Reflective Synopsis

This synopsis will examine and discuss my views on specific technology based educational tools used to support and develop appropriate pedagogical teaching.

During the course of this task I investigated, reviewed and discussed with peers the importance of e-learning tools in education. My aim was to gain an understanding of the capability and usefulness of these tools in promoting student active learning.

Before this journey began my views on technology and its usefulness (in particular mobile phones) both generally and in the classroom were not positive. Barriers to my acceptance of technology included; inappropriate use of technology in the educational environment (cyber-bullying) and health and social issues (students’ lives revolving around technology). However during this intense but insightful journey I began to discover and develop an attitude of acceptance towards these digital tools.

Technology is evolving at a rapid rate. We as Learning Managers need to not only keep up, but to understand and appreciate the advantages associated with technology so that we can convey their importance to our students (Smith, Lynch & Knight, 2007). By adopting an open minded attitude I believe that, as a Learning Manager, I can learn to use these tools to the advantage of both myself and my students.

My e-learning journey started with the creation of a blog. When students collaborate, they become engaged and motivated with learning (Kearsley & Shneiderman, 1999). Through my blog I was able to network socially with my peers (and the world) and review, reflect and discuss the importance of available e-learning tools. The ability to communicate and collaborate with peers on topics of interest allows us to gain knowledge through access to diverse views and opinions (McInerney & McInerney, 2006).

The importance of considering different learning styles is documented by Guild (2001) and Felder (2005) who states, by being aware of individual learning styles, educators are able to implement learning/teaching practices that will achieve positive learning outcomes. I, for example, am a visual learner and found many of the tools to be interesting and engaging, particularly the digital tools which involved the use of video, animation and audio e.g., YouTube, Voki Avatars, simulations, VoiceThreads, etc.

Through collaboration with other peers I discovered many useful interactive websites and tools with the capability of storing/sharing valuable information which could be retrieved and implemented safely in classrooms at a later date. By reading my peer’s blogs and commenting on them I became aware of the many additional benefits and applications that these websites had to offer. In fact it was from reading a peer’s blog that I became aware of the importance and use of e-learning tools for distance education students. Whereas in the past these students were limited to the information provided to them by teachers, these students can now have access to the views and opinions of their peers and become motivated through the use of animated tools such as Voki Avatars and Animations/Simulations.

Without access to the views of my peers I could not have gained such a depth of knowledge of the many uses of the available technologies. I would like to thinks I also helped others (Format Factory). Some of the sites most beneficial for this purpose were; Wiki’s, Podcast, Wikipedia and Mahara’s e.Portfolio.

During this journey I experienced both highs and lows. A high point was the discovery of the e-learning tool WebQuest. I found WebQuest to be a powerful active learning tool, capable of challenging students to take responsibility for their own learning by motivating them with meaningful topics. For example, as a high school hospitality student teacher I intend to break the students into groups with the task of working together to create a restaurant of their choice. Each member will choose a different role in the restaurant and use a variety of e-learning tools to enhance their project and create a successful business plan i.e. to collaborate the students can use Wiki and for presentation the students can use PowerPoint.

The low point in my journey was the barriers I encountered along the way i.e. a hesitancy by some established teachers to introduce new technology and the lack of time allocated by some teachers to incorporate these tools into lessons. Overall I had little success in convincing my teacher to implement basic e-learning tools into classroom lessons. However, in time, as the benefits of technology become clearer I feel I will have greater success. Smith, Lynch and Knight (2007) identify factors such as a lack of development and support for teacher training as significant barriers to the effective introduction of ICT tools into schools.

In conclusion, whilst I found a majority of the e-learning tools to be beneficial and effective, I am of the view that optimal active learning will not take place if they are used in isolation as a teaching tool. Rather, optimal active learning is far more likely to be achieved if the appropriate e-learning tool is implemented by a skilled Learning Manager within a structured learning environment.

Jim Price (S0175671)



Reference list

Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf

Guild, P.B. (2001). Diversity, learning styles and culture. New Horizons for Learning. Retrieved May 5, 2009, from http://www.newhorizons.org/strategies/styles/guild.htm

Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.

Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.

Smith, R., Lynch, D., & Knight, B, A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Format Factory...converts your media

Hi all,
I just wanted to share this free and handy tool with you. It will convert media files form one format to another. You require a tool like this one to complete the SlideShare activity.
Format Factory
Hope it helps.
Thanks
Jim

VoiceThread...have your say

Hi all,
On a personal point of view, VoiceThread is one of the most engaging and interactive web base tools I have used to date. http://voicethread.com/share/580104/

I found this tool easy to use due to simple and graphical instructions .I experimented with this tool by uploading and commenting on travel pictures of friends and invited these friends to comment with their thoughts on the same images. The way I could incorporate VoiceThread into my hospitality class, would to upload images related to food hygiene and kitchen safety and have students interact by commenting on correct food handling and kitchen safety procedures.

VoiceThreads are a collections of multi-media file that anyone can interact with in a number of ways (e.g., leaving comments using voice, typing, web video or by phone) (Weir, 2009).

The advantages of VoiceThread as an educational tool are:
· Social networking and collaboration advantages
· Way of sharing class projects ( students within the classroom or worldwide)
· A way of acquiring diverse views and knowledge about one media topic
· A way of extending education (can be used anywhere/anytime)
(Educause, 2009)

The importance of VoiceThread to education has been realised and a new site has been launched: Ed.VoiceThread.com

VoiceThread gives students a Voice. It gives students time to think about their comments and provides them with a variety of ways to express their views on media. This form of online communication provides a sense of safety and comfort for students who normally don’t get a say in a classroom environment (Weir, 2009).

VoiceThread caters for different learning styles. Pointed out in a Felder (2005) paper, certain learners process information more efficiently if sensory learning styles are considered (e.g., Video/images).
The only downside I found with VoiceThread is that it was slow to load media. However the benefits of this tool overshadow this minor inconvenience.

In conclusion, VoiceThread is a great collaborating and communication tool which can be used to engage students/teachers with classroom topics. The importance of co-operative learning is highlighted by McMillan and Weyers (2006) stating, collaborating is a form of creating a supportive network and learning resource for students.
VoiceThread can encourage critical thinking and reflective thoughts on topics of interest to students (Weir, 2009). Critical and reflective thinking is a desirable skill required for schooling and future employment (McMillan & Weyers, 2006).

Thanks for listening

Jim Price

Educause. (2009). 7 things you should know about VoiceThreads. Retrieved August 16, 2009, from http://net.educause.edu/ir/library/pdf/ELI7050.pdf

Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf

McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.

Weir, L. (2009). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Retrieved August 16, 2009, from http://www.edutopia.org/voicethread-interactive-multimedia-albums

Blogs and Aggregators...

Hi all,
I always saw blogs as just a simple and boring diary entry on a web page that random people left comments on. How wrong was I!

Blogs are more than just communication tools. Other advantages for education are:
· Ideal for group work, sharing information with peers and receiving constructive feedback from teachers/peers
· A reflective tool for students and teachers
· A form of community news for all to share
· Posting of assignments and classroom topics
· Beneficial for distance/online education
(Blogger, 2009)

I established my first online journal through a free to register site called Blogger. I was pleasantly surprised with the ease it took to set up and how fast I created and posted my first blog (someone even commented on it).

Blogs are a social form of communicating and collaborating with peers and educators. When students collaborate, they become engaged and motivated with learning (Kearsley & Shneiderman, 1999). Social communication also provides the opportunity to experience and learn from diversity (Ashman & Elkins, 2008).

In conclusion, my original views on blogs were very narrow due to my limited knowledge on the subject. However, after being actively involved with the e-learning online activities, I have gained an appreciation for the support blogs give to education. I guess I am constantly learning......

Thank you

Jim Price

Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.

Blogger. (2009). Blogger in the classroom. Retrieved August 13, 2009, from http://www.infinitethinking.org/stuff/Blogger.pdf

Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Photo: www.freedigitalphotos.net

Image Manipulation...

Hi all,

Incorporating images into classroom work is an important skill to master. However, being able to edit, create and manipulate those images is just as important.
A useful website to manipulate you images is Picnik. So why do you need to manipulate your images I hear you ask!

Well for many reasons, some are:
· To resize and crop (reduce the size for quick uploads/downloads for emails)
· Enhancing images with manual and automatic tools
· Adding special effects to images to make your pictures eye catching

I personally had a lot of fun uploading my photos and experimenting with all the easy to use creative tools. Picnik is not a storage website for your photos, however you are able to email and print them; transfer them to other sites such as Flickr, facebook and to your own computer. If you find a shared image on a website you would like to manipulate, it’s as simple as entering the URL and Picnik will upload it for you. Picnik is also linkable to your webcam for instant photo capture and edit.

Possible student project are:
· Students would be able to edit and create their own (and other shared images) needed for class assignments.
· Constructing a joint image storyboard using only one photo from each student to tell a story (students are challenged to be creative with limited resources). “Creative people take risks and frequently push the boundaries of their perceived limits” (Costa & Kallick, 2000-2001, p.1).

In pushing students’ boundaries, you are challenging them to take risks. Sometimes failure is associated with risk (from failure you learn to accept setbacks). However benefits such as excitement, confidence and the gain of knowledge outweigh the risk of failure (Marzano & Pickering, 2006).

If I enjoyed it, I know most student would. This tool is engaging and would help with motivating students with class projects. However, to achieve optimal active learning from this tool I believe it would need to be incorporated with another web based learning tool (e.g.,WebQuest, SlideShare, VoiceThread, etc....).

Thanks

Jim Price

Costa, A. & Kallick, B. (2000-2001). Describing 16 habits of mind. Retrieved August 13, 2009 from http://www.habits-of-mind.net/

Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.

Wikipedia...Group Work

Hi all,

From reading other blogs from my fellow students it was comforting to hear that I was not the only one who considered Wikipedia only useful as an encyclopaedia.

With further navigating around the Wikipedia site I started to realise other possible ways I could incorporate this web site as a meaningful teaching/learning tool.

Students could work in small groups and research different parts of the same lesson topic and add relevant information to Wikipedia. This will challenge students to work together constructively in a group, while contributing new knowledge for the world to read. Students will feeling a sense of belonging (achieving a group task) and actively learn through challenging themselves and achieving a goal (Hendry, 1996, cited in McInerney & McInerney, 2006).

A year 12 class of mine is about to start on a new task on food nutrition. The class could be divided into small specific groups (groups of own interest e.g., sports group, diet group, food taste group, love of cooking group) and each group could work on retrieving accurate facts concerning different aspect on food nutrition. The groups could then present to the rest of the class their findings orally using PowerPoint. After constructive feedback from students/teacher, the groups could upload their facts to Wikipedia to await acceptance.

Learning outcomes achieved are:

· Habits of mind (e.g., “Push the limits of your knowledge and abilities” and “Be accurate and seek accuracy”) (Marzano & Pickering, 2006, p.274-285).

· Challenges and strengthening prior knowledge by acquiring new knowledge (Marzano & Pickering, 2006).

· Important social skills acquired (e.g., Listening, cooperation, accepting responsibility, constructive peer feedback and learning of diverse knowledge) (Ashman & Elkins, 2008).

· Giving students a choice of group, relating to their own interests (Marzano & Pickering, 2006).

I will let you know the results of the learning experience.

Thanks for listening.
Jim Price

Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.

Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.

Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.

Photo: Retrieved August 13, 2009, from www.freedigitalphotos.net

WebQuest...

Hi all,

I wish I had the opportunity to be involved in a WebQuest in my schooling days.

This YouTube clip gives you a tutorial on a WebQuest template site that you might find useful to use to create your first WebQuest for your class.



Possible benefits to learners:
· Engage and motivate students with real world topics
· Opportunity for students to achieve goals in a group
· Challenges student to complete tasks and to be accurate in learning
· Refines students research skills, helps with IT skills

The advantages that WebQuest lessons have over your typical instruction text lesson are:
· Student-centred learning rather than teacher instructional learning
· The opportunity for students to interact more socially and learn more through diversity
· WebQuest promote real world problem solving skills
(Encyclopaedia of Education Institute, n.d.).

From a constructivism prospective: “knowledge is constructed through perception and action” (Hendry, 1996, cited in McInerney & McInerney, 2006. P.5). Hendry (1996, cited in McInerney & McInerney, 2006) also points out, students are more motivated to take part in learning when they are challenged with a task that involve a social context.

In conclusion, WebQuest seems to have a vast number of active learning traits that promote positive learning. Time would be an issue in developing a class WebQuest, however the benefits heavily outweigh this issue. When Students are engaged and motivated with classroom topics, behavioural management issues become minimal, thus giving educators more time to support learning (Ashman & Elkins, 2008).

So can we afford not to use WebQuest as an active learning tool? I think not!

Thanks for listening

Jim Price

Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.

Encyclopaedia of Education Institute. (n.d.). The instructional use of WebQuest. Retrieved August 13, 2009, from http://coe.sdsu.edu/eet/Articles/webquest/index.htm

Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.

Smith, S. (2007). WebQuest tutorial. Retrieved August 13, 2009, from http://www.youtube.com/watch?v=FnJ2moNmbdk&feature=related