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.

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