Managing e-Learning Assessment 2 Synopsis

Week one was intimidating and rather overwhelming coming face to face with the world of information technology. I remember one of the first questions was for the group to name various sources of ‘technology’ used in the 21st century. I thought I was doing well with my inclusions of ‘GPS, smartphone, and Youtube’. It then appeared that I was in a foreign language class. Words I have never heard of were being mentioned like Wordle, Prezzi. These were familiar to many of the students but alien to me. I did, however, learn a new phrase which I could identify with, ‘digital immigrant’. Mark Prenski (2001) mentions that digital immigrants (those who are new to digital technology), have a different language to digital natives (those who have grown up with modern technology). As a digital immigrant it is vital for me as a learner manager to improve my knowledge of digital tools to be able to teach in the 21st century. In order to understand the importance of ICT (Information Communication Technology) I needed to appreciate that the world cannot hide from technology and neither can our students. Mishra and Koehler (2006) explain how the impact of digital technology extends beyond the classroom into the homes and social environments of the students. In my most recent blog I reflect back to a clip on Youtube ( 2007) that was shown in class about the death of education and the birth of knowledge. I found this a very profound and relevant statement as we the phrase ‘Google it’ seems to be the generic answer to most questions nowadays. There is no doubt that the ICT allows for a numerous avenues for teaching and learning. I found that although I found some of the tasks difficult at first, I found that I began to explore other options to achieve the objective. I use an example of a ‘wordcloud’. I battled for some time to create this with Wordle, a recommended ‘wordcloud’ site. I began to get frustrated and this delayed the task. After several failed attempts, I trusted my own ability to gather information and found another site that worked perfectly well to create a ‘wordcloud’ as shown in the post (31 July 2012) – There are always other alternatives. Marzano and Pickering (1997) speak of having positive attitudes and perceptions to learning and creating good learning habits. This is done through gaining and using knowledge that has been gained. This was one of those situations. De Bono (1987) uses the theory of six hats and was a question posed on Wikispaces where we asked to post our thoughts on the use of mobile phones in the classroom as learning tools. I found this task useful and reflected on this when I was getting frustrated. I initially had the negative black hat on and then took that off and put on the creative green hat. I feel that my green hat will stay on for a while although there may be some ‘wardrobe changes’ along the way. In my current role as a fitness trainer and teacher, I realised that I do use a reasonable amount of technology. I realise that there is not just one option, but many ways to use technology to achieve a result. An example of this is the concept of mind maps as a brainstorming or thinking tool. There are a lot out there and after collaborating with other students and lectures I found that Bubbl.us was an excellent tool that I would definitely use in my classes for various activities by having blank ‘bubbles’ where students can put their answers or ideas. An example of this would be a mother bubble with a title ‘muscles’, child bubbles titles ‘leg’ and ‘arm’ and then several sibling bubbles left blank for the students to fill in the muscle names. An example of a Bubbl.us mind map is recorded in the blog post (5 July 2012). I work in a learning environment where internet is not accessible. The use of what I would call ‘static’ web based tools (ones I can print off rather than interactive web based tools) is what I use most of, however, I have also been able to utilise snapshots of various sites to at least give my students a visual interpretation of what a particular site looks like. The use of podcasts and Powerpoint presentations is permitted although I am governed by various sections of legislation including the Corrective Services Act 2006 and the Information Privacy Act 2009 regarding Centre procedure and disclosure of personal information. This has implications regarding sharing of information literature, images with students and the use of personal information. I refer to this in the blog post (24 July 2012) – The Fear of Technology. This simply means that as a teacher, I need to be inventive with the use of technology as a learning tool. My preferred method of using technology for my cohort is Powerpoint. I recently downloaded the 2010 version which has allowed me to embed audio and video onto a presentation, an example of a Powerpoint slide is in the blog post (14 August 2012) – Powerpoint 2010.. What I find interesting about the concept of e-learning is that it encapsulates what 21st Century learning is all about. The educational psychologist Lee Shulman initiated the concept of pedagogical content knowledge or PCK (Shulman, 1986) which, with the inclusion of technology is a recognised educational framework commonly known as Technological Pedagogical Content Knowledge (Mishra & Koehler 2006). This framework reinforces the inclusion of technology in the 21st learning environment. The current available and developing technologies allow what seems is an endless source of educational tools for the learner manager. From wikispaces and other forums for collaboration and discussion which encourage higher order thinking. This is level of thinking which does not rely on simple knowledge but encourages lateral thinking and discussions when learning. Blooms Taxonomy (Bloom, 1956) used words like ‘creating’ and ‘evaluating’ to describe higher order thinking. I found a great picture which I have attached to my blog (17 August 2012) - Higher and lower order thinking, that succinctly describes the concept of this in relation to technology. Rather than me explain, viewing the image makes it easier to understand. In the context of technology, higher order thinking uses wikispaces and collaboration as highlighted previously. French, Walker, Shore (2011) states that this is an important part of learning and I have found that this is the case in my work as a fitness teacher. When I am asked a question by a student, I often research using online forums and sometimes through social media sites like Facebook. Although it is important to check the validity and currency of the information, the collaboration is valuable in analysing and evaluating learning. 21st Century learning in the digital era is based largely on connectivism which allows access to information through various ‘networks’ that connect the world through technology and the internet, as described by Siemens (2008). Instead of gathering information from a small group in a classroom, the world is a classroom. I can find out anything about anything using the internet. The challenge is to sift and examine the information one receives. Youtube is another fine example where anyone can share their ideas, thoughts and expertise to the world. If you want to know how to do almost anything or fix anything, there will be a Youtube clip to assist you. Connectivism, however, is not about the amount of information one can source, it the more about the amount of channels are available to access information. I feel, however that there is a downside to the fact that the spectrum of digital information is so vast. There is the obvious threat of internet security which has been rectified in part by various security software and the ability to password-protect or filter sites. I believe this only goes half the way to protect the internet user. Computer savvy teens and young adults have are often not restricted to supervised or pass-word protected sites. I reflect on an incident some years ago when a niece of mine, then aged about 12 years old typed in ‘hotmale’ instead of ‘hotmail’ and received some surprising images. I do not feel the internet is absolutely secure and the ability for storage of personal information online through internet access seems to be a continuous challenge. There is also a tendency for children (and adults) to become somewhat addicted to the fun side of digital technology, particularly games on computers and smartphones or tablets. A fine example of this presented itself at a recent eLearning lecture with a self admission from a staff member of the addictive properties of an iPad game. Fun, engaging, educational, interactive…………..all good. Addictive, antisocial, time consuming, reducing activity and excercise………………….maybe not so. In conclusion, there is no doubt that all types of digital technology are beneficial to 21st Century learning when used in the right context with the appropriate monitoring and supervision for children and young adults. The internet, in particular, can be used in a positive, educational and well meaning way but as educators we must be aware that the free access to everything can and will be used in a negative way. As an adult I can be my own filter but it is the duty of all adults to attempt to be the filter for the younger generation and it is vital that all governments keep up to date with technological advances to create legislation regarding the internet. It is good to see one Mt Garrett implementing a strategy for dealing with cyber bullying using social media as posted on my blog entry Technology black hole and cyber bullying (4 August 2012). References De Bono, E. (1987). Six thinking hats / Edward de Bono. London : Penguin, 1987, c1985. French, L.,Walker, C., & Shore, B., (2011). A theoretical context for examining students’ preference across ability levels for learning alone or in groups. High Ability Studies, 22(1), 119-141. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13598139.2011.576082 Marc Prensky, (2001) "Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 Iss: 5, pp.1 - 6 Marzano, R. J., & Pickering, D. (1997). Dimensions of learning : teacher's manual / Robert J. Marzano and Debra J. Pickering, with Daisy E. Arredondo [et al.]. Alexandra, VA : Association for Supervision and Curriculum Development ; Aurora, CO : Mid-continent Regional Educational Laboratory, c1997. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Siemens, G. (2008a). About: Description of connectivism. Connectivism: A learning theory for today’s learner Retrieved from http://www.connectivism.ca/about.html Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4 - 31. Learning to change changing to learn Retrieved from http://www.youtube.com/watch?v=0wGpSaTzW58

Higher and lower order thinking

slav.global2.vic.edu.au

Death of education Birth of learning

I found this Youtube clip very interesting and it pretty mucch says it all. I like the analogy and relate it to the 'twitch' speed learning that my students are good at. It is not the information they need but the understanding of that information. Apologies for the large screen!!! http://www.youtube.com/watch?v=tahTKdEUAPk&feature=player_embedded

TPACK

TPACK or Technological Pedagogical And Content Knowledge is pretty much the structure or framework for all the delivey we as educators will use. A great image from

http://www.educ.utas.edu.au/users/ilwebb/Research/index.htm

illustrates perfectly how technololgy is plays a part in almost every aspect of ours and our student's lives. A picture paints a thousand words...........

Powerpoint 2010

I have been implimenting most of the information from the classes into practical applications for my work as a Personal Trainer and as a teacher for adult learners. By using the applications on a regular basis I am becoming familar with the technologies. I can try and test what works for my students and teaching environment and use the more successful applications and disregard the less effective ones. An example of successful applications would be screenshots and podcast of websites whereas a less effective one would be some the mind map applications.

Although Powerpoint is sometimes considered 'old school' technology, I have found it very useful format, however I realise that the actual presentation must me exciting and engaging. The use of imbedded videos is one such tool I have used which will engage the the visual and kinaesthetic learners.

Technology black hole and cyber bullying

I have found it a challenge to use the standard technology in my area of work due to the lack of direct access to the internet. I have resorted to using screenshots more often. I use thiese in my classroom to allow the students to visualise what information may be on particular websites and have found it reasonably successful describing 'links' etc.

I also saw a recent article in the Sunshine Coast Daily (Wednesday 1st August edition) at CQU Noosa. It stated how the government was investing $4 million to deal with cyber bullying using an "holistic social media strategy". He is clearly using the correct media for the target group. Here is a screenshot..........................

There are always other alternatives

I finally gave up on "Wordle" after trying various computers and various "search engines" to crate and upload a "Wordcloud". I simply "Googled" wordcloud and came up with 'Tagxedo"....................I am really becoming a technogeek with this new vocabulary.

The power of Powerpoint

I am presenting at the Sunshinecoast Fitness Summit on 8 September on a product I have developed for the fitness industry:

I am using Powerpoint and with a combination of what was learnt in the last MeL lecture and with assistance from my guru wife I have averted the potential of doing 'Death by Powerpoint'. Using tools like SmartArt, Design, Animations I will hopefully provide an exciting and interactive presentation.

Fear of Technology

I have had cause to reflect over the last week on my ability to undertake the tasks for e-Learning? I struggled to navigate Moodle, find the Wiki sit and complete the tasks. Only this week did I put those fears aside and work my way, methodically, through various forums and then gave things a go. I successfully completed the wiki task. I also have been musing over the security aspect of this course. I work in an environment where I do not share or request personal information so i have been cautious about what information I put on an unsecured site. This includes the actual URL name. Should I be concerned? Would people REALLY use this information for harm? I have also reflected on my eagreness to create a blog, website or profile? I have previously perceived that most bloggers, twitters etc have a bit of an ego in that they wish to self promote or get attention. I stuggle with this a little on a personal level, however realise that promoting one's business, skill on social media is the new advertising. Ego OR good business advertising???

Pictures extracted from http://talentdevelop.com/articles/ETOSSAE.html

I had some issues with uploading a voki to the blog but after hving a chat withy my peers, I got some advice on how to do it. The power of collaborative learning is fantastic. Sharing ideas and learning new ways to use technology is beneficial, especially when one is on campus with other students.

uploaded from www.voki.com

I am having great fun experimenting with these new.............probably soon to be old..........animations and websites. I am still having a challenge with Wordle but I am determined to get it done. I have learnt that there are a number of ways 'to skin a cat' and will be giving Wordle ago on Tuesday at Noosa. In the meantime I have 'played' with Fodey and I can certainly use this in practice when I teach. By emphasing a topic for example 'do you always believe what you read' etc

Bubbl is great.......I would use it for my students as a brainstorming exercise for Cert III Fitness for Nutrition, Exercises and loads of others.

Create your own mindmap from https://bubbl.us/

managing eLearning introduction blog

I have had an interesting exploration into blogging with a blog typed, apparently posted and then lost in the atmosphere. Here goes my second attempt............I have played around with some of the websites and am going to try and add a video to my blog. Bubbl.us is great and I will be using that in my classroom. It is an example of a poor first attempt and videoing. I hope to get great advice from other students on how to do a more professional job