E-learning is the utilisation of digital technology to engage and
enhance the learning experiences of twenty first century learners. The use of
digital tools enables teachers to create effective individualised learning
opportunities for their students whilst simultaneously equipping learners with
essential information communication and technology (ICT) skills (Queensland
Government Department of Education, Training and Employment 2008). The last six
weeks have been a significant learning journey that has consisted of
educational experiences that were centred on applying theory to guide our
learning in how to effectively utilise, create and integrate a multitude of
digital tools into the learning experiences of our current and future students.
We commenced our journey with learning the key theoretical foundations
of ‘E-learning’ which has derived from ‘learning’ theories. Once we developed a
deeper understanding of learning theory we then expanded our knowledge of
digital pedagogy. Through deepening our knowledge in the underpinning design
principles of E-Learning, the following core concepts became apparent
throughout the learning journey.
·
The importance of working legally, safely and ethically when
engaging with ICT in any context
·
The absolute necessity of implementing learning experiences that
reflect effective digital
pedagogy and appropriate scaffolding.
pedagogy and appropriate scaffolding.
·
The benefits for learners when constructing knowledge through
collaborative learning
environments
environments
·
The increased level of engagement of students when learning
through a multitude of interactive digital technologies
After engaging in the course materials, it became apparent that in order to initiate my E-Learning experiences in the classroom the learners would need to be informed and develop an understanding of working legally, safely and ethically specifically in the area of ICT in order to harmlessly participate in the lessons.
ICT’s are unquestionably beneficial in enhancing the learning experience; however, they unfortunately present significant dangers to students. Therefore, it is essential students become informed of the risks, advised and initiated into appropriate ICT usage and monitored correctly.
Some of the potential risks involved
are students undertaking research online can become deliberately or
inadvertently exposed to inappropriate material such as pornography, racism, violence
and other offensive material. In addition, many technologies in particular
social media’s become a medium for bullying and are an avenue of access to public
persons which can create riskful situations that potentially lead to both socio-emotional
and or physical harm.
The risks involved also pertain to academia as
students and learning managers can potentially violate copyright
infringements. Teachers and students must be informed of the appropriate
acknowledgement of sources and legality of downloading and uploading material
online. Therefore, it is absolutely essential that I as a future Educators must
be well informed in online conduct and transition this knowledge and skill set
of working legally, safely and ethically to my students.
I can use the following Queensland
Education website to ensure that I model and teach safe, legal and ethical ITC
practices: http://education.qld.gov.au/web/schools/riskman.html.
In addition, I can use the following Link as
it provides an outline of Queensland education student ITC expectations categorised
by year groups which is inclusive of operating safely, ethically and
legally: http://education.qld.gov.au/smartclassrooms/documents/enabling-learners/pdf/student-ict-expectations.pdf
Through completing the series of
engagement activities it soon became apparent that designing these activities upon
the principles of digital
pedagogy was absolutely essential for quality learning experiences. TPACK is
an essential framework that
articulates the essential elements of an effective E-Learning experience. I will need to design a lesson having
exceptional knowledge of the content being studied; having knowledge of ICT tools
and productive pedagogy then its subsequent implementation. Therefore the
ability to teach the required knowledge and skill sets whilst selecting and using
technology effectively to enhance the experience. Through analysing and modelling the digital tools from weeks 1-6 we were able to gain insight into the most effective tools to use to enrich the learning experience. Furthermore, I was able to become skilled
in a variety of ITC's that I can use to cater for all learning needs and
learning styles of my students which is apart of practicing productive pedagogy. An outline of TPACK can be
found on the following link: http://www.tpck.org/
In addition, The
Blooms
Taxonomy Framework also proved to be an essential framework when designing
a lesson plan. The Bloom’s taxonomy framework guides the learning managers understanding
of the levels of thinking students are experiencing. It develops the pedagogy of the learning
manager as it provides strategies or key verbs to identify and or implement in order to support and then enhance our student’s
level of understanding. Bloom's Digital Taxonomy provides a guide indicating what ICT''s will be most appropriate for certain levels of understanding which is a fantastic tool to compare with my own analysis of the digital tools we covered from weeks 1-6 which will essentially guide me in choosing the most effective ICT's for certain learning experiences.
Effective digital pedagogy reflects the appropriate use of scaffolding
as it enhances e-learning activities. Scaffolding
is important as it provides a framework
within which learners are able to explore concepts and subsequently, construct meaning.
These frameworks can then be transitioned into any learning experience. Scaffolding tools that were explored in E-learning were Debono’s
Six thinking Hats, PMI charts, concept Mapping and SWOT analysis. Examples of
these can be found throughout my blog as I used them as a tool to scaffold my
analysis for each engagement activity: http://e-learningactive.blogspot.com.au/.
When commencing the course I initially only reflected on the
digital pedagogy used in our e-learning experiences however, as the weeks
continued and I had the experience of my first placement I began to link
pedagogy with designing e-learning activities specific to my teaching context.
Therefore, when we were required to model ‘digital tools 3 & 4’ I wanted to
create something that I could potentially use in the classroom to engage my
students and reflected the principles of productive pedagogy. TPACK, Blooms
Taxonomy and the Australian Curriculum were the key guiding principles for the
design of my interactive PowerPoint. Please refer to the following link if you
would like to view my interactive PowerPoint: http://e-learningactive.blogspot.com.au/2013/07/digital-tools-reflection-4.html
In this activity I soon realised I should have
incorporated specific scaffolding as I have presented what to do as opposed to how
to do it. The presentation provided me with some more in-depth knowledge about
scaffolding which I will use as a guide to enhance the learning of my students:
http://info.psu.edu.sa/pscw/PSCW/psutl2011/workshops/5.pdf
The following link provides some Ideas that I could incorporate into my lessons
to assist with scaffolding the learning of my students and require them to
expand upon their learning: http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
The learning theories of Constructivism and Connectivism are the foundations of E-learning engagement activities however; elements of both Behaviourism and Cognitivism can be incorporated. Constructivism is stated as ‘how meanings and understandings grow out of social encounters’ (Learning and Teaching, 2012). Essentially the use of the Wiki and blog required us to assume responsibility and actively participate in the discussions, constructing our knowledge from each other as opposed sitting in a lecture and absorbing the information. Siemens (2005) conveys the principles of Connectivism through the analogy of a piping system; ‘The pipe is more important than the content within the pipe’. This analogy articulates the importance of acquiring the skills to obtain knowledge as opposed to knowledge itself, as in the twenty first century knowledge is forever evolving. The Wiki engagement activity and the process of blogging exemplifies the Connectivism theory as we needed to develop and apply our critical literacy skills in order to establish an adequate resource base, and then share our knowledge in a wider context. It is evident that E-Learning activities that are based upon these theories create a platform where effective pedagogy can be implemented. Please refer to my blog posts to gain further insight into the learning theories: http://e-learningactive.blogspot.com.au/2013/07/constructivism.html
When implemented
effectively online collaboration has significant benefits such as those
ascertained in the research of Johnson (2009) cited in the works of Laal &
Ghodsi (2011):
- Higher achievement and greater productivity
- More caring, supportive, and committed relationships
- Greater psychological health, social competence and self esteem
These key success indicators of collaborative
construction of knowledge immediately became evident through the experience of
week ones engagement activity; Debono’s Six Thinking Hat Wiki. The digital
tools of the Blog,
Websites
and Wiki
were explored week one. The most beneficial for online collaboration is the Wiki
to ensure the advantages of online collaboration are experienced. The
experience of connecting with others and collaborating online enables students
to gain a sense of familiarity with the skills and process of online
collaboration, including the need to work safely, ethically and legally. A
significant benefit of online collaboration is students are able to consider beyond
their immediate context and deepen their understanding.
Furthermore, the newly formed peer relationships
provide the opportunity for students to enhance their sense
of comfort and increase their confidence with collaborative
communication. It became evident that after the Wiki engagement activity and a
couple of weeks into blogging the sense of comfort and confidence was
transitioned into our face to face learning experience as in week three there
was a greater level of contribution in class discussions. I will
definitely use online collaboration tools in the classroom and out of the
classroom (homework) especially as a strategy to build the confidence of those
students who do not like to participate in class discussions. A task such as
this will enable a student to contribute to discussions without feeling the
pressure of speaking openly aloud therefore rather than being disadvantaged by
lack of confidence; students will have a more positive and therefore effective
learning experience.
This journey has proven to be significantly insightful as I have
certainly developed my understanding of what e-learning entails and what it
does not – simply using a computer.
It has been interesting to undertake this journey whilst
completing my placement as it has given me tremendous insight into the
difficulties teachers face simply because they refuse to embrace digital
pedagogy. In the twenty first century it is essential that we as future
learning managers design lessons based on learning theory, the frameworks of
TPACK and Bloom’s taxonomy and engage our learners through a multitude of
digital learning experiences.
References:
Queensland
Government Department of Education, Training and Employment. (2008). Smart Classroom Bytes: E-Learning for Smart
Classrooms. August Publication retrieved from http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Siemens, G. (2005).
A Learning Theory for the Digital Age.
Retrieved August 19, 2013, From http://www.elearnspace.org/Articles/connectivism.htm
Learning and
Teaching. (March 2012). Constructivist
Theory. Retrieved August 19, 2013, From http://www.learningandteaching.info/learning/constructivism.htm
Laal, M & Ghodsi, SM. (2011). Benefits of
Collaborative Learning. Journal of Social and Behavioural Sciences 31. Retrieved 19 August, 2013, From http://www.sciencedirect.com/science/article/pii/S1877042811030205