Synopsis

The rapid influx of information communication technologies (ICTs) has significantly changed the way that the Western world functions. Communication once limited too few modes –has become possible with the click of a button, and can be achieved through multiple-modes. The technologies that allow for multi-modal forms of communication and many other functions are continually changing and adapting to meet the needs of a society whose everyday functioning relies upon them. Just as these technologies are changing, so too is the way that children in the 21st century learn. Children have been immersed in these digital technologies from a young age and as Prensky (2001) describes they are ‘digital natives’. This has caused a dramatic shift in the thinking about education, as the traditional content and methods of delivery do not meet the needs of these ‘digital natives’, nor do they provide them with the knowledge and skills needed to function in the technological society of the future. Prensky (2005) believes that technology is integral to teaching and learning in the 21st century and that without it students fail to see value in their learning. It seems that the mantra on many learners lips is ''engage me or enrage me'' (Prensky, 2005, 60). See (appendix a) for this blog posting.

I believe that this poses some serious implications for me as a future learning manager, as this course has shown me the importance of keeping up to date with the latest in ICTs that can be used to enhance learning, as well as developing the knowledge and skills needed to effectively incorporate them within the context of the classroom. Department of Education, Training and the Arts (DETA) (2008, p. 1) states that teachers and teaching methods must be able to adapt as technology is increasing at a rapid rate. Throughout my learning in this course thus far I have discovered many digital tools that will become the backbone of the classroom environment that I would like to create –one that encourages and scaffolds many opportunities for e-learning.  DETA (2008, p. 2) define eLearning as the balance between three interrelated and co-dependant components; digital pedagogy, digital content and eLearning spaces whcih together ''create the conditions for a generation of digitla learners''. I believe effective eLearning has the ability to transform learning as it provides learners with a myriad of opportunities. A digital pedagogy is one that incorporates technology, and will see the learners in my classroom engaged in rich, diverse and flexible learning opportunities, as well as collaborating and constructing knowledge together in a context that is engaging and relevant to their world (Lynch & Knight, 2010; DETA, 2008). I believe that that one of the greatest areas of learning for me has been my engagement with the Technological, Pedagogical, Content Knowledge (TPCK) framework created by Mishra and Koehler (2006) which has transformed my understanding of what a ‘digital pedagogy’ entailed (appendix b and appendix c). I now understand how technology does not stand alone in the teaching and learning context, nor is its primary use simply a different way of presenting information, instead it is one that is married with content knowledge and seamlessly integrated into a pedagogy that supports learning (Mishra & Koehler, 2006). E-learning supports multiple learning theories

One of the first activities that I engaged with in this course was the ‘Mobile Phone Wiki’ which used de Bono’s six thinking hats as a scaffold to encourage student contribution and support higher order thinking. The de Bono’s framework was an appropriate scaffold for this context and learning was achieved by comparing the perspectives of multiple people who were able to focus and redirect their thoughs by mentally wearing and switching the six hats (Practical Radical Innovative, 2011). This wiki provided me with an example of how learning can be supported in an online environment. Reflecting on my engagement with the wiki, I realise that personal learning occurred as a result of the contributions of fellow peers, whose responses both agreed and challenged my pre-existing ideas about the topic (appendix d). This activity was an example of how constructivist learning could be supported in an online space as a community of peers collaborated and discussed the responses that were the product of the contribution of multiple perspectives (Snowman, Dobozy, Scevak, Bryer, Bartlett, & Biehler, 2009, p. 413). This learning process, deeply embedded within social and cognitive constructivism enabled me to construct new understandings as I acquired and assimilated new knowledge into my schema (Snowman et al, 2009). Although my involvement with the wiki significantly contributed towards my knowledge of mobile phones in the classroom, I feel that the real learning process that I undertook was one that enabled me to see how valuable this space could be within an e-learning environment and how it could be scaffolded to support constructivist learning and provide student independence within an e-learning environment.

Group One Technologies – Online Spaces

Wikis for collaborative learning
Although both blogs (appendix e) and websites were explored this week, this reflection will focus on the wiki as a tool for e-learning due to the fact that I experienced the most growth using it, and the multiple applications for its use within the context of the classroom are evident. I was introduced to wikis during my first year of university and have since attempted to use it on a few occasions, and yet had always failed to see the relevance of using one in a learning context until now. Throughout my experience exploring wiki spaces (appendix f and appendix g) I have discovered that it is an online space that functions as a collaborative learning environment. Within this space I have witnessed how knowledge can be co-constructed as multiple users contribute their thoughts and ideas. The contribution of multiple perspectives enables a collaborative learning environment supportive of constructivist learning theory. The very nature of learning in the 21st century is one that sees learning as situated within a global context, that is learning occurs outside the individual and is a process that involves the collaboration and contribution of multiple persons (DETA, 2008, p. 1). The wiki space provides a perfect environment for such learning to occur as multiple members can join, contribute, edit, organise information in order to create a shared meaning about a particular topic.

In order for a wiki to be truly effective within a classroom, it must be scaffolded in a way that supports the learning whilst still allowing student independence and autonomy such as the ‘Mobile Phones Wiki’. Some other thinking strategies that could be used to achieve this are PMI charts, and SWOT analysis charts as they provide an idea about how the information should be presented, whilst allowing the content of the contribution to come from within the individual. Not only is the wikispace appealing because of its simplistic nature –two major functions allow information to be edited and saved, but also because it creates an inclusive learning environment that allows all to contribute regardless of level of knowledge or expertise in the topic.
Group Two Technologies – Image, visual and audio tools

Images in e-learning

Technologies have significantly the way in which society communicates. The incorporation of visual, spoken, and textual elements has exceeded the traditional notions of language and literacy. Once a relatively textual based entity, communication is now possible through multiple modes that incorporate textual, visual and audio elements (The New Consortium, 2005). Visual and audio technologies explored this week presented a variety of highly effective tools including podcasts (appendix h) that could be incorporated within the classroom; however the following will explore images in further detail.

Images are a prolific text type used commonly within this contemporary Western society. Within images lies hidden messages aimed to evoke powerful emotions from within the viewer, however the interpretation of an images lies primarily within the eye of the beholder who must be able to deconstruct this complex text type. The ability to understand, think, create and communicate graphically comes requires a whole new set of critical literacy skills -known as visual literacy (Thibault and Walbert, n.d). These visual literacy skills can be developed through exposure to imagery, and should play an important role within the classroom. Tools explored within this week including voicethread provide effective opportunities for this to happen within a scaffolded online environment. I believe that providing a scaffold for critically analysing images is imperative if the aim is to encourage students to think at a higher level and examples of how this can be done are provided within the blog titled ‘Images’ also found at (appendix i).

The technologies that exist within current society make the production, manipulation and distribution of these images far more simplistic. This promotes multiple opportunities for students to create, explore and use imagery to enhance their learning. It is imperative that legal and ethical practices are exhibited when using, reproducing, and distributing images. It is therefore the responsibility of the learning manager to know what images (such as those with a creative commons license) are able to be used and those that are not and ensure that students are also aware and follow appropriate guidelines where copying and distribution of images is concerned.

Group Three Technologies- Tools for learning and presenting learning.

Prezi

This week’s tools presented three different technologies that could be used to for learning and to present learning. Glogster (appendix j), Powerpoint and Prezi all provide opportunities for interactive and engaging learning however the appealing multiple uses that the Prezi can provide will be further explored here. The most appealing feature of the Prezi was its non-linear format. The zooming function presents an exciting and engaging way to present and explore information. The opportunities that this tool provides are endless and its flexible format makes it highly appropriate for use across all key learning areas.
Within an educational context I believe that the Prezi could be used by both learning manager and students to present and view information within a space that enables the incorporation of images, video and audio to enhance the engagement of the audience. The simplicity of this tool would enable the learning manager to effectively integrate it into the classroom without having to focus large amounts of time on the teaching of the technology itself. With knowledge of the tool the learning manager will be able to effectively teach the content about any topic. This tool is a great example of the TPCK framework as technological, pedagogical and content knowledge come together to teach highly effective lessons (Mishra & Koehler, 2006). An in depth look into the many uses of the Prezi have been outlined in a Prezi presentation found in the blog titled ‘Prezi’ (appendix k).

Group Four Technologies- Miscellaneous
Online Concept Mapping

The tools explored in this week offered a wide variety of uses for e-learning in the classroom. Google Maps and Google Earth (appendix l) promote fantastic opportunities for global learning as the enable learners to explore the world from their backyard, to Timbuktu. Online concept mapping is however the digital tool selected for reflection in this synopsis. Mind mapping is a highly effective thinking tool that reflects externally what is going on within the mind (iMindMap, 2007).
Mind maps are highly effective for brainstorming and present greater opportunities for higher order thinking to occur than other brainstorming strategies like list taking. This is because the brain works by association and imagination unlike lists which do not provide a good scaffold for either. Tony Buzan believes that ‘’without associations, you don’t have connections, and without connections you don’t have memory or thinking’’ (iMindMap, 2007). Online mind mapping present the opportunity for highly effective individual or group brainstorming as software such as Bubbl-us provide scaffolds to record the brainstorming. Creating a mind map online has great educational benefit, in particular the ease with which it can be distributed. Unlike a hand-written mind map, one created online can be printed, or shared by simply embedding a code within a space such as a blog. Another major feature is the ability to save and edit the mind map. The first program used to explore the world of online mind mapping was Bubbl-us, which was useful however the straight lines used did not provide the same opportunities that hand-written mind mapping provides –such as the use of curved lines and images to represent text. This instigated a search by me for an online program that could offer more functions. The program discovered ‘SpiderScribe’ fulfilled these requirements and is explored within the blog posting (appendix m). Another blog posting exploring Zooburst can be found here (appendix n).

Having the opportunity to engage with these tools over the past five weeks has been huge step forward in preparing myself for learning and teaching in a 21st century learning environment. These tools have both tested my knowledge, skills and patience, yet I believe that the main barrier between technology and me has been my attitude, which has seen a complete change since I have experienced the multiple opportunities that technology provide to enhance learning in all learning contexts. Although I know that technology alone will not provide great learning, I understand how I can integrate it into my pedagogy to deliver the content in ways that are engaging and provide real experiences for learners.

Reference List

Department of Education, Training and the Arts (DETA). (2008).

iMindMap. (2007, Jan 8). Maximise the power of your brain: Tony Buzan mind mapping [Video file]. Retrieved from http://www.youtube.com/watch?v=MlabrWv25qQ.M

Mishra, P., Koehler, M, J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Retrieved from CQUniversity e-courses, FAHE1101 Managing E-learning, http://e-courses.cqu.edu.au

Practical Radical Innovative. (2011). Six thinking hats. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from CQUniversity e-courses, FAHE11011Managing E-Learning, http://e-courses.cqu.edu.au.

Prensky, M. (2005, Spring). ''Engage me or enrage me'':what today's learners demand. EDUCAUSE review, 60-64. Retrieved from CQUniversity e-courses, FAHE11011Managing E-Learning, http://e-courses.cqu.edu.au.

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, D. (2009). Psychology applied to teaching (1st ed.). Milton, QLD: John Wiley and Sons.

The New Media Consortium. (2005). A global imperative: the report of the 21st century literacy summit. Retrieved from CQUniversity e-courses, FAHE11011Managing E-Learning, http://e-courses.cqu.edu.au.

Thibaul, M., Walbert, D. (n.d). Reading images: an introduction to visual literacy. Retrieved from CQUniversity e-courses, FAHE11011Managing E-Learning, http://e-courses.cqu.edu.au.

Appendices

Appendix a: Engage me or enrage me...
Appendix b: Unpacking TPCK
Appendix c: Technology: an integral role in my learning design or just a fancy extra?
Appendix d: Mobile phones and the classroom: reflections on the wiki.
Appendix e: To blog or not to blog.
Appendix f: Wiki (a) space for (thinking, sharing, cmmunicating, contributing).
Appendix g: Tricky Wiki.
Appendix h: Podcasts
Appendix i:  Images
Appendix j: Glogster
Appendix k: I have a 'Prezi' for you
Appendix l: Googling Earth
Appendix m: Online concept mapping
Appendix n: Zooburst