Reflective Synopsis of E-Learning Journey.

When I finished Year twelve in the eighties, the general view of education was that at that point your education was “complete”. Access to educational or information was limited to what one had been exposed to at school, or extremely expensive and quickly outdated encyclopedia at home. The way that we live, communicate and learn has changed so drastically in the past twenty years (Siemens, 2004) that every aspect of what, when, how and why we learn has changed beyond recognition from that time. The Queensland Curriculum states “life long learning” as a goal for students in all key learning area documents (Proudfoot, 1999). This means the role of educators is no longer to teach students a body of static knowledge- but rather to teach them to learn; how to find, organize, analyse and reflect on the vast torrent of information that streams past them on a daily basis. Instructional strategies based in behaviorism, cognitivism, and constructivism are still strongly supported by theory and practice, however, to this arsenal of professional knowledge must be added connectivism – to allow for the incredible rate of change in technology of the current times, and the resulting shortened “shelf-life” of information (Gonzalez, 2004). Connectivism provides the learner with the skills required to base “today’s knowledge on today’s information”. It is an understanding of the impact of new information on old, and an ability to change one’s learning landscape, by making distinctions and decisions about which is key and which is disposable knowledge (Siemens, 2004). Through this course I have come to understand the importance of these skills for current day learners. We are no longer teaching knowledge for life, or one set of skills to prepare learners for a lifelong job. We are teaching skills of adaptation and interpretation, retrieval and dismissal (Vail, 1996).

To do this successfully, my learning must travel a comparable path to that of my students. I can not enter a classroom with only the tools and methods of the past, and expect to engage a learner who may speak a digital language. I can not prepare learners for lifelong learning by teaching them my language; I must learn to speak theirs. That’s not to say that all ICT users of a certain generation (including myself) are “immigrants” or that I will assume that all children are digital “natives’ (Thrupp, 2010). However, digital technology is the fabric of the communication and entertainment of today’s learners (Prensky, 2005). If this is the fabric from which an education must be cut and shaped, as a future educator, the role of ICTs in my teaching must take a priority.

I predicted that elearning would introduce me to some “tools” that I could use -resources- perhaps as an alternative for an image or MAB blocks in the classroom. However, I have learned that ICTs can be used to allow learners to demonstrate many different skills that could not be achieved any other way in the classroom. The applications of ICTs to differentiate the curriculum for included learners is exciting – those students who may be unable to write because of poor fine motor skills can show a whole different level of intellectual quality using a keyboard and a mouse. Children with Asperger’s who struggle with collaborative work because of the social implications can contribute to group blogs, wikis and productions – and the visual nature of the work is ideal for these learners (Ashman & Elkins, 2009). I have been exposed to a number of new technological tools throughout this course and have chosen to investigate and experiment further with Power Point, Wikis, Pod and Vodcasts, and Google Maps.

Power Point

Keefe and Willett (2004) state compelling reasons to use power point in the classroom are its suitability as a powerful and easily learned system, and its free availability to students. In my experience, power point has been used as a digital version of “chalk and talk”, resulting in non-interactive presentations, and what McDonald (2004) refers to as “Power Pointlessness”. However during a tutorial, we experimented with power points to create animated movies. This different application really excited me, and I could immediately imagine learners engaging with it in this way. I have reconsidered it as a tool to consolidate and refine information, and to transform information to new understandings. In this context it could be used as a virtual round robin to create an expert jigsaw. I developed an activity for learners to work in small groups to create a power point during a SOSE unit on British Colonisation of Australia in order to provide higher order thinking opportunities. Each group is to create a power point from one of the following perspectives: convict, free settler, Indigenous Australian or soldier. Learners research and collate information into the power point and create an animated mini-movie to express their character’s point of view and experience of the day the First Fleet landed. This results in a virtual biography, offering further links to the English and Arts curricula. This power point is then passed on to another group to view and give peer feedback. The wide range of skills and knowledge offers each learner - regardless of learning type- an opportunity to contribute while being supported by a group. This gives opportunities to vary how learners are working – and to be involved in a role play situation without the cost, space and time constraints. Learners can work at home or at school and can work all in one place at the one time, or individually on the group project.

Wikis

The ease and functionality of wikis means that they are an excellent tool for collaboration in an online environment, and a useful tool for facilitating online education (Augar, Raitman & Zhou, 2004). The appeal of this tool to access and organize information is where my experimentation took me. I considered the knowledge management cycle of find/organize/share/use/reuse (Mooney, 2008). This platform allows all sorts of extensions to learner’s knowledge, both content based and ICT based, as the Web 2.0 allows searching, linking, tagging, extensions and signals to be built in as further knowledge and understanding. I imagined it used to create a “Pass the Plate” type of project - inviting learners from different countries, or schools in Indigenous communities to become members in order to share their day to day uses of different foods, and sharing of recipes. This offers cross curricula links to procedural text writing and SOSE content. Learners can create videos to embed within the wiki, or a video diary recording the cooking and preparation of meals and the cultural events that surround them. They can also speak directly to each other and respond to each other’s posts. This enables children to experience things outside the walls of a classroom and experience another culture (nearly) first hand.

Pod and Vodcasts

The use of pod and vodcasts are an all new experience for me. I approached the investigation of them from the aspect of presenting knowledge to an audience. A suitable application of a podcast would be to create a “human GPS”. I envisage a task to demonstrate knowledge of map reading and communication. This could be tied to an English task of writing a set of instructions, focusing on verbs and the technical language of map reading. Learners are given a number of destinations, and have to construct a route which falls within a certain time frame to visit all of them. Using whereis.com or Google Earth, learners create their route, write the instructions and record the instructions in the form of a podcast. Other learners then use it to follow the route from audio commands. This whole task would sit comfortably within a unit on tourism, if the context of the destinations were sightseeing, or maths, if the time travelled between objectives, and the speed of travel required to reach each destination by a particular time was the focus. This type of virtual excursion is one that could not be achieved without this type of technology, and it changes the way that learners work, and what they can work on (Qui & Hubble, 2006).

Google Maps

Experimented with in Google Earth gave me a number of ideas for uses of this tool in class including using it in conjunction with the podcast above to create a real life experience of the route travelled and planned. This part of the project could involve research into historical events, in order to create additions to the map so that they provided specific interest and information to a particular audience. In this context it is a tool to organize, consolidate and refine knowledge, as well as presenting knowledge to an audience. Another application within the context of a primary classroom would be within a science and geography unit investigating habitats, and the flora and fauna that reside in each. Learners would first investigate a real habitat through the eyes of Google Earth, and then make predictions based on what they know about the survival and habitat requirement of animals and plants. This approach could also be adjusted to Health and Physical Education in a task where learners do a virtual tour of five different marathon courses, then predict, observe and explain which would be the hardest on the human body and why. They then “Pack a Runner’s Bag” for each of the marathons, taking into account altitude, location, temperature, and the dietary needs of the runner and the difficulty of the course. Items packed have to include clothing, food, and equipment, and the list is accompanied by a written explanation for the packed items. This is a wonderful way to engage learners in higher order thinking and address the dreaded food pyramid in a much more exciting way.

My experimentation and exploration of ICTs has cemented a belief that elearning can support and enhance learning regardless of the context. Careful selection and planning is the critical factor that will determine if the use of an ICT is warranted or not. I still maintain a strong conviction that if you can “go there” or do it “for real” in the classroom then that is the first choice for any educator. However, the experiences that elearning can offer should not only be sought out when there is “no other way to do it” but should be a constantly updated, considered option for teacher who is serious about not only creating lifelong learners, but who models being a lifelong learner themselves.
Finally, the ethical, legal and safety considerations as set out by Education Queensland
(Department of Education and Training, 2006) are key professional behaviours that learning managers must ensure they understand and practice when embarking on any kind of elearning.

References

Ashmon. A., & Elkins. J. (Ed.). (2008). Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Australia.

Augar. N., Raitman. R., & Wanlei. Z. (2006). Teaching and learning online with wikis. Retrieved August 26, 2010, from http://www.ascilite.org.au/conferences/perth04/procs/augar.html

Department of Employment and Training. (2006). Education Queensland code of conduct: Principal 5. Retrieved August 20, 2010, from http://education.qld.gov.au/corporate/codeofconduct/economy.html

Gonzalez, C. (2004). The role of blended learning in the world of technology. Retrieved December 10, 2004, from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

Keefe. D., & Willett. J. (2004). A case for power point as a faculty authoring system. Retrieved August 26, 2010, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/

Lamb. B. (2004). Wide open spaces: Wikis, ready or not. Educause Review. (39)5. Retrieved August 26, 2010, from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/WideOpenSpacesWikisReadyorNot/157925
Leuf. B., & Cunningham. W. (2001). The wiki way: Quick collaboration on the web. Upper Saddle River, NJ, USA: Addison Wesley.

McDonald, K. (2004). Examining power pointlessness. Retrieved August 26, 2010, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/
Mooney, C. (2008).Wikis in knowledge management enabling effective collaboration. Retrieved August 24, 2010, from http://www.slideshare.net/mooneycol/wikis-in-knowledge-management-enabling-effective-collaboration

Prenskey, M. (2005) Engage me or enrage me: what today's learners demand. Retrieved August 26, 2010, from CQUniversity moodle, FAHE 11001 Managing E-learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf

Proudfoot. C. (1999). Curriculum restructuring in Queensland: The implications for teachers’ work. Retrieved August 26, 2010, from http://www.aare.edu.au/99pap/pro99240.htm
Qui. W., & Hubble. J. (2002). The advantages and disadvantages of virtual field trips in geoscience education. Retrieved August 24, 2010, from
http://sydney.edu.au/science/uniserve_science/pubs/china/vol1/weili.pdf

Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved August 20, 2010, from CQUniversity moodle, FAHE11001 Managing E-learning, http://www.elearnspace.org/Articles/connectivism.htm

Thrupp, R. M. (2010). ICT created diversity in the classroom:The contemporary learner. Retrieved August 26, 2010, from CQUniversity moodle, FAHE11001 Managing E-learning, http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf

Vaill. P. B., (1996). Learning as a way of being. San Francisco, CA: Jossey-Blass Inc.

Links to comments
Emma (Power Point)
Tasha image editing
Gary image editing

Where on Google Maps are ya?
All I can say is WOW!!
I loved playing with the features to create a customised map. You can have a look at my first attempt here. This opened up all sorts of little ideas for me. the first and most obvious is for work based on travel and tourism. Planning an orienteering route could be another application. Learners could enhance their understanding of biography writing by using this tool to plot the main events in a person's lief, and creating information boxes at key stages with facts about the person. In an historical context, learners can visit the scene of famous events in history, and find and investigate the places where online learning e-pals live. The satellite imagery gives learners a first hand view of the congested living in London - to be compared to Darwin perhaps. And perhaps learners would like to spend a day in the life of someone in a big city. Learners could invent a person, create a real place of employment, and a real home address, then they could have a virtual day in the life...by taking google earth walk through their daily activities. What a great way for students to understand how different life is in a other place.

Really Simple Syndication (RSS)
publishes a roll of blog entries, news headlines, audio and video clips as they are updated or edited.
An RSS document includes full or summarized text, publishing dates and authorship.
This can benefit readers who want to keep track of updates from websites or to aggregate feeds from many sites into one place. RSS feeds can be read using an "RSS reader". Have a look at my RSS feed here.

Learning Management Systems are fast becoming a feature of education bodies and workplaces. Basically it is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content. Systems can be either computer based or structured for collaborative learning. This type of system is prevalent in universities where moodle and blackboard are common. Learning managers cab establish a smaller system within the learning place. this can enhance learning by creating a central information processing system, a record of activity, and unlimited opportunity for learner interaction through forums. Webct, Backboard and Desire2Learn are well known software for this type of system.

What? Power Point for animation and making movies???
Making movies only for Speilberg??? Not any more, I have been amazed at how easy it is to create movies from powerpoint slides transferred into free Movie Maker 3 software. The application of this into a classroom opens all sorts of possibilities. The opportunities to offer choice in assessment - particularly to those learners who may struggle with writing - are endless. Imagine a movie to show a life cycle in science - meeting the needs of all learning types through the visual, kinaesthetic, and by adding sound files- auditory elements that can be carefully structured for each learner, or small group.

Step by step instructions could be pre-recorded for learners who may need to revisit them more than once. Learners who may have low confidence standing in front of a group to do a presentation could create a movie to show instead - allowing them to have a successful performance experience. Video diary can help keep track of evidence, or the processes taken to create a work of art or role play.

I have used movie maker for an assignment in Arts and Technology, both of these were done using still photographs, background audio and text to connect images. In a tute we learned how to create a movie using powerpoint. So I thought I would give it a try- using only clip art, this short piece took about half an hour of try and try again! AS you can see- I need a bit more practice to fine tune the timing.

Podcasts and Vodcasts
..hmmn sounds technical,even scary, but actually these are simply audio or video files that are made available on the Internet for download and playback using a computer or a mobile device such as an Ipod. Most podcasts have RSS capability, which can automate the download process for the user.
Here are some great easily accessible examples that I found - all ideal for a classroom.

1. Wild Animal Chronicles
Best for: Introducing your curious students to the orangutans of Borneo or the penguins of Antarctica.
Why It’s Worth It: Six-minute, jaw-dropping, well-narrated videos perfect for grades 3–8, produced by National Geographic, available for free over the Internet? Of course they’re worth it. Topics range in size from honeybees to whales, so it’s easy to find just what you need to enrich your unit.
Where to Find it: On iTunes, or here.

2. Children’s Fun Storytime
Best for: Letting someone else read aloud to the kids for a change.
Why It’s Worth It: This new audio podcast, started this past December, features dramatically intoned readings of favorite kids’ stories like The Little Engine That Could and Lewis Carroll’s Alice in Wonderland.
Where to Find it: On iTunes.

3. Sixty-Second Science
Best for: Daily blasts of entertaining, thought-provoking science news.
Why It’s Worth It: New theories on how some dinosaurs knew how to fly, how the sun sets our internal clocks, whether groundhogs can really predict the weather, and much more, all presented in a zippy radio-news format by the editors of Scientific American.
Where to Find it: On iTunes, or here.

How to make one?? Check this out -

A great library of podcast resources here

Copyright free images mean that no referencing is strictly needed, but it is still courtesy to cite where images came from. This is an image that is relevant to the learning in my classroom at the moment - I am in 6/7 and we are learning about the democratic process in a integrated unit. This image of people standing for hours in queues in Africa to vote could be used in SOSE - learners could pick one person out of the crowd and write a brief "biography" - trying to expose children to different viewpoints.

Making photos move...
Oh what fun I had making this little guy - it was made using a great tool called blabberize. Although this one was done just for fun- there were some great examples of how this could be transferred to a classroom. Student presentations are the first thing that come to mind - it can be imported into power point, a blog or a wiki, and learners can record their own voices easily through a microphone, or on a mobile phone.

Wordle
This tool creates random word art out of your own text - you can control the font, colour and arrangement. This would be great for literacy activities - in a lesson where children are to use words in a certain colour, and featured words (in larger font) as idea starters, or in topic sentences. It could be a way to build the field of technical terms that children learn for science or technology - they could build their own wall as they learn new words. Again it is easily saved and downloaded to blogger, wiki or a simple word document to print.


This tool creates random word walls out out your own text -

Vokis

The 3rd tool we looked at this week was a voki - a speaker image that you can program with text. I could imagine using this to embed instructions on a class wiki or project website - to ensure that learners have multiple opportunities to be clear about the instructions and content. Also, what a great way to ensure that the auditory learners don't get lost in the sea of "visuality" that are websites, wikis and blogs. There could be a small one of these on each page to help this learning style.

Framework: to Bloom or to Productive Pedagogy????
I have decide to use the frame work of Blooms for my assignment. I have had a play with a concept map, considering the domains of the learners, and feel that it will strongly scaffold the learning that I wash to achieve in my ICT unit. Bloom's Taxonomy (Bloom, 1956, as cited in Killen, 2003) examines the cognitive domain. This domain categorises and orders thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom describe each category as a gerund. They are arranged below in increasing order, from lower order to higher order. It seems to be an ideal format for e-learning - as so much of e-learning is communication. If we examine the communication skills needed to successfully engage in Higher Order thinking -e-learning tools are perfect! As learner work through the levels of the taxonomy, ways of working are easily adapted to digital strategies and activities - as suggested in the table I have constructed below (adapted from educational origami).