Reflective synopsis on an eLearning journey

Education is learning what you didn't even know you didn't know, Daniel J. Boorstin

Digital pedagogy is the focus on approach and skills required for effective teaching and learning in a digital world. In the Knowledge economy, digital pedagogy is essential in providing pathways to process and analyse the knowledge available so as to achieve learning outcomes that are relevant and applicable.

As a learning manager (LM) it is important to be able to create effective pedagogies and incorporate Information Communication Technologies (ICTs) that can enable the learner to achieve outcomes in a globalised and technological world as mentioned on my blog http://saidahdreams.blogspot.com/2010/03/knowledge-economy.html . To achieve this, the LM constantly in a cyclic fashion uses Lynch’s 8LMQs to ensure that the learning process is student-centred. In my Embedded Program Learning experience the 8LMQs and Dimensions of Learning (DoL) have become focal points in preparing lesson plans that are student-centred. Applying this approach in a learning environment has been a new experience that gives me the confidence that through this approach I can be able to do my best to meet the needs of the learners in or out the classroom.
There are different kinds of learning styles and personalities. Using this approach assists in developing or creating activities that engage students with different learning styles, personality and develop all of their Habits of mind so as to encourage higher order thinking. In a diverse classroom I have learnt that scaffolding is essential to meet the needs of the academically challenged students. I think it is important to include them in all activities in the classroom so that they have a sense of belonging and enjoy their learning experience. As mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/kuncs-article-on-marslow-hierarchy.html in the classroom I have already met students who feel they don’t belong or that the other students view them as different. In the last few weeks I have observed that these students require engaging activities that are visual like graphic organisers and for some, simplified activities as English is their second the language. This has led to scaffolding, using several strategies for example think/pair/ share and incorporating ICTs in the activities such as the use of interactive whiteboards. Group work has also been encouraged. The students negotiate what activities they want to do as a group and through this process of collaborating, researching, creating and presenting as a team, all the students in a group will value each others input to the project. The applications of the Learning engagement Theory as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/relate-create-donate.html in the classroom will in the process solve the isolation sensed and result in an inclusive and positive classroom. Working collaboratively as a team to create a real authentic task is a an experience the students engage in actively as they see how what they are learning is relevant in the real world and also how they can participate by donating back as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/action-plan.html

There is active learning as mentioned on Active learning site http://www.acu.edu/cte/activelearning/whatisal.htmas students research and discuss in groups, teach each other and practice by doing. Throughout the process the students probably don’t realise they are learning. The ICTs are used in the Engagement theory process as illustrated on the web page where students Relate-Create-Donate. I hope to facilitate learning in my students as I assist in providing sites where they can download relevant photos Picnik or videos YouTube.

When I started the Graduate Diploma in Learning and Teaching (GDLT) I considered myself computer literate, but I have come to discover ways of learning and teaching that I would not have thought or imagined possible before. To engage students in the 21st century the knowledge and skills of technologies and how they are applicable in or outside the classroom is paramount. In the last few weeks I have learned , developed and continue to develop digital pedagogies. In the school I have noticed that the students remain engaged when ICTs are embedded in the learning experience activities. I have used some ICTs (video clips) in the classroom with some good results. I have also observed the mentor teacher using PowerPoint, interactive whiteboard, funny video clips and story-telling to engage the students in a science lesson. Students can use PowerPoint as part of the Donate stage as they present their findings. I continue to practise to include PowerPoint presentations and have an exemplar posted on my blog post http://saidahdreams.blogspot.com/2010/04/what-is-most-important-liquid-on-earth.html . I have observed the mentor teacher use activities that involve active learning whereby he relates the lesson to real life situations and involves the students in activities where they actually practise by doing.

I have come to find that the use of graphic organisers, pictures, songs, YouTube, PowerPoint and videos keep the student engaged in the classroom.

Blog
The diversity in the classroom varies and having fast and slow learners means more time has to be dedicated to scaffolding to keep the students engaged and interested in learning. I intend to use the blog also to assist the learner to continue studying outside the classroom, either to catch up for the slow learner as exemplified by Scot at http://natstam.blogspot.com/or provide resources for further study for the gifted or fast learners using the problem-solving approach. The downside in our school has been that the learner sometimes has no access to computers outside of school hours.

Wikis/Wikipedia
Using the Engagement theory, the wiki is an excellent platform that is student-centred and allows students to work as a team, on a real authentic scientific task, research on sites such as Wikipedia as exemplified by Anjali on her post http://anjalidatar.blogspot.com/2010/04/wikipedia.html and compile information in or out of school.

Vokis and Music
This can be used in introducing the declarative knowledge in a fun and precise manner especially to academically challenged students who are learning English as a second language as posted by Ken on his blog http://kenpage2010.blogspot.com/2010/04/use-for-voki.html . The students can also use this in developing science vocabulary.

Mahara
Mahara provides a relatively safe network that provides a platform that can allow only a specific group of people to access the information.Caro agrees as posted on her blog http://learningjourneycaro.blogspot.com/2010/03/reflection-on-setting-up-eportfolio-in.html .I intend to negotiate with the school so that we can use Mahara to communicate to the school and parents on the project we are working on (Donate). Activities that are internet–based have been misused before hence the reluctance to include wikis and other internet -based activities.

Overall I view this experience as the beginning of an eLearning journey for me because I believe that for one to teach one has to learn. My objective is to facilitate learning in the learners through the creation and development of effective pedagogical strategies with ICTs incorporated to enable the learner to achieve learner outcomes in the learning sites whether at school, home or work.

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn, Alvin Toffler

References

Active Learning Online

http://www.acu.edu/cte/activelearning/whyuseal2.htm

http://anjalidatar.blogspot.com/

http://learningjourneycaro.blogspot.com

http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html

http://kenpage2010.blogspot.com/

Houghton, J. and Sheehan, P. (2000) A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.


Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.

Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age
http://www.elearnspace.org/Articles/connectivism.htm Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.

Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23--37. Accessed from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465