Reflective synopsis

The world of today is an evolving and ever changing environment where the level of education needed and the learning outcomes required by students upon finishing school is becoming higher. Australia is now in need of educated people who are prepared for a lifetime of work in a technologically savvy knowledge economy (Smith & Lynch, 2010) and in a workforce that is more competitive than ever. Therefore students of today need an education that is not only better than ever before but one that will prepare them for their future in this environment. Students of today have grown up in a world where technology is at their finger tips, where the only dictionary they know is dictionary.com. To be an engaging and successful learning manger of the 21st century it is incumbent that we embrace the E-Learning culture. So what is E-learning? At its core E-learning is a delivery of a learning, training or education program by electronic means. It provide students and educators with technological tools and academic support that endeavours to aid and enhance student learning and intended learning outcomes.(Podolrinski, 2011)

This synopsis aims to look at the benefits associated with E-learning with a particular focus on the digital tools that have been utilised as a part of the Managing E-Learning course. It will provide a critical reflection on their application to a classroom situation and how they can be used to improve the intended learning outcomes of students in conjunction with the learning theory. It will also address some of the implications associated with the use of digital tools in a classroom.

 Before we look closer at each digital tool it is important to note that learning managers should use these digital technologies in their learning experiences in conjunction with the TPAK framework; Technology, Pedagogy and Content knowledge (Misha and Keohler, 2006). This is a guideline of not only what to teach but the way to teach it, stressing the importance of having a balance across all three areas (Misha and Keohler, 2006) so that technology is used in a way that will achieve maximum learning outcomes and not detract from the content. For example, it is important to think about what grade and subject to use ICT tools in and how to use them with good pedagogical practices in mind. This is to achieve maximum learning outcomes and engage students in higher order thinking. Throughout my blog reflections I identified when these technologies could be best used. I discussed how Zooburst identifies with a the Connectivism theory and provides an opportunity for young students to engage in learning. Prezi on the other hand could be well incorporated into a senior English or drama syllabus but due to its more complex scaffolding, wouldn't be suitable for young children. The below diagram gives a great understanding of the TPAK framework and what it means for learning managers.

Konstantin Bugaychuk Konstan retrieved from: http://e-lpro.blogspot.com.au/2013/02/tpack.html


The first technology I was exposed to as a part of this course was the web 2.0 tools where I was required to make a blog and contribute to a wiki. The ways in which this technology can be used in the classroom to assist learners is endless. Upon discovery of new tools, it became clearer that a class or individual blog would be the very basis of a student's e-learning experience. With user friendly scaffolding allowing students of almost any age to access and contribute to it, a blog opens up a world of new learning opportunities. Students can use and embed any of the other online tools into it, allowing other students, even parents or teachers to access or comment on them, anytime, anywhere. Thus creating an online learning community and creating a platform for collaborative learning and social constructivism.

By embracing the e-learning culture, learning managers have the opportunity to explore and practice a variety of different learning theories. The learning theories of behaviourism and cognitivism which appear to be individual approaches to learning are evident in much of the traditional pedagogy, where they focus on the way learners locate knowledge. Siemens (2005) suggests that through Connectivism learning instead occurs through the students ability to locate and access new information and that "learning and knowledge rest in diversity of opinion". A diversity of opinion usually comes about through discussion with others or through engagement in a learning community, which is where the theory of social constructivism comes in as it's learning in founded upon social interactions with a learning community. The online wiki activity with the DeBono's hats is evidence of both of these learning theories. Students are able to locate and access their peers differing thoughts and opinions on topics and are able to engage in an online discussion. The scaffolding of the DeBono's hats then allows them to use this knowledge to see a topic from a range of perspectives and engage in higher order thinking.

While the use of digital tools and web 2.0 technologies have the ability to greatly enhance the learning of our current and future students, it comes with safety implications. It is absolutely paramount that teachers give students the appropriate information and guidance on safe, ethical and legal practices. Students would need to develop an understanding of issues such as plagiarism and copyright laws. They also need to know what they can and should share about themselves and other people online and be aware of the privacy settings available so it can be a safe learning environment for all.

Through my managing E-Learning journey I have been able to see the and experience the huge benefits that can be provided by embracing the e-learning culture. I can see what a vital role these technologies play in shaping our future students and giving them the best possible learning experience to equip them with the knowledge and skills they require to enter a lifetime of work in the knowledge economy. I will definitely be implementing these tools in my future learning experience plans.


 References

Mishra, P., Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record 108 (6). Retrieved from: http://moodle.cqu.edu.au/mod/page/view.php?id=60596 

Podorolrinski, F. (2011). What is E-Learning? New pathways for a new future. Retrieved from: http://www.unc,edu/schooled/publications/cata?/098991

Smith,R., & Lynch, D. (2010). Chapter three: The learning management Concept. In Rethinking teacher education: Teacher education in the knowledge age (pp.43-70). Sydney: Pearson education Australia

Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/articles/connectivism.htm

Vygotsky, L. (1962). Thought and language. Cambridge: MA:MIT Press.

Reflection five, the last of the digital technologies

The tool I investigated as apart of the group 4 digital technologies was Zooburst. I found Zooburst very easy to use. It is an interactive story book that starts as a blank book but allows you to add pictures and text and change background and text colours. I think this would be good for a teacher to create for young students prep-3. For example you could create a book about the Amazon rain forest and each picture on the book could be an animal or a plant, when you click on it their could be a brief description of the plant or animal and its place in the eco system. The studens could access this themselves and click on the animals or plants they are interested, this allows for level of self directed learning.This interactive book scaffolding makes the learning more exciting and is therefore more likely to engage learners and gain learning outcomes, they think its a fun online story book, but they are actually learning about the environment and the world around them.
I think because this tool has such user friendly scaffolding, it would be a great tool for young student to have a go at using themseves. They could make a book of their own quite easily. For example, a grade one student could use this to assist their show and tell/morning talk. If they have just been on a holiday their parents could help them create a book,putting up pictures about their holiday assisting them to add facts about the places they've been. This can allow the parents to take part in their child's learning experience and then when they show the other students in the class they can learn about this holiday destination as well. This would also open up a discussion about different places in Australia or even over seas, it gives them an opportunity to see other cultures and be excited and engaged about learning. This type of tool also shows evidence of the learning theory of connectivism as it foucuses on the way students are able to locate and access new information through this Zooburst story book. The below Zooburst is one I made about my trip to Cambodia as a bit of a example of what the students could make. As I have demonstrated it is also very easy to embed into a blog which the students could do, allowing them to access it from home and allowing other students to access it also. Even if they didn't have a specific morning talk time allocated during class, a class could be asked to make one any time they go on a holiday and students would be able to access them via other students blogs any time they like.

Reflection number four

Wow, week 5, what a week! This week the list of digital technologies were endless, to be honest I didn't even get through them all! Most weeks I look at the digital tools and I have a small understanding about most if not all of them, have a fiddle around and choose my favourite. This week I looked at the list and power point was the only familiar face. Usually I would just choose that and write about it but I decided that now I have a bit more confidence I would immerse myself in something completely new. This week we were required to choose two different digital technologies to use in the classroom. I was initially interested in having a go at Glogster but technical difficulties prevented it so I chose Prezi and Zooburst to focus on. Of the two I have to say I prefer Prezi, it amazed me and definitely exceeded my expectations whereas I was actually a little bit disappointed with Zooburst. I started off with Prezi, I think it has the potential to be one of the biggest technologies to take over the modern classroom. Both from a teachers and students perspective. I think it's a continuation of the traditional 'power point' combined with the even more traditional blackboard, with it's own unique features. I think this technology will be hugely useful in the classroom. When I say Prezi is a continuation of power point it's because it's primary function is as a presentation tool. Teachers often used power points to relay information to students and students would most commonly use it as a visual aid during the presentation as an assignment. However I think the leaning outcomes are limited with power point, I think Prezi goes further than just being used as a visual aid to being able to really aid and assist learners. In the traditional classroom the majority of students learning happened in front of the black board, with the teacher explaining things and the student coping it down. Prezi is such a clever way of turning the traditional blackboard into a digital webpage. Prezi allows the teacher to prepare everything they want to have up in front of the students before the class starts. In the black board days, when the room on the board ran out you had to rub something off, but Prezi allows you to zoom in and out as far as you like to fit everything in. This week I decided instead of just having a go at making a Prezie about anything I would make one that would be suitable for the classroom. Although Prezie could be used in many different classes I decided to focus on a grade 10 English class studying Billy Elliot. I made the below Prezie in the form of a mind map to get the students to deconstruct the movie looking at different elements, breaking down the who, what, when, where and why into settings, themes and discourses, languages, background information and film codes. I think it can really assist students learning by being able to look thoroughly at and separate all the information to better process it before writing the essay or film review. This Prezi can be used in a few different ways, I (as the teacher) can use this Prezi to facilitate the students learning , if I post this on the class blog students can refer back to it when they get home to remind them what they need to think/write about. The students could make their own to sort out all the information before start their essay, or we could make one as a class, opening up a discussion forum and allowing the students to engage in collaborative learning. I think the Prezi would also be good for a Drama assignment as a directors portfolio they could use the mind map to separate all the different design concepts.eg the props, lighting costuming, script stage layout music etc. Although it took me a little while to get used to the setup I found it very easy to use and very easy to follow as a presentation. I also added a youtube trailer of Billy Elliot to my Prezi and it was very simple, it was also very easy to embed into my blog. I think this would be a great tool for high school students to use with next to no explanation. I think it would be a good tool for teachers to use in primary schools to relay information.I think if taught how to use it properly primary school student could use it as an assignment presentation tool but I think the best learning outcomes would be achieved by older students from grade 5-6 upwards.

Reflection number three

This week we were required to look at 3 different digital technologies for use in the classroom to improve learning outcomes; images, audio and video. While I can see the benefits of each, as you know I have a special interest in film and television so the choice to focus on digital video was an easy one for me. Although I have spent a lot of time watching movies and shows and brainstorming my own ideas for screenplays I have had only a small amount of experience in the actual putting together and editing of footage for a video. Before today I also hadn't really thought about the benefits of using video's in the classroom for improving learning outcomes. There are many different ways video's can be incorporated into the classroom both as a tool to assist students learning and encourage higher order thinking.eg. acting as a visual aid or stimulus, or as an activity for students, to develop their technological skills as well as to increase their learning outcomes. During senior English in year 11 and 12 we were often asked to write persuasive essays, stories or feature articles pushing a particular point of view, positioning viewers to feel a certain way or appeal to the senses. Often we were asked to respond to a statement or the opinions of classmates on current issues. We were forced to express ourselves and evoke the emotion of readers through words. In this context the incorporation of video's can assist learning outcomes in two different ways. Firstly if the students were asked to make a video rather than write an essay they would be able to use powerful photo's, pictures or film to show their point of view. Sometimes a picture can speak a thousand words. Students would learn how the use of the slow motion effect on a video or the black and white effect on a photograph can enhance the power of a captured moment, how it can force a viewer to feel sad or reminiscent. They would also be able to add a song to evoke more emotion or add auditory narration if they wanted to add opinions, explain facts or tell a story. Using a video in this way encourages the same type of thinking but allows students to express their thoughts through a different medium. Secondly a video can be used as stimulus material, weather the teacher presents the students with a video or they view each other's and are then asked to respond, they are able to engage in higher order thinking. I made a video earlier today using Pinacle video studio, using a collaboration of pictures and film of my trip to Cambodia. I used pinnacle over movie maker simply because I have had a some prior experience with it. Although I picked it up quickly and it was usable and would probably be quite user friendly for older students, I would probably like to further investigate some of the other movie making programs to see if their scaffolding would be better suited for use by amateurs. I did find it very easy to upload my video to a youtube channel and embed it into my blog, so that also opens up the option for video sharing and collaborative learning. The following is Coldplay's music video for their song Strawberry Swing. I just thought it was a really cool example of a stop motion video which is one of the styles of video editing. Obviously this is professionally made and would take unbelievable hours of work but it would be a good example to show students to get them really excited about making a stop motion video of their own. It shows how you can make a moving 'movie' with an arrangement of still pictures/drawings with a voice over lay. I thought this would be cool idea to try with a young group of students, maybe grade 2-5. Perhaps it could be based on a nursery rhyme or on a story the students write themselves. The students could draw the pictures of the story and then record them narrate over top. This provides the opportunity for a lot of creative thinking on the students part, from the writing of the story, to the drawing or laying out of a backdrop, to taking the photos and then to making them into a video. For younger grades the lesson may not be in the video making itself, maybe the teacher could actually put it together but in the creative process. This is also a great opportunity for collaborative learning and it gives the students something to be really proud of. They can then upload it to their youtube channel or the class or individual's blog. The stop go video also opens up the discussion of how animations are made.Wow there's just so much I could write about the benefits of using video's as a technology in the classroom but I think you get the idea that there is multiple uses and multiple learning experiences to be had with this wonderful technology across all ages and types of learners.

Hopefully this is working now. Have a listen x

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Reflection Two

This week we were asked to look at and evaluate one of the three online tools that can be implemented in a classroom to improve learning experiences and outcomes. While I have had a little bit to do with blogs in the past, my experience has been limited to viewing and reading other peoples, I've never felt the need to create one of my own. I guess I never really thought I had anything to say. Over the last two weeks I have immersed myself in blogging, reading other peoples blogs, creating my own, choosing templates and backgrounds and adding photos and hyperlinks and only now have I discovered how easy and user friendly they are.

Although I have never really had a blog of my own I have always found them a fascinating way of connecting and keeping in touch with and track of friends travelling overseas. It wasn't until this week that I considered that the same benefits it provides of communicating with friends overseas  can be applied to a classroom. Having a blog either individually or as a class provides students with the ability to connect with each other as well as other students across all continents of the globe.

Creating a class blog gives students a sense of belonging and provides an opportunity for collaborative learning. Having students create their own blog allows them to play around with templates, fonts and colours and create a learning space that is individualised to them, this intern gives them a sense of  pride and ownership of their work as well as allowing them the opportunity to take responsibility of their own learning. Individual blogs also creates a platform for students to contribute and voice their own opinions which may be advantages for the quiet students who may not always get the chance of have the confidence to do so. Having a blog either as a class or as individual's allows students to be a part of an engaging and interactive online learning community, and in fact if no one's stopping us, why not do both.

The below you tube video was made by a teacher in Las Virgenes, California; Linda Yollis who talks about the benefits of blogging in the classroom. One of the points she mentions is that the use of her class blog revolutionizes the four walled classroom we've come to know.  Where a classroom used to be a very closed off environment where the teacher was the primary viewer of students work, the use of ICT tools, in particular blogs has allowed her class to be a part of an online learning community where parents are able to keep track of and take part in the child's learning experience.


I think this is one of the key benefits of the blog. Students; particularly young ones are often very excited about the activity they participated in or proud of the work they did at school. The blog allows them to share this work with their parents and gives the parents an opportunity to engage in their learning. Where the majority of learning used to be conducted by the teacher, in the classroom between the hours of 8 and 3, with access to the blog anywhere there is a computer students can enable each other's learning, wherever they go and at any time of the night or day.  I think If the introduction of a blog in the classroom can increase students enthusiasm towards learning or even improve one students learning experience I think that is a huge step for education. 

The introduction of these ICT tools are not without their problems the issue of internet safety and cyber bulling come into play, so they will have to come with rules and guidelines and close monitoring by the teacher but I believe they do have a place in the classroom and they could provide countless learning experiences and improve learning outcomes for our future students and that is something that I am excited about.
:)

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