Reflective Synopsis (Assessment item 2)
ELearning can be defined as “using information communication technologies (ICTs) to engage, enhance and extend learning in pedagogically sound , flexible and innovative ways” (Fasso, 2010). As well as engaging students and giving teachers new teaching tools, eLearning is versatile, portable, and can strengthen communication links between students and teachers (Lynch & Knight, 2010, p.46). However, for eLearning to be most effective for students, the ICTs used must be integral to the learning, therefore ensuring that the facilitation of the learning is done so in a way that is not possible without the use of ICTs (Fasso, 2010). ELearning can enhance most areas of the curriculum and improve the motivational levels of the learners (Snowman et al, 2009, p.455).
ELearning enhances learning and can be linked to several learning theories including behaviourism, cognitivism, and constructivism. Good and Brophy, 1990 (as cited in Mergel, 1998) state that behaviourism focuses upon studying observable and measurable overt behaviours. In an eLearning context, applying a behavioural approach to learning involves the implementation of small steps, and the integration of both positive and negative feedback (Lein, n.d). Behaviourism in eLearning is mostly evident through educational video games. According to Snowman et al (2009, p.454) “the main characteristics of educational video games include systems of rewards and goals, a narrative context for the activity, a set of rules, learning outcomes relevant to the content of the story, and interactive cues that prompt learning and feedback.”
ELearning also aids the cognitivism approach to learning. “The term cognition is used to describe the ways in which information is processed – that is, the ways it is attended to, recognised, encoded, stored in the memory for various lengths of time, retrieved from storage, and used for one purpose or another” (Snowman et al, 2009, p.279). In eLearning, cognitive theories involve using schema or mental maps to sort and organise content or materials (Lein, n.d). Online or computer concept-mapping using programs and websites such as Microsoft PowerPoint, Inspiration, Kidspiration, bubbl.us and text2mindmap are great examples of how the theory of cognitivism can be applied to eLearning (Smith, Lynch, & Knight, 2007, p.49).
Constructivism is also evident in eLearning. “Constructivism is the view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another” (Snowman et al, 2009, p.28). “Constructivism is often applied in an eLearning context through real world simulations, collaborations with other students, and by giving the learners access to point-of-need knowledge and responses” (Lein, n.d). Web 2.0 tools allow for peer collaboration and interaction and assist with knowledge construction and the ideals created through the theory of social constructivism (Lynch & Knight, 2010, p.47).
ELearning can be embedded and applied to many teaching and learning contexts, however I have chosen to focus my eLearning journey on a Primary School context. I have explored and experimented with a variety of eLearning tools including blogs, online/computerised concept mapping, wikis, glogs, webpages, LMS, voice recording, images, podcasting and digital video. The four tools that I have chosen to focus on and analyse are online concept mapping, blogs, wikis and digital video.
A range of computer programs and websites can be used to create an online (or computerised) concept map. When experimenting, I used the websites bubbl.us and text2mindmap.com. You can view the two concept maps that I created by clicking here.
Using an online concept mapping tool has many benefits. For starters, they are easy to use, fun, engaging, and they cater for a wide variety of different learning styles. They can be created individually or as part of a collaborative project in pairs or in groups. They can help a learner organise content knowledge or display what they know, while at the same time building upon their ICT knowledge and skills.
As well as having benefits, online concept mapping also has some drawbacks. The main one that I discovered is that not all learners organise their thoughts in a concept map way. Some learners may prefer lists or tables to sort out their thinking processes. The other drawback that I discovered was the question which one is best? With so many different types available these days how do learners work out which one to use? Of the two I explored, I preferred bubbl.us, however looking at some of my peers’ blogs, others preferred text2mindmap. The question (which is best?) is answered differently by different people.
Within my teaching context (Primary School teaching), I believe that online concept mapping is a great learning tool. It can be used as a successful higher order thinking tool that can help a learner analyse, compare, contrast, relate or organise information (Teachnology, n.d). They can be used when working in a wide variety of curriculum areas, and can be used as part of a unit constructed using the framework Learning Engagement Theory. The Learning Engagement Theory involves learners in a group context creating a project, relating the project to something meaningful, and donating it, emphasising the value of making useful contributions while engaged in the learning process (Kearsley & Schneiderman, 1998).
Blogging is the second tool that I chose to analyse. A blog is a web 2.0 tool that has many uses. It can be used as an online journal, a place to discuss a particular topic, a source of news, or as a learning tool within a classroom. An educational blog (classroom blog) can also be used for a variety of purposes (Downes, 2004). It can be used by the teacher as a means of displaying student work and notices for parents (Downes, 2004). A blog could also be created by the learner for creative writing, a place to outline thought processes or to show the steps taken when completing a project. A key feature of a blog is the fact that comments can be placed by viewers. This means that the teacher is able to place comments on a student’s blog to provide guidance and to scaffold learning.
Using blogging within a classroom has many benefits. Firstly, there are many different ways that you can use a blog. Also it has a section for comments. Another benefit is that only the owner of the blog is able to edit, change, or delete the blog postings on the blog therefore giving the learner total control over their own work. Images and digital video can also be embedded into a blog.
As well as having many benefits, blogging does have its drawbacks. A blog does not really allow much room for collaborative learning. While a blog does have some level of interactivity (from the comments feature), the postings are all posted by the owner of the blog making it a fairly individual activity. Also if you do not constantly update your blog postings, you run the risk of your blog disappearing. I was personally not aware of this drawback until I saw it on a peer’s blog.
If scaffolded correctly, within a blog learners could demonstrate levels of higher order thinking. The learners may demonstrate their ability to analyse, compare, contrast, outline, research, construct, create, design and produce (Teachnology, n.d). A blog could also be constructed applying the Learning Engagement Theory. Learners could create a meaningful blog that relates to a topic that they are passionate about and donate it, that is create it for a particular purpose (Kearsley & Schneiderman, 1998).
Like a blog, a wiki is also an example of a web 2.0 tool. However, blogs and wikis are not the same. A wiki is more interactive than a blog because it allows learners to work in a collaborative fashion. Learners can build upon the ideas of others and strengthen their own. A wiki takes a very constructivist approach to learning as using one that is scaffolded correctly allows learners to construct knowledge rather than merely receiving it (Mergel, 1998).
After exploring and experimenting with wikis I created a SWOT (strengths, opportunities, weaknesses and threats) analysis of a wiki. You can view my analysis by clicking here.
By exploring the potential uses of a wiki I discovered that they would be a great tool to use within a classroom. They can enhance learning and they promote collaboration between peers. Collaboration is a fundamental element of the Learning Engagement Theory (Kearsley & Schneiderman, 1998). Higher order thinking is also promoted by the use of meaningful learning within a wiki.
Digital video is the final tool that I chose to analyse. Digital video can be something that is shown to learners, or something that you get the learners to produce. After experimenting with digital video I created a SWOT analysis of digital video which you can view by clicking here.
Digital video allows learners to express their creativity. It can be created collaboratively and it requires learners to use higher order thinking skills and processes. It is an excellent tool to use in a classroom with older learners requiring little to no guidance for the actual creation of the video. Creating a digital video is a great project for learners to complete. It relates well to the Learning Engagement Theory as learners are creating, relating the video to something, and are able to donate it (use it for a particular purpose) (Kearsley & Schneiderman, 1998).
Throughout my eLearning journey so far, I have learnt a great deal about how these and other digital tools can be applied and used in the classroom and how they enhance learning.
References:
Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26
Fasso, W. (2010, term 3). Active learning diversity and the theory. Retrieved from CQUniversity e-courses, FAHE11001 Managing eLearning, http://moodle.cqu.edu.au/mod/resource/view.php?id=142865
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology- based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm.
Mergel, B. (1998). Instructional design and learning theory. Retrieved from http://www.usak.ca/education/coursework/802papers/mergel/brenda.htm
Lein, K. (n.d). Elearning pedagogy. Retrieved from http://elearning pedagogy.com/index.html
Lynch, D, & Knight, B. (2010). The theory and practice of learning management a text for the student of learning management. Frenchs Forest, Nsw: Pearson Australia
Prensky, M. (2005). Engage me or enrage me, what today's learners demand. Retrieved from http://net.educause.edu/ir.library/pdf/erm0553.pdf.
Smith, R., Lynch, D., & Knight, B. (2007). Learning management transitioning teachers for national and international change. Frenchs Forest, Nsw: Pearson Education
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B. & Biehler, R. (2009). Psychology applied to teaching. Milton, Qld: John Wiley & Sons.
Teachnology. (n.d). Bloom's taxonomy verbs. Retrieved from http://www.teachnology.com/worksheets/time_savers/bloom/
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