Managing E.Learning 2010

Monday, August 9, 2010

E.Learning and Learning Management Systems (LMS)

There are two main categories of LMS, "proprietary" and "open" source. Proprietary LMS are expensive and not very flexible, but have sound documentation and backup support. CQ University's former student access point "BlackBoard" is an example of a proprietary LMS. An example of an "open" LMS is CQ University's new "Moodle". Open LMS are much cheaper and more flexible. There are more plug-ins to suit the many functions needed. However, open LMS do not come with sound documentation, or any backup support (CQ University, 2001, 2010.)

CQ University's "Moodle"

I think Learning Management Systems (LMS) to be highly valuable in students learning in terms of education facilities and teachers providing students with large quantities of information and resources on relevant topics, and communication forums to provide student interaction, feedback and guidance. LMS also provide links to direct students to do their own research and learning. They are also particularly useful for external learning, i.e. off campus students attending University (CQ University, 2010.) LMS aims to help learners work smarter rather than faster by having learners focus on processes and content, which links to the aims of the Big Six pedagogy, particularly in terms of; Task Definition, Information Seeking Strategies, Location and Access, and Use of information (Berkowitz, et al, 2001, 2010.)

Two downfalls to the use of LMS would be firstly for those students that need or prefer teacher-student face-to-face interaction. As long as there was effective use of video-conferencing and teleconferencing this could overcome this negative aspect. Secondly, LMS assumes that everyone is computer literate and therefore technologically savvy. This is not always the case, and it might prove difficult for some users (learners) if they do not receive the right tutoring on how to use it, and its various components.

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

CQ University (2010). FAHE11001 - Managing E-Learning: Digital Tool 7 - Learning Management Systems (LMS). Accessed August 8, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=99697

E.Learning and Prezi

I had not heard of Prezi until this course. I like the idea of Prezi. It think that it is a step up from power points. As I watched the given example on Moodle, I felt as though I was actually moving along with the information on the "journey" so to speak.

E.Learning and Power Points

I'm rather fond of power points. I personally think that power points can be very versatile. The complexity of each power point depends on the creator, the information being addressed and the actual use of the power point.

I have tried to upload (without success, but will keep trying), an example of a power point that was used during a University presentation on NAPLAN. It was used to support the information, to provide a visual focus to the audience, and act as "palm cards" to the presenters. Power points are effective used in this way. They provide a method to keep the audience interacting visually with the spoken word. It also provides the presenter with an effective way of staying focused on the information that they are presenting.

Here is a snap shot of a slide from the power point that I could not get to upload.

I have been in classrooms where teachers no longer always ask students to cut 'n paste pictures onto A2 card and hand write their "found" information. Instead students are given lessons on how to use the power point program and their USB sticks in class time. Then in class and as homework they create their own power point to present their information to the class as an oral presentation. They are then assessed on their oral skills, information provided and on the power point itself.

Moving away from the power point being used as presentations, the power point can also be used in classrooms to assist various types of learning styles to research information on "topics". For example, I tried to upload (again without success, but will keep trying), a "talking book" designed to provide information on "hermit crabs" in a Science lesson. Students have a visual, kinaesthetic and auditory approach to reading about hermits crabs, and it is self paced.

Here are some snap shots of some of the pages from the talking book. I could not get this to upload either unfortunately.

Talking books are also available as "fiction" stories. Either way, in classrooms students could make their own talking book. However, in regards to "narratives", a year six class might decide that they would like to help the Prep students with their reading. The year six class could write their own story or a recount on a chosen story, then write (type) this up as a talking book (as their "good" copy). Using other Key Learning Areas, such as The Arts, year six students could create their own illustrations to be scanned and inserted into the talking book. Or they could ask the Prep teachers and students if the Prep students would like to help with the illustrations. Therefore this could be implemented as a collaborative task to coincide with a real life context, such as "National Book Week" being celebrated in the school.

In regards to digital pedagogy, use of power points in either manner shifts the focus away from using and learning ICT tools and skills, to a way of working in a digital world (CQ University, 2010.) Students can work through the learning processes using traditional tools (i.e. pencils and paper) and modern ITCs (computers, power point program, scanners, etc.) to end up with a product that relates to the twenty-first century student (i.e. talking book). The use of power point in these varying ways all coincide with the Big Six approach and its six stages of successful information problem-solving (Berkowitz, et al, 2001, 2010.). It also links to the TPAK approach (Mishra & Koehler, 2006.) where knowing how to use the technology in actual learning of specific content is highly important.

References:

CQ University (2010). FAHE11001 - Managing E-Learning: What are the Roles of ICT in Education? Accessed August 8, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=91800

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

My Wiki update

Since first posting my wiki on this blog, I have actually used it and found it to be very useful. I had to partake in a group presentation for another course in the BLM degree. The groups' members did not live close to each other and had hectic schedules, so in order to do the task effectively we decided to have a go at using the wiki. I gave the other members a brief tutorial on what it is and how to use it, keeping in mind that I only just learnt all this myself recently. We then used it to schedule meeting times, communicate our ideas, and write down information (including references and quotes). We also used it to write our rough drafts, provide feedback and edit each others work, and write up a final copy.

It was a really useful way to communicate when we could not meet face-to-face. Also we could all see each others progress. Wiki saved us time, it was instant and it was easy to use. We really liked it.

As far as learning pedagogies are concerned, I definitely still see the use of wikis as a resourceful collaborative tool that would benefit those Learning Managers looking to use the Big Six (Berkowitz et al, 2001, 2010.) or the TPAK (Mishra & Koehler, 2006.) approaches particularly when there is a problem to be solved and the Learning Manager wants the content addressed whilst at the same time embedding the use of ITC's in the learning itself.

http://rachelod.wikispaces.com

References:

Berkowitz. B., Eisenberg. M., & Johnson. D. (2001). The Big 6 - Information & Technology Skills for Student Achievement: Skills Overview. Accessed July 22, 2010 fromh ttp://www.big6.com/2001/11/19/a-big6™-skills-overview/

Saturday, July 24, 2010

Comments to other E.Learning students

http://barrywastie.blogspot.com/2010/07/week-1.html

http://evadodds.blogspot.com/2010/07/big6-learning-design-framework.html

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:

http://rachelod.wikispaces.com

http://rachelod.weebly.com

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 h ttp://www.big6.com/2001/11/19/a-big6™-skills-overview/

BoLeuf. & WardCunningham. (2000). Wiki: Welcome Visitors. Accessed July 23, 2010 from http://wiki.org

Commoncraft. (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.

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:

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

Siemens. (2005). Connectivism: A Learning Theory for the Digital Age. Accessed July 22, 2010 from http://www.elearnspace.org/Articles/connectivism.htm