Learning Management Synopsis: Content and Pedagogy using Technology

In the twenty-first century, Information and Communication Technology (ICT)  have impacted on educational opportunities. Contemporary learners are used to working with new digital technology as an opportunity to solve problems. Prensky (2001), refers to these types of learners as ‘digital natives’. As a result, learning designs have required restructuring and ICT’s have become integral to how we access and process knowledge in every field of learning. Pedagogy has also transformed, providing new ways to learn using electronic support in learning (E Learning). The Australian Curriculum, Assessment and Reporting Authorities (ACARA, 2011a), states the importance of making these changes is because technological change is globalised which places a greater demand on the future careers of young learners.

However, re-engineering education instruction that incorporates the complex relationship between new technology, content and pedagogy can seem overwhelming for the digital immigrants like myself. This does not have to be the case. Salmon (cited in O’Neill & Knight, 2007) suggests that new learning is not any different but it is the way contemporary learners communicate that has changed and learning managers need to incorporate modes of communication technology in their learning design. In addition to incorporating variable modes of communication, it is vital to design learning that engages learners through the use of new technology. Prensky (2005), states that teaching the same way as teaching was delivered thirty years ago, will result in contemporary learners coming to class and ‘powering down’, or switching off, as they are not digitally thinking.

To ensure the safety of learners’, the Australian government is continually bridging the gap between digital immigrants teaching digital learners by providing safe secure networks that consist of recommended research links, professional development options, and regular updates of resources. For example, the Learning Place (Department of Education & Training, DET, 2010), and the Learning Federation (Ministerial Council for Education, Early Childhood Development and Youth Affairs, MCEECDYA, 2009) are current online digital resource networks equipped with a variety of key learning area (KLA) exemplars which support learning, and teachers teaching methods, and a variety of pre-checked safe resources for learning. These networks base their research on the technological pedagogical content knowledge framework (TPACK), which has already been discussed in this blog (Appendix A). Mishra and Koehler (2006), state TPACK is teaching with technology that cognitively connects the construction of new learning to prior knowledge through the use of meaningful tasks relevant to the learner. Overall successful teaching, no matter whether you are a digital immigrant, or not, will combine; learning theories with the TPACK framework, and consider Howard Gardner’s multiple intelligences and Bloom’s Taxonomy in the learning design to achieve a deep understanding in the diverse range of all learners.

As a part of analysing and developing my own learning management skills and design strategies, I created my own web sites from these tools and analysed the use of these tools for teaching purposes. Three different tools are analysed in the following;

1.       I have created a blog and then did a swot analysis (Appendix B) on using it for teaching purposes. Overall, I have found blogging as a very useful and user friendly tool. Blogs are maintained by the individual and provide a personal running commentary of the student’s learning journey. The advantages of individual blogging is learning development is valued by the individual as they can see how they are progressing. The learner’s posts are in chronological order which can be easily monitored by the learning manager and any constructive feedback can be applied through the comments link.

2.       I have created a wiki and completed a PMI analysis (Appendix C) on using it for teaching purposes. Wiki’s can be accessed by the whole class and are not in chronological order. This type of learning can facilitate communication amongst learners as they can all add comments to the same page. The learning manager will need to ensure students have the skills of using wiki’s before delving into complex tasks because information can be edited and changed by anyone who can access that page. Using DeBono’s hats a strategy fit very well in the wiki for our learning purpose. The next couple of paragraphs also analyse the use of a wiki tool in the classroom.

3.       Lastly, I created a website (Appendix D) and completed a PMI analysis (Appendix E) on using this for teaching purposes. Website’s can be very time consuming and distracting during their construction. This would get better as students skills develop if they were frequently exposed to one type of web constructing organisation such as Weebly. Website’s tend to best display the final product of students work. Learning managers can monitor the learning progress but cannot provide direct feedback and as a result students may stray off task. There is very limited communication possibilities.

Using the analysis tools demonstrated in the exploration of these web tools above, are also great for developing a thinking learner.  Eric Frangenheim (2010, p.5), suggests that good thinking will not happen automatically, it takes effort, and using these tools are strategies that will assist in successfully achieving the higher levels of Blooms Taxonomy (Appendix F). Overall, teachers who can incorporate the use of these thinking tools into their E Learning designs will stimulate the learning environment and enhance thinking practice in learners. Furthermore, these tools in an online context suit all diverse learning styles (Appendix G) and will develop students’ ICTs confidence through investigations, creations, communications, operations and applications which is in line with learning outcomes of the Australian Curriculum: ICTs (ACARA, 2011b).

As a part of this E Learning experience, I have participated in course wiki links that involved a variety of group tasks;

1.We discussed a range of alternative opinions (Appendix H) about using mobile phones in the classroom for educational purposes. Edward DeBono’s hats was the thinking strategy used for this task. Using the hats forces the students to think beyond the narrow prejudice perspectives about this topic. From the students first initial point about the task, the hats require students to consider at least another five different dimensions about the discussion topic. The hats are a great tool to structure thinking. In my blogg (Appendix I), I have further analysed the effective use of DeBono’s hats for teaching purposes. I have also analysed the effectiveness (Appendix Q) of this specific task delivered in the course.  

2. I joined a smaller group and discussed the best possible answers (Appendix J) from a series of quiz questions provided in the course. Unfortunately, this was my first experience of using a wiki as a negative impact. For instance, the research and hard work that was applied to answering these quiz questions and justifying how these answers had come about, seemed to lead nowhere. As a result, I was not sure if I had followed the right process, or whether I had answered the questions correctly because I was not provided with any feedback from my group. This result had me thinking, for example, how would this be in the classroom situation? Are the students just going to leave it to some of their group members to do all the work and then they just copy it. If this is the case, not all learners are engaged and learning. The next question raised was, will students feel vulnerable putting their responses online for all to see? From my experience, I was beginning to feel this way. Obviously these are considerations the learning manager has to deal with in the classroom. The learning manager will be required to establish a comfortable classroom environment to ensure all learners feel supportive and confident in their own responses (Marzano & Pickering, 1997). Also, the learning manager will need to continually motivate learners’ attitudes towards learning and ensure all learners are participating. Providing continual constructive feedback to the learner can also be done online, not just the classroom.

3. We discussed the differences between (Appendix K) learning design frameworks, conceptual frameworks and learning theories. Once again, full class participation had dropped, although in this case, the responses could have become very repetitive. I enjoyed reading they way other students applied their own understanding to these key characteristics of learning. As a result, I had reflected on how it can sometimes be easier to understand your peers perspectives about important facts rather than studying the professionals written theoretical version of those facts. Although, some background knowledge is still required because peers may not identify all the important key concepts in their elaborations which can be nutted out through discussion with others who have researched the topic.

A range of digital tools were also explored throughout this course. As a digital immigrant, who enjoys the discovery of new technologies, I found part of the course engaging but very time consuming and sometimes frustrating due to my lack of skills. However, I have come to the conclusion that each tool I have experimented with provides a useful purpose for the designing of learning. The following links provide an example of my developing digital technology skills and a short evaluation for teaching purposes for each tool; Prezi (appendix L), Glogster (Appendix M), Google Earth (Appendix N), and Google Maps (Appendix P). On the whole, each tool listed (and lot’s more found online) can provide unique specific purposes in drawing on students learning. Some tools have the ability to facilitate independent learning journeys more so than others, known as constructivist learning (Mergel, 1998). But, in some cases the learning journey may be completely knew to the learner and tools that provide sequential guided steps would be better in that circumstance until the learner has the ability to become proactive in their own learning. 

References

Australian Curriculum, Assessment & Reporting Authority. (ACARA, 2011b). Information and communication technology (ICT) competence. Retrieved from http://www.acara.edu.au/

Australian Curriculum, Assessment & Reporting Authority. (ACARA, 2011a). The shape of the Australian curriculum [vers:3]. Retrieved from http://www.acara.edu.au/

Department of Education & Training. (2010). The learning place. Retrieved from Education Queensland, http://education.qld.gov.au/learningplace/ 

Frangenheim, E. (2010). Reflection on classroom thinking strategies: Practical strategies to encourage thinking in your classroom. Loganholme, QLD: Rodin Educational Publishing.

Marzano, R., & Pickering, D. (1997). Dimensions of learning, teachers’ manual (2nd ed.). Denver, Colorado: ASCD.

Mergel, B. (1998). Instructional design & learning theory. Retrieved from University of Saskatchewan, http://www.usask.ca/education/

Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA, 2009). The learning federation: Teaching teachers for the future. Retrieved from http://www.mceetya.edu.au/

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved from CQUniversity course, FAHE11001 ELearning online, http://moodle.cqu.edu.au/

O’Neill, P., & Knight, A. (2007). E-Learning: A catalyst for a futures orientation. In Smith, R., Lynch, D., & Knight, B. Learning management: Transitioning teachers for national and international change [pp.44-56]. Frenchs Forest, NSW: Pearson Education Australia.

Prensky, M. (2005). Engage me or enrage me: What today’s learners’ demand. Retrieved from CQUniversity course, FAHE11001 ELearning online, http://moodle.cqu.edu.au/

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved from CQUniversity course, FAHE11001 ELearning online, http://moodle.cqu.edu.au/

Appendices

Appendix A. Retrieved from  http://mrbenstack.blogspot.com/

Appendix B. Retrieved from http://mrbenstack.blogspot.com/2011/11/swot-analysis-on-using-blogs-for.html

Appendix C. Retrieved from http://mrbenstack.blogspot.com/2011/11/pmi-analysis-on-using-online-wiki-for.html

Appendix D. Retrieved from  http://mrbenstack.weebly.com/

Appendix E. Retrieved from  http://mrbenstack.blogspot.com/2011/12/pmi-analysis-on-building-individual.html

Appendix F. Retrieved from  http://mrbenstack.blogspot.com/2011/11/blooms-taxonomy.html

Appendix G. Retrieved from  http://mrbenstack.blogspot.com/2011/11/catering-for-different-learning-styles.html

Appendix H. Retrieved from  http://fahe11001-3-11.wikispaces.com/Group+3+Mobile+Phones

Appendix I. Retrieved from  http://mrbenstack.blogspot.com/2011/11/analysing-use-of-mobile-phones-as.html

Appendix Q. Retrieved from  http://mrbenstack.blogspot.com/2011/11/reflecting-on-delivery-of-learning.html

Appendix J. Retrieved from  http://fahe11001-3-11.wikispaces.com/Quiz+Practice+2

Appendix K. Retrieved from  http://fahe11001-3-11.wikispaces.com/Learning+Design+Frameworks+VS.+Conceptual+Frameworks+VS.+Learning+Theory

Appendix L. Retrieved from  http://mrbenstack.blogspot.com/2011/12/prezi-for-learning-purpose.html

Appendix M. Retrieved from  http://mrbenstack.blogspot.com/2011/12/glogster-for-learning-purpose.html

Appendix N. Retrieved from  http://mrbenstack.blogspot.com/2011/12/using-google-earth-in-learning-designs.html

Appendix P. Retrieved from  http://mrbenstack.blogspot.com/2011/12/using-google-maps-as-part-of-learning.html

Using Google Maps as a part of the learning design

Google Maps provides very similar teaching tools as Google Earth. When students use Google Maps as a learning tool, they will have the ability to instantly pinpoint the origins of their subject, and view this at street level. For example, students in the early years curriculum guidelines are developing an awareness about their communal supporters that surround them, such as the fire brigade, police, ambulance, hospital and/or their extended family. Google Maps will help each students visually identify the exact locations of these places in accordance to either their school, home, local shopping centre and/or friends houses. Students can also click on where they are going at street level and absorb the image of the building they are researching. In other words, if it is the police station preps have searched for then they can click on the building to obtain a digital image of the front of that building. This tool can provide a variety of examples similar to this one at all age levels. The advantage of Google Maps is that it provides spatial awareness in current meaningful real life standards. 

Using Google Earth in the learning designs

When students use Google Earth as a learning tool, they will have the ability to instantly locate the origins of their subject. For example, students in the primary years are required to learn about Asia as part of the requirements identified in the Australian Curriculum. In this case, students may correspond with schools in those areas and will have the ability to directly identify those areas in comparison to their own location by using Google Maps. Students will develop a clear understanding of the globe, time differences, distances, cultural diversity, geography etc, by using Google Earth. It aides in spatial awareness and makes tasks meaningful, current, and real life.

Glogster for a learning purpose

My glogster attempt.

Glogster is a user friendly current innovate way to display a variety of learning experiences. It caters for a range of diverse learning styles and work can be presented in a very visual engaging manner for 21^st century learners.

Work can be displayed in either chunks or sequenced. It can incorporate group or individual work. A full range of multimodal concepts in work can be addressed using glogster. Using the education version of glog ensures all students are monitored by teachers and a safe online working environment is established.

Prezi for a learning purpose.

My first experience of Prezi.

Prezi has similar types of features as PowerPoint. It is linear in the form it is presented. Although, it has very different ways about presenting the information compared to PowerPoint. Prezi is a very visual and engaging in the way the information can be presented.

In the classroom, this tool would be great for documenting a learning journal. Pictures, videos  and captions can all be added in one place. This information can be sequenced in the order of progress. Although this can be provided in chunks of information too. It just means that each chunk would haveto explained in sequence before providing the next chunk, that way information provided will still have a sense of flow. My experimentation of Prezi had found that I had made it too busy for my first attempt. It will take a few practice attempts to successfully achieve a professional presentation. In the classroom, this can be very time consuming. However, keeping it simple at the start and slowly progress on new features when time permits would be the best way to manage time.

Digital Video for learning purposes

As a whole, it involves the full impact of multimedia with audio and images most the time. Digital video can involve communication of the presentation which incorporated an analysis and reflection of a task. I used Windows Movie Maker to analyse my personal learning reflections about The Arts;

 Upload Failed.......

Another negative that I have just discovered is the upload time for a video. TOO LONG...in the end I cancelled my attempt of uploading my video. I will try this again when I am using the Universities Network Server to see if it is any quicker.

2nd, 3rd, 4th , 5th attempts and more....After an seeming endless amount of attempts to upload this video which included searching online for variable options of reducing file size without an additional cost. I have come to the conclusion that most of the free online personal websites available will not allow files with a size of 30.3mb be uploaded without paying for it. Unfortunately, I have ran out of ideas for uploading my wmv and sharing with the my viewers.

Any IT guru's advice would be appreciated at this stage. But Wait...101 attempts and.....

IT WORKS....YEH!!!

Now that it works......I hope you all enjoy.

PLUS	MINUS	INTERESTS
All learning styles. Contemporary. Engaging. Recalling learning. Explanations (specific subject technical language use). Identify areas that need improving or re-editing. Huge variable range of sources can be uploaded; for example, youtube, documentaries, news, etc. Instant capture of that time.	Limited resources; video cameras, access to PC, etc. Stealing of equipment. High costs. Potential damage. Editing. Accidental deletion of recording files to be used. Large file sizes. Large uploads.	Broad variety of educational purposes can be incorporated, for example; recording and editing progressive learning stages, global access to real world events outside the classroom.

 Overall, using video, ticks all the right boxes for the multiple intelligences and learning styles, however, it is a very costly and time consuming tool.

PowerPoint for learning puposes

When spending the time and experimenting with PowerPoint as a learning tool. I have discovered that it is much more than just an image in the background during an oral presentation. In an aim to develop my own skills, I have analysed Edward DeBono’s Six Thinking Hats as a learning tool and instead of traditionally presenting this in front of peers which can be extremely nerve racking, I have uploaded  my own recorded audio which can be synchronised in time with each slide on the PowerPoint. This tool is great for the classroom in this way as students can still demonstrate their knowledge orally with being overwhelmed by the fears of confronting presentations.

Here is my example of a ppt which goes beyond standard visuals as you present;
Upload failed......
Oh no...here we go again...i cannot seem to upload this ppt on to the blog. This has become a definent situation teachers need to consider when they plan their learning design.
Once again, I will try again later......
.....After endless attempts, I cannot seem to be upload the powerpoint that has audio as part of the presentation. I have linked it to here on slideshare, however, audio is still not working there too. Therefore, I added my speech notes to the bottom of each slide.

Just a few weeks ago in a year 5 classroom, I was required to deliver a technology task which involved the analysis and design of a magazine cover page. In accordance with the curriculum, the use of ICTs was required. Following the technology and design process, my class investigated a variety of different magazine covers and compared their similarities and differences in the classroom. Then we brainstormed and ideated our own version of an effective magazine cover which was suited to year a year five audience. After numerous drafts and shared constructive feedback about each students draft design, the class then designed their final product using PowerPoint.

In this case, it was my choice to use PowerPoint as a whole class tool because being in a school environment we may have had difficulties accessing variable web tools available through a secure school intranet service. As a result of the learning outcome, it was overwhelming to see the experience of year five students work on PowerPoint software. They were obviously very experienced with this tool. However, there experience had clearly demonstrated they were used to using this tool as a PowerPoint presentation type tool. I had taken a lot of time to break students away from this style of thinking and becoming more use to the available tools to modify and create just one page, ie, a magazine cover page, not a presentation. This is my example of a magazine cover design that I had designed to engage students. The learning outcomes had incorporated critical multimodal literacy skills into the technology design.
My example model for the class I taught;

Overall, I have found that PowerPoint is a very diverse tool that applicable to learner's from all intelligences and as an added bonus, it is accessible to everyone who has a computer.

Podcasts for a learning purpose

Podcasts

Podcasts are sound files that can be individually created and/or shared with peers. They can be uploaded onto the web or wiki but not blogs. Using digital recording tools is very useful for the needs of a variety of learners. For my first experience at assessing students reading, using a running record, I had recorded their reading ability onto the Ipod to ensure I had accurate results.

PLUS	MINUS	INTERESTS
Audio responses instead of written are highly preferred for some learners. Recalling learning. Explanations (specific subject technical language use). Running records can be recorded. Subject specific responses from professionals can be uploaded from other sources. Engaging. Instant capture of that time.	Limited resources; mp3’s, ipods, access to PC, etc. Stealing of equipment. High costs. Potential damage. Editing. Accidental deletion of audio files to be used. Cannot upload on blog. Students sometimes become nervous talking when they know they are being recorded.	Broad variety of educational purposes can be incorporated, for example; a running commentary of a task, explaining events that had taken place.

 Podcasts can also be applied as a running narrative, reflective tool, or analysing the context understanding of students with ESL.

Images for a learning purpose

 The digital tools I experimented and explored with were Picnik and Photobucket. Photobucket is free to register. It is a place where images can be stored online, similar to a picture folder on the PC. Having online access to these images means that they can be accessed or uploaded from any computer at any location that has access to the internet. Picnik is also free to register. It is a user friendly website that allows you to use basic skills in  manipulating images. For example, you can alter, crop, change file sizes, collage, add creative borders and more. Picnik allows you to easily upload images from Photobucket and once you have completed your creation you can save them either back into Photobucket or download onto your PC.

Personally, I enjoy exploring and discovering new tools online but I am definitely not digital savvy. I take hours to get things right from trial and error, and a lot of frustration along the way. However, I did find both of these tools very user friendly, as you only have to follow the prompts.

Here is my 1^st attempt of experimenting with these tools (my own pictures);

 Picture in top left had failed, with more time commitment, this could be a very engaging useful tool.

PLUS	MINUS	INTERESTS
Providing evidence of learning journey (a script or audio can be written with each image). Engaging. Instant capture of that time. Great for critical discussion of image. Critical thinking development; example is what type of picture is required to best suit the justification for the task. It’s not ability based. Visual.	Limited resources; digital cameras, ipods, access to PC, etc. Time consuming. Stealing of equipment. High costs. Potential damage. Irrelevant or inappropriate images. Accidental deletion of images to be used. Restrictes all Gardners intelligences capabilities.	Broad variety of educational purposes can be incorporated, for example; documenting Technology and Science journals, critical analysis of images in English lessons. Journal evidence, with written or audio report to back it up.