Upon conducting investigations into the concept of E-Learning, trialling a cross-section of its available tools and examining examples of the learning design frameworks employed to facilitate their implementation, links to more effective pedagogical practices became abundantly evident. The consideration consequently afforded these links led not only to the formation of a picture displaying the possibilities within the context of my current Embedded Professional Learning 1 (EPL1) placement, but also an awareness of a picture yet to be seen – a picture stretching beyond the limitations of imagination. By following the ‘user-friendly’, ‘small steps’ of instruction and gaining an awareness of the workings and applications of E-Learning tools, the inherent pedagogical advantages became increasingly obvious. Further to this, it became increasingly clear that their worth as tools of learning are exponentially increased when used to foster collaborative projects with fellow students. Thus, an understanding dawned as to the ability and power of ICTs to scaffold, enhance and transform learning and a personal ‘giant leap’ was taken along the road of lifelong learning.
It must be said that when considering the application of E-Learning concpts, tools and frameworks to an authentic setting, the Learning Manager (LM) is best served by first considering the 8 Learning Management Questions (LMQs). By ascertaining the learners’ prior knowledge and the knowledge they want to know, their preferred learning styles and the available resources, the LM can then embed within a Learning Management Plan (LMP) and its Learning Experience Plans (LEPs) the appropriate ICT tools and learning design frameworks.
Also, as ICT concepts and tools are available in various forms and are pitched at various learning levels, it is vital that tools appropriate to the levels and abilities of the learners are selected and adapted. Accordingly, the concepts, tools and learning design frameworks that feature below have been selected with my current EPL1 placement in mind, being the Year 5/6/7 composite class at Coningsby State School. The classroom environment varies between 'whole class' lessons and 'individual year' or ability level group work, with group membership generally ranging between 4 and 8 students. As a result, access to the 10 available classroom computers for each group is, at most times, available.
When considering the use of ICT tools in a learning setting, there are 4 learning purposes which must also be considered. These purposes are: accessing information; consolidating and refining information; transform information to develop new understandings; and presenting new knowledge to an audience.
A common catch cry over recent times has been... “Google it!” The ability to access information instantly is the era’s defining characteristic, so much so it has become known as ‘...the knowledge economy’ (Houghton & Sheehan, 2000). However, there is more to Google than merely matching whimsy to websites.
Even when the learners are confined to the classroom, a world of discovery can be available through Google Earth. The Google Earth website comes complete with tutorials, lesson plan examples and teacher ideas. With this tool, students can travel the planet, the country or even the school grounds - all with the click of a mouse. Learners can go on ‘safari’ and blog their findings. Google Earth is an invaluable tool, particularly in the context of SOSE or science. This facility was used by Coningsby’s Years 5/6/7 students to great effect in their discovery of Ireland.
World travel through ICTs can also be experienced by using ‘Skype’. Classrooms can interact with any other classroom anywhere in the world with similar facilities, interactive tele-conferencing can be used to scaffold, enhance and transform learning, guest speakers can be seen and heard sharing information specific to any KLA from anywhere in the world.
Another tool perfect for the gathering and gaining of information is the Podcast. Podcasts can be used by the LM or the learner in a variety of ways - to create audio away from the classroom setting for later presentation or to record guest speakers, important lessons or events. Also, students can be recorded in action – as were members of the Coningsby cohort as a means to analyse and critique public speaking and debating techniques. Other useful applications would include conducting informative interviews, the gathering of field trips information, the recording of audio plays and radio programmes. Further, rarely does the timing of informative television and radio programmes fit with the classroom timetable, so professionally released podcasts can allow the LM to access these programmes at more appropriate times.
The logical extension of the Podcast is digital video. Digital video adds the visual aspect lacking from the Podcast and extends the creative possibilities enormously - from filming presentations and events to movie making and news reporting. It is also ideal for documenting field trips and excursions.
On the net, YouTube provides an incomparable platform for sharing digital video. A near endless supply of digital video uploads can be accessed on virtually every topic imaginable . And for topics not yet accounted for, learners are afforded the opportunity to fill the void. YouTube provides a facility that exponentially enhances and transforms the possibilities of learning, both as a research tool and as a publishing tool.
The use of video also sparks the need to consolidate and refine information, which introduces the learners to a range of tools specifically designed to edit and enhance their footage into a presentation that is truly of their own making. The ‘Sony Vegas Movie Studio 8’ is a multi-tracked editing tool that is both user friendly and flexible, providing the facility to create a quality, highly personalised end product that can be easily uploaded to YouTube.
For still images, a tool of great potential is ‘Sliderocket’. Sliderocket is slideshow with a strong audio aspect and is another user friendly tool with great flexibility. It boasts a vast bank of features and upper primary students could use it to create stories, document events, record investigation results and make fun presentations across the range of KLAs.
In a recent activity, the Years 5/6/7 cohort were instructed to keep a digital journal to record the observations and results of a science investigation. Since experiencing the features and benefits of a working blog, it would appear to be an obviously better alternative. By encouraging the learners to post website addresses, hyperlinks, pertinent information, images, video and music on their blogs, and to consider and comment on the blogs of others, a community of learning is established and encouraged. According to Richardson, "More and more teachers and schools are starting to experiment as a way to communicate with students and parents." And that blogs are used to: "archive and publish student work, learn with far-flung collaborators and 'manage' the knowledge that members of the school community create" (Richardson, 2004).
To transform information for the development of new understandings, learners can be encouraged to use ‘Mind Maps’. Mind maps allow the learner to create a blue print for their set task, through following learning design frameworks or even brainstorming ideas. The 2 mind maps most useful to the Coningsby cohort are the ‘Bubbl.us’ and ‘Text2’, the former being the easier of the 2 to navigate and the latter offering more structure and clarity. Also, mind maps employed in this context create a record of the learner’s thinking at the start of a project and can be used as a reflection focus upon the task’s conclusion.
Another use of mind maps for learners is the mapping of the required learning design framework. Using a framework such as the Big 6 (Big 6 website, 2010), the learners have a set of instruction that can be referred to at any time when seeking clarity in the task at hand.
Where the Big 6 is high on detail and benefits greatly from the organisation of a mind map, the simply put Learning Engagement Theory (Kearsley & Shneiderman, 1998) proffers that for students to experience true and valuable learning, they must RELATE, CREATE and DONATE. Depending on the detail of the task at hand, either framework would be ideal for Years 5/6/7 at Coningsby. Once decided upon, mind maps could be further employed to aid the extrapolation of information from sources. By putting down the main points from a piece a research, the learners are more likely to development and transform the information gathered into new understandings and thereby encourages them to write their assignment in their own words, rather than copying directly from the source. This gaining of new understandings promotes within the learner higher order thinking through the development of critical thinking, analysis, evaluation and synthesis.
In regard to the tools researched and presented above, learners would be able to harness those tools' various functionalities to produce purpose built presentations of their newfound knowledges and understandings for a variety of specifically positioned audiences. Other formats of presentation would include the Wiki, especially suitable for group work and explored more fully in the ‘Wiki’ post beneath, and the Website, perhaps the most well recognised presentation tool of all and a format suited to individual programmes and a final group submission. By reusing the tools initially used by the LM to inspired the learning journey, the learner get to experience both sides of ICT, as they customise those same tools to present as they had been presented.
A feature of the ‘world wide web’ is its capacity to collect and make available vast numbers of accessible sites of dubious merit. This is also true of Elearning and its abundance of tools. LMs should remember that, as much as it’s true that just being on the net doesn’t make a site valid or valuable, the same can also be said of some Elearning tools. Cases in point include the presentation site ‘Prezi’ and the fun but distracting ‘Voki’. For further comments and critiques, please see the relevant posts below.
An advantageous aspect of the communal blogging throughout this course has been the sharing and collecting of a range of currently available, pedagogically transformational websites of sound and suitable design that already scaffold and enhance the learning experience for all. These also are included and hyperlinked in a post beneath.
With the ‘knowledge economy’ now an acknowledged global phenomenon, the need for educators to embrace Elearning and the best of its tools is vital. By employing the latest of technologies, LMs afford learners the opportunity to experience learning from a current, real life perspective and arm them with the necessary understanding and knowledge to maximise their potential as they continue their journeys of lifelong learning.
References:
50 ways to use a wiki, (2010), Retrieved on 30July, 2010 from: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Big 6 website, (2010(, Retrieved on 26 July, 2010 from: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Bubbl.us website, (2010), Retrieved on 25 July, 2010 from: http://bubbl.us/
Kearsley, G. & Schneiderman, B. (2010), Retrieved on 25 July, 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. & Myshra, P. (2010), Retrieved on26 July,2010 from: http://site.aace.org/pub/sigs/sig-Mishra-Koehler-TCR.pdf
Memletics website, (2010), Retrieved on 25 July, 2010 from: www.learning-styles-online.com/inventory/
Prezi website, (2010), Retrieved on 26 July, 2010 from: http://prezi.com/your/
Richardson, W. (2004), Blogging and RSS - The 'What is it' and 'How to' of Powerful new webtools for educators, Information Today, http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
Text2 mind map website, (2010), Retrieved on 25 July, 2010 from: www.text2mindmap.com/
Weebly website, (2010), Retrieved on 30 July, 2010 from: http://www.weebly.com/
What is Wiki website, (2010), Retrieved on 30 July, 2010 from: http://wiki.org/wiki.cgi?WhatisWiki
Useful Websites:
http://www.smartkiddies.com.au/parent/overview
http://www.scootle.com.au/
www.prometheanplanet.com/en/
www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html
www.moodle.cqu.edu.al/resources/view.php?id=91814
www.edna.edu.au/edna/go/schooled/school_theme_pages/objects
www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin
www.ideal-resources.com.au/resources.php?typeRes=mp&sec=mp3
http://www.sliderocket.com/
http://www.sonycreativesoftware.com/download/trials/moviestudiope
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