012

http://moodle.cqu.edu.au/mod/page/view.php?id=12562

Fasso, W. (2012) Readings: Working legally, safely and ethically online issues. Retrieved August 3,2012

http://moodle.cqu.edu.au/mod/page/view.php?id=12575

Fasso, W. (2012)Readings: Group 3 technologies, University Australia. Retrieved August 3, 2012

http://moodle.cqu.edu.au/mod/page/view.php?id=12606

 Mergel, B. (1998).Learning Theories of Instructional design. Retrieved August 6, 2012

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Oten
http://www.otenstudyskills.tafensw.edu.au/content/01_elearning/elearning_intro_pop1.htm

 
Schuman, L. (1996). Perspectives on instruction. [On-line]. Available: http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html
Siemens, G. (2004).Connectivism: A learning Theory Retrieved August 7, 2012
http://www.elearnspace.org/Articles/connectivism.htm

Smartcopying.(n.d.). The Official Guide to Copyright Issues for Australian Schools and TAFE

http://smartcopying.edu.au/scw/go/pid/944

Top of Form