Category: digital artefacts

PLE & PLN – it’s us!

On By Margaret SimkinIn Collaborating, Colloquium, Connecting, digital artefacts, digital literacy, discussion, effective teaching, INF537, knowledge networks, peer learning, Reflection2 Comments

Open and Social Learning according to Alec Couros:

An open course entitled Education, Curriculum, and Instruction: Open, Connected, Social using Free Ope Source Software through the University of Regina, was implemented in 2008. (Couros, 2010, p. 109). It was based on personal learning networks, and participants quickly realised the value of sustainable knowledge networks. This led to a context built around a series of events which quickly absorbed participants in an engaged community of participation (Couros, 2010, p. 110).

The theoretical foundations of the course were

The open movement (Couros, 2010, p. 111).

Complementary learning theories – social cognitive, social constructivism, andragogy, connectivism, and open teaching (Couros, 2010, pp. 112-115).

The primary learning environment was established collaboratively in the weeks preceding the course. The tools considered were:

Web CT (now Blackboard) – pros: familiar to students and the university had a strong infrastructure of support; cons: proprietary (modifications needed vendor support); directed learning favoured over constructivist; expensive licensing fees.

Moodle – pros: free; open source; modifiable, strong community support; touts a constructivist and social constructivist approach; available. Cons: needs PHP server infrastructure; requires technical expertise leading to hidden costs; software not as available as hoped; course-centric not student-centric; top-down instructivist approach.

Ning – pros: ease of use; freely available in 2008; familiar functionality similar to Facebook; community and individual privacy levels; user-centric spaces; content aggregation; communication tools. Cons: no wiki feature; awkward to add core content material.

Wikispaces – pros: senior, best-known and most stable of wiki providers; solid technical support; theme modification options; simple user interface – see http://eci831.ca/ (Couros, 2010, pp. 117 – 119).

The course required the establishment of a PLN, and it was mandatory that participants developed a personal blog/digital portfolio, participated in a collaborative wiki resource ( no longer active but was located at  http://t4tl.wikispaces.com; this is what happens when such a site is not paid for!) and completed a major digital project (sound like INF 530!) (Couros, 2010, pp. 119 -120).

The course was based on the following tools and interactions:

Synchronous activities: two events per week of between 1.5 and 2 hours in length; the first based on content knowledge (like our INF 537 colloquiums); the second on teaching skills (Couros, 2010, pp. 120-121).

Asynchronous activities: researching and blogging; shared bookmarking; artefact creation; participation in open professional development opportunities; creating content and uploading it to sites such as YouTube; microblogging; collaborative lesson design and contribution to the course wiki (Couros, 2010, pp. 121-122).

Knowledge networks and digital innovation’s forerunner?? Just like INF 530 and INF 536, students developed authentic, dynamic and fluid interactions both within the designated course spaces and in spaces they chose and shared themselves.

Defining Personal Learning Environments, and comparing them to Personal Learning Networks was an exercise undertaken by Couros through Twitter and recorded at http://educationaltechnology.ca/couros/1156. Key agreement indicated that PLEs are the tools, artefacts, processes, and physical connections that allow learners to control and manage their learning (Couros, 2010, p. 125). PLNs explicitly include the human connections that result in the advancement and enabling of a PLE (Couros, 2010, p. 125).

Couros makes the following recommendations for those wishing to use PLNs for teaching and learning:

  • Immersion by participants
  • Social media literacy
  • Active contributions strengthen your PLN
  • Know your “followers” or “friends”
  • PLNs are central to learning for sustained and long-term growth in both facilitators and students(Couros, 2010, pp. 125 -126).

The participatory learning communities developed by courses such as the one Couros describes continue to exist because they are not based around courses per se, but around communal learning (Couros, 2010, p. 127). Those of us taking the Knowledge Networks and Digital Innovation course can already attest to that in terms of the subjects we have already finished because for many of us the content continues to be shared and discussed. If Couros is correct, this course will never have to end – now there’s a challenge to my PLN!

Reference

Couros, A. (2010). Developing personal learning networks for open and social learning. In Veletsianos, G. (Ed.), Emerging technologies in distance education (109–128). Athabasca University: AU Press.

#2

On By Margaret SimkinIn Colloquium, digital artefacts, digital literacy, effective teaching, INF537, knowledge networks, official blog post, peer learning, SummationLeave a comment

Learning Analytics: A Traveller’s Guide

Anyone participating in the learning journey that is INF537 would have been intrigued by the title of Colloquium #2 (Welsh, 2015). The content, while very different in delivery from Colloquium #1 (Astbury, 2015), was equally thought provoking. Despite the title, data was not the only aspect covered, and the final comments indicated the incredible potential of learning analytics.

Simon’s opening comments related to his chosen title, as he pointed out that a traveller digs deeper than a tourist. He then commented that the interpretation and mining of data is an aspect of teaching and learning that is still sorting itself out.

For those who share an antipathy to using test scores to predict educational outcomes, Simon’s comments opened a door to improved educational futures. He explained that academic analytics are those used by institutions to aid with student management while learning analytics are interrogated to support learning and teaching for improved outcomes.

Investigating these concepts further indicates that data mining does not occur in a vacuum; it links to power and relationships; the capturing and sharing of data is in itself a development of knowledge capital (Weller, 2011, p. 43). Another aspect of such data is how it is managed and preserved (Weller, 2011, p. 43). Those generating the most data in a digital world are already privileged, and the rapidly expanding body of work is increasing the division between the haves and have-nots.

Simon referred to the example of the ATAR system and its use by schools to target areas that teachers need to improve, compared to its use by the MySchool website, where visitors choose a very different interpretation. This illustrated the importance of context and intent in such data collection and its subsequent use (Welsh, 2015).

There are three aspects of simplistic data use that cause concern:

  1. What does it mean for a student to be monitored in this way – is it profiling or determinism, as Hyacinth posted in the accompanying chat?
  2. The ethics of such use – who actually owns the data?
  3. The fact that teachers are being asked to interpret such data without training in data literacy (Liz Eckert).

It is also important to know how reporting systems are being used and where the data is coming from in order to give appropriate advice based on the conclusions that are being drawn. Much of the data comes from the vendors of Learning Management Systems, who have set up metrics based on ease of use. Algorithms based on the number of clicks or the amount of time spent on any given task are not really a measure of learning and need to be carefully interpreted. There is a big difference between measuring quantities of clicks and measuring the quality of engagement (Welsh, 2015).

The example of using Virtual Learning Environments (VLEs) to capture and mine data was very interesting. VLEs are vendor focussed and often simplistic in terms of the data they gather. Once an institution has invested in providing a VLE it can be stuck with that specific product, as migrating to another platform is expensive and time consuming (a point noted and discussed by several classmates). Weller considers that introducing VLEs has led to the educational institution losing control of data to the manufacturer, and cites the example of Blackboard trying to patent many core e-learning concepts (Weller, Digital Resilience, 2011, pp. 170-171). Andrew questioned consideration of other products as a replacement, notably Moodle, which is open source.

An example Simon explored in some detail was the use of subject forums, such as those used within the Charles Sturt Blackboard internet, and, in the case of my workplace SIMON (School Information Management on the Net). If students have to participate in online forums within their VLEs then a tool to measure this must be able to “read” the type of material being entered. In this way, within an hour of the posted comment a scaffold into deeper learning could be generated, problems within comments across the group can be alerted to the educator, and extra reading could be suggested to those requiring additional explanation, or extension.

This type of monitoring could lead to an easy citation mechanism for resources utilised, which, as Greg commented, would be “referencing heaven”. It is in these potentially positive contributions to learning that most teachers can see the real value of data mining, rather than the click counting and number of visits which are so commonly applied. Resulting real time adaptation of learning programs to personalise student learning experience, development of meta-cognitive skills for learners, fast response to learning design and quick adaptation of technical equipment and systems would all be welcomed by educators (Welsh, 2015).

Weller warns of potential risk from using data to analyse and improve results by stating that it could lead to Google replacing human librarians, and user generated “playlists” of information may make teachers irrelevant (Weller, Digital Resilience, 2011, p. 171). This is a very broad allegation which has been somewhat allayed by Simon’s Colloquium session.

As Rochelle commented: the link between educational data mining, decision support systems and expert systems is inextricable; Deborah’s response that the skill lies in using the power for good sums up the feeling of most educators whose primary focus is the overall well-being of people in their classes.

While Simon’s presentation assuaged some fears, it raised other issues of potential concern for teachers and students. Needless to say, we are living in revolutionary times, and, while a revolution may be bloodless, it is rarely painless (Weller, Digital Resilience, 2011, p. 168). The critical thing for scholars and teachers is that they stay involved, because they need to be in a position to determine what goes, what stays and what comes; passitivity is not an option (Weller, Digital Resilience, 2011, p. 184).

References

Astbury, A. [Host]. (2015, July 21). ABC Splash Online Colloquium 1. Melbourne, Victoria, Australia.

Weller, M. (2011). Digital Resilience. In M. Weller, The Digital Scholar: How Technology is Transforming Scholarly Practice (pp. 168-184). London: Bloomsbury Collections. doi:10.5040/978184966275.ch-014

Weller, M. (2011). The Nature of Scholarship. In M. Weller, The Digital Scholar, How Technology is Transforming Scholarly Practice (pp. 41-51). London: Bllomsbury Collections. doi:10.5040/978184966275.ch-014

Welsh, S. [Host]. (2015, July 28). Learning Analytics: A Traveller’s Guide; Online Colloquium 2. Albury, Victoria, Australia.

Acknowledgements:

Fellow travellers’ comments from the Colloquium chat box are acknowledged in blue.

Exegesis

On By Margaret SimkinIn assessment item, digital artefacts, INF532, knowledge networksLeave a comment

Exegesis:

Below is the text for Assignment 1, which accompanies the Digital Artefact.

This exegesis evaluates the digital artefact: “Social media in your classroom”, a short animation, constructed using Sparkol VideoScribe software (http://www.sparkol.com/)  (Simkin, 2015).  This platform was chosen because it contains copyright free sketches and music, offers effective conversion of text and photograph to hand drawn images, and renders into upload-ready film. Scribing animation has been proven to attract and hold viewers’ attention, an important requirement for the artefact.  (Air, Oakland, & Walters, 2014). Content was developed using appropriate design principles, based on ADDIE (ADDIE Model, n.d.), selected for simplicity, and application to andragogy. A broad application of knowledge networking theory: physical connectivity, and developing collaborative communities of practice, democratising learning, was the intended message  (Price, 2015).

Design commenced with ADDIE’s analysis phase; this clarified instructional objectives, identified the learning environment and acknowledged the audience’s pre-existing knowledge and skills. Informed by the school’s technological vision, the artefact needed to stimulate technology inclusive pedagogy, for 2016.  Its purpose needed to be effective, accessible and developed at minimal cost. Modelling a product that could be re-used, or stimulate creation of new artefacts was important.

 

The form and function needed to engage teachers with the content of the artefact. The selection of VideoScribe over Powtoon, or Office Mix for PowerPoint was made because this style of video is persuasive, and well received (Air, Oakland, & Walters, 2014, p. 3).  A comparison with these other products made it a clear winner (Simkin, Artefact Design, 2015).

 

One of the advantages of scribing is the stimulation of viewer anticipation (Air, Oakland, & Walters, 2014, p. 17). By using drawings to convey meaning, questioning is encouraged, and an element of playfulness produces a positive emotional response (Barrett, 2013, pp. 53-56).

Content was structured to avoid the pathology of Information overload  (Bawden & Robinson, 2009, p. 182).  Being mindful that teachers’ primary focus is facilitation of the learning was critical for selecting the drawings and words included in the animation. The message that the connected world lies at the heart of the curriculum was crucial (Zuckerman, 2013, p. 266).

Technological challenges affected design. Overall length was reduced to enhance rendering to film and reduce upload speeds.  Some desired elements had to be removed, and the spoken narration abbreviated  (Simkin, Artefact Design, 2015). Human resources were stretched in terms of pre-existing skills, time and looming deadlines, which impacted quality of the finished product. Such factors will always affect teachers creating digital artefacts for their learning communities.

The context for any digital artefact is the most critical consideration. The region for which this artefact is intended suffers patchy Internet access, so brevity and file size were critical. The clientele comprises a school community seeking to implement higher order technology skills though incorporation into lesson design. The teachers are academically focussed and technologically competent. For the last eleven years, they have used tablet laptops, s their students from Years 9 upwards since 2012. Next year this will extend from Years 6 to 8 with iPads. Recent meaningful change in technological pedagogy in some classes, has sparked momentum on which to build.

Professional learning has offered limited opportunities for meaningful exploration of twenty-first century fluencies, or consideration of the importance of global digital citizenship, the background of core values and personal identity on which all other fluencies depend (Crockett, Jukes, & Churches, 2011, pp. 79 – 82). Some believe that teaching such skills is not the responsibility of subject teachers, however, the Australian Curriculum defines such skills as cross–curricular capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.). A professional learning day focussing on technology in the classroom is planned for the beginning of Term 3.

Artefact design commenced amidst discussion centred on the type of devices, which cannot create student centred learning environments themselves. The value of technology, with its ability to access, store, manipulate and analyse information, comes from creating a student-centred learning environment, and it is this that must be explored (Wong, Hanafi, & Sabudin, 2010, p. 389). Implemented well, social media ensures that students will spend less time gathering information, and more time reflecting on the objectives they have set, and the learning they have achieved  (Wong, Hanafi, & Sabudin, 2010, p. 389).

This artefact, therefore, is aimed at andragogy, which identifies different learning needs to pedagogy (Couros, 2010, p. 113). Motivation for developing new skills is enhanced by adults’ life experiences, so it is vital to consider these needs, and present content of relevance (Couros, 2010, p. 114).

The starting slide was chosen to cause a positive response; smiling before you start recording your voice-over makes you sound upbeat, seeing a smile engenders a degree of optimism (Air, Oakland, & Walters, 2014, p. 46).  With scribing, there is also the anticipation of what will appear next: why is this person smiling at me? The evaluation team has reported that this design element is successful.

Adult learners also draw constructive conclusions from mistakes (Couros, 2010, p. 114). A slight slip up in recording the voice-over remains, partly for this reason, but also because of the impending deadline. In the professional learning workshop this will provide a teachable moment. The effectiveness of this cannot yet be evaluated.

Educators face constantly altering expectations, from authorities rewriting curriculum, to administrators changing expectations, and alterations to school policies that cover every aspect of their working life. Therefore it was important that the message imparted by the artefact introduced a new way of working that was easy to adopt, and which offered a way of fulfilling current programs as outlined by the school’s professional learning policy documents. The recently introduced foci on considerations for successful learning experiences within a positive education framework have been effectively woven through the artefact (Grift & Major, 2013).

The social media focus was chosen for its personal familiarity to many teachers; it offers a range of options and is something that can be supported by current “nodes” of networked educators within the college learning community. Richardson recommends that these impassioned teachers have the capacity to assist others to become part of knowledge networks, a powerful way to deal with the vast quantities of accessible information (Richardson, 2010, pp. 295-296). Trials have proven the artefact’s efficacy in arousing interest.

The development phase reflected the need to justify trying social media rather demonstrating how to use it. Such Instruction will follow the viewing of the artefact, and will be able to unfold as participants require. While blogging is the specific media covered within the artefact, it is presented as an option, thus allowing for the ensuing discussion to lead to other examples. The skills of sharing authentic publications, reflecting on progress, creating positive digital footprints and co-learning through collection, curation and evaluation of information are the skills that matter, and which have been clearly articulated throughout the artefact (Richardson, 2010, pp. 297-301).

Social media has the capacity to be applied to any content, as indicated in the artefact. The specific example of Gail Casey will be raised in the ensuing discussion. She promotes a social and participatory approach within her face-to-face Mathematics classes, and builds on her students’ life experiences  (Casey, 2013, pp. 60-63).  Her work supports the considerations for learning design raised by Grift and Major (Grift & Major, 2013), and the power and multimodality of social media strengthen interdisciplinary literacy (Casey, 2013, p. 60). Brevity constraints precluded the inclusion of such justification for using social media.

Contrary to popular perception, students struggle with interpreting, thinking with, or building multimedia communications and need guidance to develop a multimodal literacy. (Lemke, 2010, pp. 250-251).  Many myths abound in relation to older and younger users of technology; while younger people use social media in many forms, they do not realise the potential for learning and knowledge building that it offers (Higgins, ZhiMin, & Katsipataki, 2012, p. 20). Some wonderful images supporting this point had to be removed to allow successful rendering. The message that platforms are so varied and information access so big that no users can know them all could have been more effectively delivered (Weinberger, 2011).

Several invitees have been approached to review the artefact and give feedback as to its value; their comments support VideoScribe’s claim that scribing attracts and holds viewers’ attention (Air, Oakland, & Walters, 2014, p. 3). The artefact has been described as awesome, but assessing the delivery of the message has been difficult. The most evaluative comment identified the core message, and stated a need for more examples and information on how to get involved (Statt, 2015). This indicates that the intention of raising awareness and arousing interest in further involvement has been achieved for this viewer.

Rheingold identifies three aspects relevant to the power of knowledge networking through social media and thriving in an online environment. Firstly, attention, sometimes referred to as multi-tasking, or hyper-attention (attention splitting) (Rheingold, Netsmart: How To Thrive Online, 2012). This aspect of using digital devices is a concern for many teachers. Rheingold suggests that the solution lies in teachers’ design of learning experiences, which should include training as to when and how to apply the “high-beam light of focussed attention” (Rheingold, Netsmart: How To Thrive Online, 2012). In contrast, Andersson et al. report that students feel that laptops have substantially increased distractions and reduced face-to-face social interaction (Andersson, Hatakka, Gronlund, & Wiklund, 2014, pp. 43-44). The narration within the artefact successfully refers to the importance of social media for teaching students appropriate use and meaningful interaction as part of a range of strategies, thereby offering solutions for such concerns.

Secondly, becoming an active citizen in the online space, not a passive consumer, creates a literacy of participation (Rheingold, Attention, and Other 21st-Century Social Media Literacies, 2010).  Collaboration moves combined efforts from merely co-operating to really working with others; collective learning in a shared domain of human endeavour is referred to as communities of practice (Wenger, 2012, p. 1). It is the potency of this mix of ages, experiences and knowledge seeking that is so attractive within social media options. The artefact presents this concept through images of face-to-face talking, and circles around the globe, supported by the narrative discussing the links to the world beyond the classroom, irrespective of time and location. The link between these processes, and their current use by universities and workplaces, clearly reinforces the importance of such skills (Christozov, 2013, pp. 1-3).

Finally, Rheingold nominates critical consumption, an issue raised by many others  (Rheingold, Netsmart: How To Thrive Online, 2012). Knowing how to use social media to cultivate and utilise networks for learning must be modelled and encouraged by educators. This presents an exciting proposition, offering fulfilment of great hopes while simultaneously challenging many concepts of traditional schooling; the artefact presents this quite well. (Richardson & Mancabelli, Personal Learning Networks: Using the Power of Connections to Transform Education, 2011, pp. 7-8).

Blogging, the example focussed on within the artefact, has developed into a serious means of communication, which for many readers supersedes traditional news media (De Saulles, 2012, p. 15). It offers authentic publication, and a means of quickening the dynamic exchange of ideas, taking teachers from isolated classrooms to virtual spaces where generation of ideas propels innovative ways of becoming involved (Davidson & Goldberg, 2010, p. 176). The potential of connecting with a world-wide network of professionals for support and learning is successfully conveyed by this digital artefact according to viewer feedback (Wheeler, 2015).

Including research findings indicating a correlation between effective technology integration and improved learning outcomes has also resonated  (Picardo, 2015). The artefact’s content inclusion, quality of product and download speed have been successful, however, the educational impact is unknown. The real value will only be observable after the workshop if it results in implementation of social media within this targeted school community.

 

 

References

ADDIE Model. (n.d.). Retrieved March 25, 2015, from Wikipedia: https://en.wikipedia.org/wiki/ADDIE_Model

Air, J., Oakland, E., & Walters, C. (2014). Video Scribing; How Whiteboard Animation Will Get You Heard. Sparkol Limited.

Andersson, A., Hatakka, M., Gronlund, A., & Wiklund, M. (2014). Reclaiming the Students – Coping With Social Media in 1:1 Schools. Learning, Media and Technology, 39(1), 37-52. doi:10.1080/17439884.2012.756518

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Information and Communication Technology (ICT) Capability. Retrieved from Australian Curriculum: F-10 Curriculum: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/ict-capability-across-the-curriculum

Barrett, T. (2013). Can Computers Keep Secrets? How A Six-Year-Olds Curiosity Could Change The World. Edinburgh: No Tosh.

Bawden, D., & Robinson, L. (2009). The Dark Side of Information Overload, Anxiety and Other Paraxes and Pathologies. Journal of Information Science, 35(2), 180-191.

Casey, G. (2013, September). Interdisciplinary Literacy Through Social Media In the Mathematics Classroom: an Action Research Study. Journal of Adolescent and Adult Literacy, 57(1), 60-67.

Christozov, D. (2013). Knowledge Diffusion via Social Netwroks: The C21st Challenge. International Journal of Digital Literacy and Digital Competence, 4(2, April-June), 1-12.

Couros, A. (2010). Developing Personal Networks for Open and Social Learning. In Emerging Technologies in Distance Education (109–128). Athabasca University: AU Press.  (pp. 109-128). Athabasca University: A U Press.

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is Not Enough, 21st-Century Fluencies for the Digital Age. Corwin.

Davidson, C. N., & Goldberg, D. T. (2010). The Future of Thinking: Learning Institutions in a Digital Age. Cambridge: MIT Press.

De Saulles, M. (2012). New Models of Information Production. Information 2.0: New Models of Information Production, Distribution and Consumption., 13-35.

Grift, G., & Major, C. (2013). Teachers As Architects Of Learning: Twelve Considerations For Constructing A Successful Learning Experience. Moorabbin: Hawker Brownlow Education.

Higgins, S., ZhiMin, X., & Katsipataki, M. (2012). The Impact of Digital Technologies on Learning. Durham University. Durham: Education Endowment Foundation. Retrieved from Education Endowment Foundation: http://educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf

Lemke, C. (2010). Innovation Through Technology. In C21st Century Skills: Rethinking How Students Learn (pp. 243-274). Bloomington: Solution Tree.

Pearce, J., & Bass, G. (2008). Technology Toolkits: Introducing You to Web 2.0. South Melbourne: Cengage Learning.

Picardo, J. (2015, March 22). What Impact? 5 Ways to Put Research into Practice in the 1-to-1 Classroom. Retrieved March 23, 2015, from Educate 1 to 1: http://www.educate1to1.org/technology-impact-research-into-practice/

Price, D. (2015, March 23). Six Powerful Motivations Driving Social learning by Teens. Retrieved March 30, 2015, from MindShift: Http://blogs.kqed.org/mindshift/2015/03/six-powerful-motivations-driving-social-learning-by-teens

Rheingold, H. (2010, October 7). Attention, and Other 21st-Century Social Media Literacies. Retrieved March 21, 2015, from Educause: http://www.educause.edu/ero/article/attention-and-other-21st-century-social-media-literacies

Rheingold, H. (2012). Netsmart: How To Thrive Online. London: MIT Press.

Richardson, W. (2010). Navigating Social Networks as Learning Tools. In 21st Century Skills: Rethinking How Students Learn (pp. 285-304). Bloomington: Solution Tree.

Richardson, W., & Mancabelli, R. (2011). Personal Learning Networks: Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

Simkin, M. (2015, April 28). Artefact Design. Retrieved from Digitalli: http://thinkspace.csu.edu.au/msimkin/2015/04/28/artefact-design/

Simkin, M. (2015, April 27). Social Media in Your Classroom. Hamilton, Victoria, Australia. Retrieved from https://www.youtube.com/watch?v=YS39JMf6iwA

Simkin, M. (2015, April 29). Survey Results. Retrieved from Digitalli: http://thinkspace.csu.edu.au/msimkin/2015/04/29/survey-results/

Statt, T. (2015, May 1). History teacher. (M. Simkin, Interviewer)

Weinberger, D. (2011). Too Big To Know: Rethinking Knowledge Now That The Facts Aren’t Facts, Experts Are Everywhere, And The Smartest Person In The Room Is The Room. New York: Basic Books.

Wenger, E. (2012). Communities of Practice a Brief Introduction. Retrieved from Wenger Traynor: http://wenger-trayner.com/introduction-to-communities-of-practice/

Wheeler, S. (2015, March 21). Making Connections. Retrieved March 23, 2015, from Learning with ‘e’s My Thoughts About Learning Technology and All Things Digital.: http://steve-wheeler.blogspot.com.au/2015/03/making-connections.html

Wong, S. L., Hanafi, A., & Sabudin, S. (2010). Exploring Teachers’ Perceptions of Their Pedagogical Role With Computers; a Case Study in Malaysia. Procedia: Social and Behavioural Sciences, 2, pp. 388-391.

Zuckerman, E. (2013). Rewire: Digital Cosmopolitans in the Age of Connection. New York: W.W Norton & Company.

Types of Learning

On By Margaret SimkinIn blended learning, Collaborating, digital artefacts, digital literacy, effective teaching, Flipped classrooms, INF532, ReflectionLeave a comment

Personal development of instructional design for my students:

As our students are equipped with devices whole new ways of learning open up to us. Over the last few years I have exposed my students to PLN construction through offering lunchtime introductions to Twitter and LinkedIn, as well as using these tools, Facebook, and access to learning materials in online spaces.

In our region Internet provision is patchy and until recently I have used this as an excuse not to develop too much online material. Aaron Sams in:

Bergman, J. & Sams, A (2012) Flipped learning founders set the record straight in T.H.E. Journal. from: http://thejournal.com/articles/2012/06/20/flipped-learning-founders-q-and-a.aspx , offers a range of easy to provide solutions to the issue of Internet access: provide the content on a flash drive, CD or DVD for example.

For a number of years, I have experimented in a somewhat ad hoc manner with flipping my classroom using a class wiki and exporting lessons from my interactive whiteboard software and adding links to other materials. In the last two years, as senior students in my History Revolutions class have had access to devices I have given them blogging as a means of accessing and reflecting on material.

In the last 12 months, in addition to student technology, there have been a number of improvements to Microsoft Office products that have sped up the process of adoption. The most impact has been achieved with the collaborative OneNote app, which, as a Microsoft school, allows me to seamlessly add my students to a class notebook. In image 1 below you can see the different sections, and part of the name of my first student, with the rest of the class along the top in alphabetical order. The notebook offers me a space to create their “textbook” type materials, (teacher notebook) and each one of them gets their own “exercise book” for working in (you can see Harry’s tab), and we all get access to a collaborative space where I can set up work for them to do together.

In the collaborative space you can see who has added or altered which contribution by the colour-coding, and the student’s initials which automatically appear.

collaborative OneNote
The options within a collaborative OneNote notebook

 

Collaborative space
Collaborative space

 

Sharepoint home page for History Revolutions
Sharepoint home page for History Revolutions

 

Using Sharepoint I have been able to set up a Mosaic Live Tiles page (which still requires work) that is like a website but is only accessible within the school. This gives me the option of collecting any video clips I make and add to YouTube; any photographs that I have taken, and podcasts I create. This is a space that I am still conquering but which will allow seamless collection of data for student access.

Office Mix, an add-on for PowerPoint, which I investigated as an option for my artefact: http://thinkspace.csu.edu.au/msimkin/2015/04/28/artefact-design/,  will be very useful for converting my interactive whiteboard  flip-chart exports from previous years into film to support students through the subject timeline.

The learning from INF532 has pushed me to develop a greater range of supporting materials to assist my students to master their material. Referring to the table below I can now see a holistic and valid reason for using as many combinations of the different types of learning models in order to assist all learners and learning styles.

An approach to developing new learning
An approach to developing new learning

Adapted by June Wall from Michalowski, A. (2014). Planning for blended learning environments and measuring progress. Retrieved from: https://interact2.csu.edu.au/bbcswebdav/pid-289794-dt-content-rid-651236_1/courses/S-INF532_201530_W_D/module6/6_3_Instructional_design.html

As with all learning, the critical process is the designing the materials which will support students to develop their understanding. http://www.instructionaldesign.org/ is a very useful resource which collates all the theories, concepts and learning domains into a series of hyperlinked definitions and gives a ready reference to understanding the processes involved. http://www.slideshare.net/MikeKunkle/basic-instructional-design-principles-a-primer Adds some simple summaries which are of use as a quick reference.

Another easy to apply process is the ADDIE model (ADDIE Model, n.d.)

Instructional design supports the processes promoted to us at our school, such as Grift and Major’s Teachers as the Architects of Learning (Grift & Major, 2013).

The critical issue now is having the time to complete resource creation – a common complaint of teachers everywhere.

References

ADDIE Model. (n.d.). Retrieved March 25, 2015, from Wikipedia: https://en.wikipedia.org/wiki/ADDIE_Model

Grift, G., & Major, C. (2013). Teachers As Architects Of Learning: Twelve Considerations For Constructing A Successful Learning Experience. Moorabbin: Hawker Brownlow Education.