Managing E-Learning Synopsis

August 27^th 2010

During the past six weeks in Managing E-learning I have been learning and developing new skills in regards to Information Communication Technologies (ICTs). My blog Nick’s Managing E-Learning Blog has documented this journey and has discussed my attitudes towards the use of different ICTs in the classroom. Glogoff (2005) states “Students taking part in collaborative blogs contributed to better understanding of course content”. I support this statement and have experienced the benefits of not only other students contributing to my blog but also reading different blogs and gaining a new perspective.

According to Waterhouse (2003) “E-learning is using information communication technologies to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways”. Through the exploration and experimentation of these new technologies it is the goal to use appropriate pedagogy to successfully implement these tools into the classroom. The key point that I have taken from this learning experience is that no matter how good a digital tool is a teacher needs to have a good grasp of the technology, but more importantly use correct pedagogy when implementing it in the classroom. E-learning is more than computer learning, it encompasses many other forms such as digital cameras and mobile phones.

Engaging students by embedding ICTs in everyday school activities is at the core of E-learning. However, when a digital tool is chosen to be implemented in the classroom it needs to engage and inspire students. Prensky (2005) claims that” If you cannot engage young people in education then you will enrage them”. It is at no benefit to the students if an amazing PowerPoint is created but it has been designed on a topic that the students show no interest in. Marzano & Pickering (1997) support this by stating “Students are more likely to perceive tasks as valuable if the tasks somehow relates to their interests and goals”. Therefore E-learning needs to be purposeful, engaging and meaningful for each child.

Kearsley and Shneiderman (1999) Engagement Theory suggests “That students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. They go on to say that “Technology can facilitate engagement in ways which are difficult to achieve.” This statement supports how technology assists students to engage in classroom tasks. ICT’s can and should be implemented across curriculum as they are versatile and can help motivate and engage students in topics that they are unenthusiastic towards. For example instead of writing a reflective journal, students can create an online audio/visual journal using podcasting software. For more information about Engagement Theory please click here.

The context for this synopsis is students in middle primary school. These learners will already be experienced and capable of using many different ICTs. The challenge for an educator is to continue to engage these students. This could be done by students having more input when engaging in digital tools. For example instead of the teacher creating concept maps, students create them. This allows students to take ownership of their learning. With the invention of Skype and various other online communication tools the world is a much smaller place. By incorporating this digital tool students would be able to converse with other students throughout the world. They could even work collaboratively on units of work using Wikis which supports Kearsley & Shneiderman’s Engagement Theory. An example of my collaborative learning can be found by clicking here.

Access/gain information: Voki

Voki allows students and teachers alike to create customisable avatars that can be embedded on the Internet. For example a teacher cannot organise a guest speaker to talk to the students about recycling, the teacher simply creates a recycling expert avatar that presents information to the students. Marzano and Pickering (1997) discuss that students are engaged when tasks are ‘real life’ and related to life outside of school. Avatars are life like characters that students are able to engage with as they are essentially real people. Programs such as Voki support learning in the classroom by giving children a new voice when presenting information to the class. My Voki ‘Crabson’ can be found by click here.

Consolidate and refine information: Concept Mapping

Marzano and Pickering (1997) state that “When students see that the pieces of information can be connected to form patterns, they are more likely to use and retain the information”. Concept maps and/or mind maps are a great tool for consolidating and refining information because students are using their declarative knowledge. As posted on my blog, Chris (2010) says “I agree that concept maps are useful tools to organise and make connections to learning”.

An example of students consolidating and refining information using a concept map would be an ongoing process throughout a unit of work. Students create a map at the beginning of a unit and add new ideas, understandings and learning’s regularly. By using a concept map in this way students are refining their knowledge by adding to what they already know about a topic. Online digital tools such as ‘Text 2 Mind Map’ are able to create concept maps that can be edited and saved for later use which is a great advantage over using a traditional whiteboard. Toni (2010) agrees “Being able to edit concept maps is definitely a positive feature; it would help to encourage children to continue their thinking”. Students are able to make their own connections with certain topics by adding family groupings and colour coordinating their ideas. Concept mapping supports the engagement theory by allowing students to work collaboratively with each other during a learning activity.

Transform information: Podcasts

A podcast is a series of either audio or visual files that are released in episodes. They could be used by teachers to give further instructions to students when they are using a Wiki. For students it is an exciting tool for them to be able to transform information. For example students could set up a podcast and make regular episodes to document their progression through a unit of work and then go back and analyse and evaluate their initial ideas. This process will facilitate higher order thinking in students as they have to justify their responses. Marzano and Pickering (1997) suggest to “Use a variety of ways to engage students in classroom tasks”. The level of engagement of students doing this on a piece of paper would be minimal. Using podcasts students can engage with the technology and in turn with the unit of work. My Podcast can be found by clicking here.

Present knowledge to an audience: Wiki

At its most simple form Wikis are software that allows users to create and edit web page content. They differ from blogs and traditional web pages as they can be edited by individuals and are therefore much more interactive. Michael (2010) states “From what I’ve seen, interactive sites keep the students more engaged”. In a classroom context there are many advantages including; students are able work collaboratively with each other in forums and discussion boards, used to present assessment, homework can be uploaded and parents can be informed about happenings within the classroom. Therefore it is a very versatile digital tool. The engagement theory is heavily embedded in Wikis as they require students to work collaboratively together to create and maintain the web page. My Wiki post can be found by clicking here.

Student ICT Expectations

Education Queensland (2010) state “Student ICT expectations aim to help students develop their ICT knowledge, understanding, ways of working and skills needed for learning and working in today’s digital world”. This document outlines expected outcomes for specific year level junctures in the Essential Learnings ICT cross-curriculum priorities:

- Inquiring with ICT

- Creating with ICT

- Communicating with ICT

- Ethics, issues and ICT

- Operating ICT.

This document is used in conjunction with the Essential Learnings and provides clear outcomes and expectations of what skills teachers should be developing in students and what level students need to achieve. These outcomes will only be able to be achieved if educators embrace and integrate digital tools into classrooms on a daily basis by using frameworks such as the Engagement Theory. An important understanding that I have taken from this course is that ICTs can be implemented in any subject area and at any time as long as they are suitable and engaging for students. For example students could take it in turns each week to create an avatar that reads out number facts. Students will be engaged and looking forward to number facts but they will also be developing ICT skills.

As discussed in this synopsis it is crucial to engage students in digital technology. This can be done through thorough planning and preparation of digital tools, but more importantly by providing opportunities for students to work collaboratively and structuring lessons around students interests and needs in an authentic context. I believe that it is an educator’s responsibility to provide students with an exciting and engaging classroom. By experimenting with the digital tools mentioned in this synopsis and Nick’s Managing E-Learning Blog, I feel more confident that I will be able to provide this engaging classroom for my students in the future. As a life-long learner it is also my responsibility to investigate new software and digital tools that can be incorporated into my classroom as to keep up with a technologically advanced world.

References

Downes, S. (2004). Educational Blogging. Retrieved August 12, 2010, from Educause: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920

Education Queensland. (2009). Student ICT Expectations. Retrieved August 25, 2010, from Smart Classroom: http://education.qld.gov.au/smartclassrooms/pdf/student-ict-expectations.pdf

Glogoff, S. (2005). Instructional Blogging: Promoting Interactivity, Student-Centered Learning, and Peer Input. Retrieved August 15, 2010, from Innovate: http://www.innovateonline.info/pdf/vol1_issue5/Instructional_Blogging-__Promoting_Interactivity,_Student-Centered_Learning,_and_Peer_Input.pdf

Kearsley, G., & Shneiderman, B. (1999). A framework for technology-based teaching and learning. Retrieved August 12, 2010, from Engagement Theory: http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J., & Pickering, D. M. (1997). Dimensions of Learning - Teacher's Manual. Denver, CO: Midcontinent Regional Educational Laboratory.

Prensky, M. (2005). Engage Me or Enrage Me. Retrieved August 18, 2010, from Educause: http://net.educause.edu/ir/library/pdf/erm0553.pdf

Waterhouse, S. (2003). The Power of eLearning the past, present, and the future. Retrieved August 22, 2010, from CQUniversity e-courses, FAHE11001 Managing E-Learning.

Online Collaboration Links

http://toni-e-learning.blogspot.com/2010/08/digital-tool-3-creating-wiki-after.html

http://toni-e-learning.blogspot.com/2010/08/digital-tool-3-concept-mapping-i-used.html

http://cameronelearning.blogspot.com/2010/08/lets-see-how-this-works-very-exciting.html#comments

http://cameronelearning.blogspot.com/2010/07/digital-tool-8-photographs.html#comments

http://cameronelearning.blogspot.com/2010/07/digital-tool-7-learning-management.html#comments

http://s0175690.blogspot.com/2010/08/blogging.html#comments

Engagement Theory

"The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. Technology can facilitate engagement in ways which are difficult to achieve otherwise" Kearsley & Shneiderman (1999). The Engagement Theory is based around providing students with opportunities to work collaboratively on authentic real life tasks that students can relate to. The purpose of this theory is to enagage students in active cognitive processes such as creating, problem solving, reasoning, decision-making, and evaluation (Kearsley & Shneiderman 1999).

Engagement Theory has three principles as follows;

1. Relate component: Emphasises team efforts that involve communication, planning, management and socials skills. This area focusses on students working colloboratively together as students are forced to clarify and verbalise their problems with each other. By having students work in teams it gives them the opportunity to work with others that they would usually would not. It provides motivation and engagement for students as they are all working towards a common goal.

2. Create component: Empahasises collaborative learning through activities that are creative and purposeful. Students create their own projects in groups and define the project and context they are working in. Through this students take control of their learning and participate in activities that they are interested in. They will be engaging themselves in learning.

3. Donate component: Emphasises the importance of students making a useful contribution while learning. They are able to see that they are not just doing a project because they have to but more importantly it is being produced for someone. For example students are to create a brochure using ICTs that promotes their local community to tourists.

I have looked at various other frameworks such as the Big6 but I have chosen to focus on the Engagement Theory as I believe in the benefits of collaborative learning and authentic tasks.

I think the reason why I relate to this framework so well is it's similarities in some areas to Marzano & Pickerings Dimensions of Learning (1997). I have chosen these similarities:

Dimension 1: Structure opportunities for students to work with peers.

Dimension 1: Create classroom tasks that relate to students' interests and goals.

Dimension 2: Create opportunities for students to figure out the new information for themselves.

ICTs are exciting and engaging for students and I believe that is therefore important for students to share this with each other. It is much more meaningful and worthwhile to share learnings with your peers. Also by working collaboratively students are developing peer relationships and support networks that will benefit them into the future. By incorporating areas of the Engagement Theory and Dimensions of Learning, students will be provided with an exciting, engaging, creative classroom where they can best learn.

References

Kearsley, G., & Shneiderman, B. (1999). A framework for technology-based teaching and learning. Retrieved August 12, 2010, from Engagement Theory: http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J., & Pickering, D. M. (1997). Dimensions of Learning - Teacher's Manual. Denver, CO: Midcontinent Regional Educational Laboratory.

POD ON

Creating my first ever PodCast was a fun and exciting process due to the simplicity of creating one. Very straight forward process but there are many features that can be included. Video and audio can be embedded in the clip which is great.

For students this could be used to re-engage them in classroom tasks. For example a teacher could create a small PodCast that asks students various key questions on a specific topic. It could also be used to record interviews within the classroom that can then be uploaded onto the Internet. Creating a PodCast could also be incorporated into assessment tasks instead of a speech. The possibilities for this software are almost endless in the classroom. Great tool!!

Image Resizing

I initially thought the process of resizing an image would be relatively simple.............not the case for me. I was unable to do this in my Windows photo viewer program therefore I had to find another way. After some serious googling on the topic I ended up using Microsoft Office Picture Maker. Once I was in it was actually not very hard at all. There were many options that I could choose and the program would resize the picture for me. This skill is very useful when I want to email pictures to a friend or resize them for a PowerPoint.

Resizing images is an important skill for students to develop as it is commonly used on the internet and in publishing programs. Teaching students how to resize photos would have to be well scaffolded as it can be quite complicated. The benefits of resizing photos is they are smaller files therefore emailing and uploading them onto the Internet a much quicker option.

What do you think?

Digital Video

Digital videos are a great tool that can be used in the classroom. They are great because they can include audio, pictures, video, graphs and pretty much anything else you would want to include.

There are many ways that digital video can be incorporated into the classroom. Firstly a teacher can create a digital video at the start of the unit to show students an issue or provide engaging information. The other way which I prefer is for students to become involved in the making of digital videos as a way of documenting their journey through a unit of work. When the unit of work is finished students create a video in small groups and show their own interpretation of the unit.

There are many different programs that can be used to make digital videos but I prefer to use Windows Movie Maker. I prefer it to other programs because it is easy to insert pictures and video clips along the timeline. I have created a short movie that is a collection of last summers adventures with my friends to demonstrate my skills or lack of skills in movie making. ENJOY!

Changing opinions

During my participation in this online blog I have noticed that my opinions are changing towards online education tools. I used to believe that traditional "websites" were the only way to go. Meaning the content was added by one person and it was secure. Since using blogs and WIKIS I can now see the many more advantages that these sites can offer students. They are able to engage with the site by being able to upload information, pictures, video and much more. This in turn enables students to work collaboratively on projects to achieve learning outcomes.

Has anyone else seen a change in their ideas towards online education tools?

Weebly websites

Using the skills that I have learnt creating WIKIS and blogs the process of creating a website was not very difficult. Websites are a great way of sharing information with students but also the world. Websites differ from WIKIS in the way that the creator can only edit the website. WIKIS can be edited by anyone.

The weebly website was very straightforward to use. However I did find it frustrating that I wasn't able to add a video clip. This apparent privilege would cost me $40, no thanks weebly. Websites are useful because a teacher can add information to it and it is secure from other people editing the site. The problem with this that I can see is that students will be unable to engage with the site as it is just pictures and words usually. I believe a successful website for students would need to include WebQuests interactive games and activities that students can become involved with.

Does anyone have similar thoughts to this?

Creating a WIKI using Wetpaint.com

It has taken a few years but I finally have a WIKI, well that isn't entirely true. I tried to create a WIKI using WIKISPACES but got quite sick of all the pop up windows and being unable to use the full functions as I am not a paying customer.

I ended up using Wetpaint which was quite a simple process. The step by step instructions where easy to follow and the templates gave my page a professional look. Adding comments, videos and pictures is even easier because a user can search YouTube or other websites and add content whilst still editing WIKI.

I have created a PMI chart of WIKIS below:

PLUS	MINUS	INTERESTING
Easy to create and update Great opportunity for collaborative learning. Can be edited by anyone. Can be created on any topic. Video, audio and pictures can be uploaded. Students can access in and out of classroom. Draws on expertise on a large group of people. RSS Feeds. Forums.	Students may not engage in content and in turn may not achieve learning outcomes. Inappropriate postings. Can be difficult to supervise students. Can be used to post misinformation on a topic. Students may become sidetracked and search other sites.	Anyone can add to and edit site. Can be locked from public access. Social networking links.

I am sure I have missed some obvious points, if you can think of any let me know. If this was only a WIKI you could add it yourself!!!

In an educational context Wikis are a great tool for presenting knowledge to an audience. Pages can be designed using many different ICTs to engage the audience but also to show understandings of a topic. They can be accessed using the Internet so they are available to a much wider audience. Students could compare their class Wikis with students from other schools.

My Wetpaint page can be found at the following address:

http://nickstechnologyintheclassroom.wetpaint.com/

Why We Need To Teach Technology in School - YouTube

Voki

I was immediately impressed with the Voki digital tool, it was simple to create and there are many possibilities for its implementation in the classroom. Voki allows students and teachers alike to create customisable avatars that can be embedded on the Internet. For example a teacher cannot organise a guest speaker to talk to the students about recycling, the teacher simply creates a recycling expert avatar that presents information to the students. Marzano & Pickering (1997) discuss that students are engaged when tasks are ‘real life’ and related to life outside of school. By incorporating avatars into everyday school activities can re-engage students as they believe the information is coming from a real life expert. From a student’s perspective Voki’s are an exciting way of presenting information to the class. Students that are shy can record their voice and choose an avatar to present it to the class. The enthusiasm that I had towards creating avatars surprised me and I look forward to incorporating this ICT into many class activities.

PowerPoint

Image courtesy of www.presentationmagazine.com/

In the last few years I have noticed the use of PowerPoint more and more not only in educational settings but also in business and leisure. For example my friends and I are going on a trip to Indonesia at the end of the year, we want more of our friends to come so we are creating a PowerPoint that displays information, prices and pictures of the waves and places that we will be experiencing. This is much more exciting way to sell the trip rather than just telling them.

The problem that I have witnessed and most probably added to is the overuse of PowerPoint. During my practical block at school last year PowerPoint was used very regularly and almost to the point where students were sick of it. I am all for the use of this digital tool in classrooms but a teacher needs to make the PowerPoint as interactive as possible to stimulate students. This could be done by using pictures, audio clips, video clips and animations.

I believe that it is important to give students the opportunity to design their own PowerPoints when creating a presentation if it is suitable. This will give students another way to engage the audience but to also develop their own technological skills. Another benefit could be that the teacher may also learn something from the students.

My Learning Style

This chart was created on the memletics website after answering various questions about how I liked to learn. My learning style is heavily weighted towards aural and social learning where I prefer to learn using sound and music and also working with groups of people. I found the results to be quite surprising as I prefer to work alone and believe I do my best work when I am by myself. Being an aural learner was a bigger surprise because I sometimes find it hard to interpret information when someone is talking to me. I usually need to take notes and revisit the information later on to understand a topic.

It is my opinion that these learning style quizzes could be helpful for a teacher when planning for learners but just because a learner is heavily weighted towards one style should not mean that it's the only way they can learn. A teacher needs to plan learning experiences that provide for all learners in the classroom to ensure that they are engaged in a topic.

Concept mapping for learning

I found the process of concept mapping to be a meaningful task because it gave me the chance to create a document that represented my understanding of week one. That said the actual creation of the map was very challenging. I originally planned to use bubbl.us but could not get my head around how to set out the bubbles, I also found pressing the delete button very frustrating as the program thought I wanted to quit.

Text 2 Mind Map was more manageable for me as tabs were already set up and all I had to do was input my information. However I did have problems when I wanted to create a sub group. Trial and error mixed with some persistence has created my concept map.

Concept mapping in the classroom could be a great tool for students to make connections and links with their learning. It could also be used to refine and consolidate information throughout a unit by students updating their concept maps. If I was to implement this program in the classroom I would create the map whilst the students collaborated their ideas. Good tool but more practice is needed.

Did anyone else find it annoying that you could not save your document as you went?

Why blog?

This week I have spent time thinking about the purpose of blogs and the possible benefits/negatives that they offer. I am beginning to think that blogs are a great way for people to connect with each other and share their ideas. Since creating my blog I have subscribed to other students blogs as it's interesting to read a different point of view on a certain topic.

A negative that I have found with blogging is the actual time that it takes me to write a small posting such as this one. I think this is due to my concern of the possibility of the whole world reading my blog, I guess I should get over it as only four people have subscribed.

Can anyone tell me how blogging can help in the classroom?

Officially a blogger

I never thought the day would occur when I actually had my own blog. That day has arrived and it has me wondering if it will be a slippery slope towards twitter and other social networking sites. Fingers crossed I survive.

I found the process of creating and personalising my blog to be a fun and practical activity. I have now attained a new skill that I can share with others. The step by step instructions were a great help to get the basic look but I am encountering difficulties inserting a RSS tab for people to subscribe to my blog. Can anyone tell me how to do this?

Thank you in advance!