Saturday, July 24, 2010
My Wiki and Website
I now have my very own wiki using "wikispaces" and my very own website using "weebly". At this stage there is not very much information on either of them, but feel free to check them out regardless. The links are as follows:
The notable differences that I can determine between a wiki and a website are mainly that with a wiki, the author and other individuals that access the wiki can edit, modify, add to, and delete information as they see fit. Hence there is a real sense of interaction, collaboration and sharing of information. Whereas with a website it is the author that decides what information will be published, and it is the author that has access to editing and modifying this information. Thus, making the website read-only material to those that access it (Commoncraft, 2007. Weebly Inc., 2010.)
Supporting students learning using a wiki, could be achieved by getting students involved by having them review or edit their peers work, such as in a narrative they may have written as a classroom task (SmartTeaching.org, 2010.). The use of wikis fits neatly into the Engagement Learning Theory (Kearsley & Shneiderman 1999.) However wikis and their use would also link to the Big Six theory step four 4. Use of information. Students would engage with information, or in this case the narratives to determine the narrative's content and its relevance connecting to and using relevant software and hardware, such as spell checker and wikis (Berkowitz, et al, 2010.)
Supporting students learning using a website could be achieved by uploading examples of students' work, such as their narratives as a final product so that the wider community may be exposed to them. The wider community being the rest of the school and the students' families. This again links to the Big Six theory step six being, "Evaluation", which focuses on the final product, including the process that lead to the final product. Students, peers and teachers alike can evaluate their work and others (Berkowitz, et al, 2001, 2010.)
References:
Berkowitz. B., Eisenberg. M., & Johnson. D. (2001). The Big 6 - Information & Technology Skills for Student Achievement: Skills Overview. Accessed July 22, 2010 from http://www.big6.com/2001/11/19/a-big6™-skills-overview/
Berkowitz. B., Eisenberg. M., & Johnson. D. (2010). Information, Communications and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Accessed July 22, 2010 from http://moodle.cqu.edu.au/file.php/4033/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf
BoLeuf. & WardCunningham. (2000). Wiki: Welcome Visitors. Accessed July 23, 2010 from http://wiki.orgCommoncraft. (2007). Wikis in plain English. Accessed July 23, 2010 from http://www.youtube.com/watch?v=-dnL00TdmLY
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Accessed July 22, 2010 from http://home.sprynet.com/%7Egkearsley/engage.htm
SmartTeaching.org. (2010). 50 Ways to Use Wikis for a More Collaborative and Interactive Classroom. Accessed July 23, 2010 from http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Tangient LLC. (2010). Wikispaces: Wikis for everyone. Accessed July 24, 2010 from http://www.wikispaces.com/
Weebly Inc. (2010). Weebly: Create a free website. Accessed July 24, 2010 from http://www.weebly.com/
Weebly Inc. (2010). Weebly Tutorial. Accessed July 24, 2010 from http://www.weeblytutorial.com/
Learning Theories and Pedagogies, which one to choose?
Just when I thought that I had covered all the Learning theories and pedagogies out there, and there's a lot of them, I have just finished reading and learning about three more theories, these address the technological aspect in teaching and learning that is needed in today's classrooms for twenty-first century learners.
The three learning theories/pedagogies that have been addressed in this course, being TPACK (Technological Pedagogical and Content Knowledge) (Mishra & Koehler, 2006.), Learning Engagement Theory (Kearsley & Shneiderman, 1999.) and the Big Six (Berkowitz, et al, 2001.) each have their own merits. However, after much debating on my part, I have decided that for the purpose of my E.Learning journey I will direct my attention to the later theory being, the Big Six. The reasoning behind this decision is because although it is a new theory to me it is already widely used and accepted throughout the world. Also it addresses the need to facilitate life long learning in today's learners, and it has logical processes that can be followed in either sequential order or re-arranged to suit the users needs, allowing the Learning Manger to focus on the process and content which will help the learner to work smarter (Berkowitz, et al, 2001.)
Following is a concept map depicting my understanding of the Big Six theory.
This learning theory aims to help learners work smarter rather than faster by having learners focus on processes and content. As a problem-solving model, the Big Six integrates the search for information with relevant skills and technology. Learners using the Big Six are required to use, apply and evaluate information for their specific needs, needs that correspond to the task at hand (Berkowitz, et al, 2001. Berkowitz, et al, 2010.) Essentially this way "technology literacy is not knowing how to operate technology, but rather to use technology as a tool for organization, communication, research, and problem solving" (Berkowitz, et al, 2010. pp. 24.)This is achieved by using some or all of the six stages of successful information problem-solving (Berkowitz, et al, 2010.);
1. Task Definition - whereby students are encouraged to recognise that a problem exists and that there is a need to gather information to define the problem and to ultimately solve it. This can be done through the use of email, on-line discussions such as shared wikis, or by using concept mapping software (Berkowitz, et al, 2010. pp. 25.)
2. Information Seeking Strategies - Students consider the possible information sources they can go to and plan how to find sources by gathering data from the databases, on-line services such as on Internet websites (both government and commercial), conduct interviews and experiments, use collaborative communication through wikis and teleconferencing, make flow charts, and compile documents on computers (such as laptops) (Berkowitz, et al, 2010. pp. 25.)
3. Location and Access: After determining their priorities, students can then locate and access various relevant information from individual resources. This includes locating and using appropriate technology resources that are available to them, i.e. school libraries, technology labs, scanners, digital cameras and recorders, Internet and blog sites, wikis, WWW. They would also need to know the role of the technology specialists in their school if they require assistance with the use electronic reference materials and search engines. (Berkowitz, et al, 2010. pp. 25.)
4. Use of information - Once the useful resources are found, students need to be engaged with these to determine the information's relevance. Therefore students need to be able to connect and operate guides and manuals, in order to know how to use relevant software and hardware, record or save electronic sources of information (Berkowitz, et al, 2010. pp. 25.)
5. Synthesis- Students need to organise and communicate the results of the information problem solving effort. This means they need to classify and group information accordingly, i.e. word processors, power points, web pages, spread sheets, desktop publishing, printers, graphics, and graphs. Not forgetting correctly citing sources, footnotes and bibliographies (Berkowitz, et al, 2010. pp. 26.)
6. Evaluation - Focuses on the final product and how effective it is, including the process that lead to the final product. Students, peers and teachers alike can evaluate their work and others. This can be achieved by designing self-assessment tools for content and format, using spell and grammar checks, verifying copyright and plagiarism, netiquitte and other rules relating to Internet and electronic technology. Finally students use technology to communicate to teachers and peers for feedback regarding the final product so that they can then reflect on their learning through the use of electronic tools or on the electronic tool used during the assignment task itself (Berkowitz, et al, 2010. pp. 26.)
Learning Activity using the Big Six:
A suggested learning activity that could be beneficial to learners, through implementing the use of the Big Six approach, would be an investigation to solve a problem that affects individual students, the whole school community and the wider community. The activity would be; in an upper primary class setting, learners are asked to solve the problem "how can our school reduce, re-use and recycle its waste?" Learners would firstly need to step one (Berkowitz, et al, 2010.), identify the task to be engaged and interested in finding out what is considered "waste". This could be achieved by using on-line concept mapping tools.
Following this leads to steps two, three and four (Berkowitz, et al, 2010.). Learners would work collaboratively researching and finding information on "waste" using wikis to communicate their findings to one another, adding and deleting information as they see fit. They could conduct surveys and interviews on what is their school currently doing with its waste? what do other local schools and their local community do with their waste?
Finally utilising step five (Berkowitz, et al, 2010.), resolving the problem and coming up with a solution, i.e. "our school can reduce, reuse and recycle more waste by....." they could then present their findings firstly to their class as a power point presentation, and then to the school and local community as a published website.
1. Task Definition - whereby students are encouraged to recognise that a problem exists and that there is a need to gather information to define the problem and to ultimately solve it. This can be done through the use of email, on-line discussions such as shared wikis, or by using concept mapping software (Berkowitz, et al, 2010. pp. 25.)
2. Information Seeking Strategies - Students consider the possible information sources they can go to and plan how to find sources by gathering data from the databases, on-line services such as on Internet websites (both government and commercial), conduct interviews and experiments, use collaborative communication through wikis and teleconferencing, make flow charts, and compile documents on computers (such as laptops) (Berkowitz, et al, 2010. pp. 25.)
3. Location and Access: After determining their priorities, students can then locate and access various relevant information from individual resources. This includes locating and using appropriate technology resources that are available to them, i.e. school libraries, technology labs, scanners, digital cameras and recorders, Internet and blog sites, wikis, WWW. They would also need to know the role of the technology specialists in their school if they require assistance with the use electronic reference materials and search engines. (Berkowitz, et al, 2010. pp. 25.)
4. Use of information - Once the useful resources are found, students need to be engaged with these to determine the information's relevance. Therefore students need to be able to connect and operate guides and manuals, in order to know how to use relevant software and hardware, record or save electronic sources of information (Berkowitz, et al, 2010. pp. 25.)
5. Synthesis- Students need to organise and communicate the results of the information problem solving effort. This means they need to classify and group information accordingly, i.e. word processors, power points, web pages, spread sheets, desktop publishing, printers, graphics, and graphs. Not forgetting correctly citing sources, footnotes and bibliographies (Berkowitz, et al, 2010. pp. 26.)
6. Evaluation - Focuses on the final product and how effective it is, including the process that lead to the final product. Students, peers and teachers alike can evaluate their work and others. This can be achieved by designing self-assessment tools for content and format, using spell and grammar checks, verifying copyright and plagiarism, netiquitte and other rules relating to Internet and electronic technology. Finally students use technology to communicate to teachers and peers for feedback regarding the final product so that they can then reflect on their learning through the use of electronic tools or on the electronic tool used during the assignment task itself (Berkowitz, et al, 2010. pp. 26.)
Learning Activity using the Big Six:
A suggested learning activity that could be beneficial to learners, through implementing the use of the Big Six approach, would be an investigation to solve a problem that affects individual students, the whole school community and the wider community. The activity would be; in an upper primary class setting, learners are asked to solve the problem "how can our school reduce, re-use and recycle its waste?" Learners would firstly need to step one (Berkowitz, et al, 2010.), identify the task to be engaged and interested in finding out what is considered "waste". This could be achieved by using on-line concept mapping tools.
Following this leads to steps two, three and four (Berkowitz, et al, 2010.). Learners would work collaboratively researching and finding information on "waste" using wikis to communicate their findings to one another, adding and deleting information as they see fit. They could conduct surveys and interviews on what is their school currently doing with its waste? what do other local schools and their local community do with their waste?
Finally utilising step five (Berkowitz, et al, 2010.), resolving the problem and coming up with a solution, i.e. "our school can reduce, reuse and recycle more waste by....." they could then present their findings firstly to their class as a power point presentation, and then to the school and local community as a published website.
Step six (Berkowitz, et al, 2010.), feedback and evaluation could be offered not only from the Learning Manager, but from the learners themselves, their peers, the school and local community through electronic feedback surveys or emails.
The use of the Big Six, links to George Siemens' Connectivism (Siemens, 2005.) approach to learning in the twenty-first century. Siemens' implies that it is beneficial that students know the "distinction between important and unimportant information" (Siemens, 2005.) and that in a world where there is so much information and it is simply impossible to know everything, but it is advantageous to "know how and where to find the knowledge that is known" (Siemens, 2005.)
References:
Berkowitz. B., Eisenberg. M., & Johnson. D. (2001). The Big 6 - Information & Technology Skills for Student Achievement: Skills Overview. Accessed July 22, 2010 from http://www.big6.com/2001/11/19/a-big6™-skills-overview/
Berkowitz. B., Eisenberg. M., & Johnson. D. (2010). Information, Communications and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Accessed July 22, 2010 from http://moodle.cqu.edu.au/file.php/4033/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Accessed July 22, 2010 from http://home.sprynet.com/%7Egkearsley/engage.htm
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Accessed July 22, 2010 from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
Siemens. (2005). Connectivism: A Learning Theory for the Digital Age. Accessed July 22, 2010 from http://www.elearnspace.org/Articles/connectivism.htm
Friday, July 23, 2010
E.Learning and 21st Century Learners
Whether a twenty-first century learner is a digital native or a digital immigrant (Prensky, 2001) it can be agreed that in today's world that digital technology has changed the way children are and how education should be implemented (Prensky, 2001.)
Digital natives have grown up with technology. It has been part of their normal everyday lives, causing today's students to think and process information quite differently compared to digital immigrants (Prensky, 2001.) For digital immigrants, it is like learning a new language, but they have retained an accent. The accent being traits such as printing out everything including emails, texts, websites rather than reading or editing on screen (Prensky, 2001.)
With this in mind, the majority of teachers currently teaching in schools would be digital immigrants, thus can be depicted as speaking an outdated language and could be "struggling to teach a population that speaks an entirely new language" (Prensky, 2001. pp. 2) which is quite obvious to the digital natives. Therefore teachers need to be knowledgeable on current technologies. They need to be able to engage today's students by including the use of ITC's in their learning and by giving the students a creative component, choices and worthwhile goals (Prensky, 2005.)
References:
Prensky, M. (2001). Digital Natives, Digital Immigrants. Accessed July 22, 2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M. (2005). Engage me or enrage me: What today’s learners demand. Accessed July 22, 2010 from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Thursday, July 22, 2010
My E.Learning Concept Map
This is a Concept Map that I accessed online from bubbl.us. It is a thinking tool that depicts my reflections on what is going on in my head at the moment, in regards to my E.Learning journey.
References:
Edleman, K. & Amelyan, A. (2007). Bubble.us: Brainstorming made simple. Accessed July 22, 2010 from http://bubbl.us/
My understanding of a "Blog"
My understanding of a Blog is that it is similar to that of a log book, a diary or a journal. A Blog can be used to chronologically keep track of the authors interests, opinions, discoveries and events either in a personal or professional context (Downes, 2004. Servicestelle et al, 2005. Siemans, 2010.)
A Blog can only be edited by the author, but other people can read the blog and post their opinions and comments in regards to what the author has written about. It needs to be stated here, that the author does not have to literally write as such, the author may upload links to other blogs, wikis or websites, or upload video clips or podcasts. All of which are open to other peoples accessibility and opinion (Downes, 2004. Servicestelle et al, 2005. Siemans, 2010.)
Some Blogs are used in a professional capacity in order to exchange information. An example of this is depicted in the Blog of George Siemans (2010). His Blog relays information through professional exchanges of knowledge, contains links to contemporary events, conferences and publications.
With all this in mind the use of Blogs in the classroom could be very beneficial. Imagine if you will a classroom where all the students have access to the Internet at home (I did say imagine). Imagine that each student had their own Blog, and as part of their weekly homework that the Learning Manager assigns them, they have to research a topic, answer questions, add their comments to their blog, and respond to their classmates' research and questions. The topic to be blogged would be in relation to the current classroom learning, such as English, Math or other Key Learning Areas. The Learning Manger could also follow along reading the students' Blogs monitoring their participation and learning, and offer support when needed. The students' parents (remember I said imagine) would have access to what the students are researching or actually learning in the classroom, keeping them informed. Along with the actual topic to be researched, the use of this ITC would involve implementing learning experiences to the students so that they will know of, and know how to make and use a Blog, and also know about good Netiquette practice. Therefore, the skills of using the blog would directly relate to the learning content, curriculum and classroom assignments, while also linking to "a logical and systematic information process model, such as the Big Six" (Berkowitz, et al, 2010. pp. 24.) which will be discussed further along in this blog.
I would say that the only negatives that I can see that using a blog is students forgetting their user names and passwords, and at the beginning a lot of time could be taken up actually teaching them how to use it, ironing out all the glitches if the blog learning is not integrated properly into the actual topic learning. Otherwise this is a very effective digital tool.
I would say that the only negatives that I can see that using a blog is students forgetting their user names and passwords, and at the beginning a lot of time could be taken up actually teaching them how to use it, ironing out all the glitches if the blog learning is not integrated properly into the actual topic learning. Otherwise this is a very effective digital tool.
References:
Berkowitz. B., Eisenberg. M., & Johnson. D. (2010). Information, Communications and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Accessed July 22, 2010 from http://moodle.cqu.edu.au/file.php/4033/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf
Downes, S. (2004). EDUCAUSE Review: Educational Blogging. Accessed on July 22, 2010 from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920
Servicestelle, Z., Lernen, F. & Medien, N. (2005). Weblogs. Accessed on July 22, 2010 from http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/basics.html
Siemans, G. (2010). Elearnspace - Learning, Networks, Knowledge, Technology, Community. Accessed on July 22, 2010 from http://Www.Elearnspace.Org/Blog/Monday, July 19, 2010
My Learning Style
After participating in the "Learning Style Inventory" questionnaire (Advanogy.com, 2007.) I discovered that as I have previously suspected, as a learner I have quite a sound combination of Visual (Spatial), Physical (Kinaesthetic) and Verbal (Linguistic) attributes. However, I was pleasantly surprised to note that I appear to be on equal grounding in regards to my Social (Interpersonal) and Solitary (Intrapersonal) learning traits. I was not surprised that I scored low in the area of Aural (auditory-musical), but was disappointed that my Logical (mathematical) attribute was quite dismal.
Learning experiences that would best suit my learning style would be an array of experiences stemming from my three main learning styles. Visually through the use of pictures, images and spatial understanding. Using words, both in the form of talking and writing, and finally, physical learning through hands on experiences.
In a classroom of the traditional sense it would be beneficial to mix up the learning experiences to cater to all students. A Learning Manager can not simply address one style of learner but needs to acknowledge and address the class as having a whole series of intertwining learning styles (Marzano & Pickering, 1997. McInerney & McInerney, 2006. Smith & Knight, 2006.) With seven exposed learning styles (as listed in the above diagram), and the possibility that students may have one or more of these learning styles, greatly increases the need for Learning Managers to broaden their methods of implementing learning experiences.
Learning experiences implemented with the use of ITCs would be of great benefit to students of the 21st century classroom. For example, from my current knowledge of ITCs, students could participate in individual or group activities to design and create their own robot, that would help them in their everyday life, or in a real world context. Implementing this topic would involve activities such as concept mapping, researching, discussions, visual representations, drawing by hand or by computer, calculating materials and costs, and then actually building the robot.
References:
Advanogy.com. (2007). Learning Styles Online: Free learning styles inventory, including graphical results. Accessed July 19, 2010 from http://www.learning-styles- online.com/inventory/
Marzano, R. J. & Pickering, D. J. (1997). Dimensions of learning: Teacher’s manual. Colorado, USA: Mid-continent Regional Education Laboratory.
McInerney, D. & McInerney, V. (2006). Educational Psychology: Constructing Learning (4th ED.). Australia. French Forest NSW Australia. Pearson Education.
Smith, R. & Knight, B. (2006). The Rise of the Learning Manager: Changing Teacher Education. French Forest NSW Australia. Pearson Education Australia.
Managing my E.Learning
Blogging, I have heard a lot about it, this blogging thing, and now here I am embarking on my own E.Learning journey sifting through vast quantities of digital technologies, and their corresponding theories to blog (or write) about my own observations, analysis, opinions and reflections on these. This all seems a little daunting at first glance, but my curiosity and an interest in technology in general, and the desire to discover how Learning Managers can incorporate the use of technology effectively in classrooms has me intrigued and engaged to discover more, and to keep on blogging.
I hope that you will follow along with me on my E.Learning journey and together we can help each other to learn, laugh and grow in this digital world.
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