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.
.jpg)
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.
No comments:
Post a Comment