PMI of Blogging

Plus

Displays understanding of concepts

Explores critical analysis/higher order thinking

Allows for peer critiquing

Presents student expression

Monitors student’s progress

Minus

Cyber-bullying

Students can struggle with learning

Health effects (students who fail to take regular breaks)

Hacking (personal details etc.)

Interesting

Allows for global networking

Constructive method of learning

Personal journey of discovery through learning.

Conclusion

The past three weeks of this course has invited us to explore various learning theories, through the functionality of pedagogical strategies (scaffolding).  Such theories include constructivism, cognitivism, connectivism, behaviourism and finally collaboration.  These theories are actioned through various scaffolding techniques.  The early stages of this course have demonstrated scaffolding in the form of PMI’s, SWOT Analysis, Ranking Tool and Bloom’s Taxonomy. 

The three wiki’s involved:

Ø  Profile Wiki

Ø  Learning Theories Wiki – PMI (Plus, Minus, Interesting) scaffolding tool.

Ø  Mobile Phones Wiki – Bloom’s Taxonomy scaffolding tool.

The profile wiki included filling in a template and was designed to introduce each individual to the rest of the class, on a more personal level.  Through this technique each student was able to identify with similar learning styles, finding compatible partnerships for future collaborating.  This wiki used elements of constructivism, cognitivism, connectivism and behaviourism.  Profile wiki is a perfect introduction for students to both eLearning and commencement of course, in terms of familiarity with peers.

Learning Theories Wiki presented students with a progression from the basic algorithm of the profile wiki.  After finding a suitable partner each student was expected to scaffold the wiki using a PMI.  Upon completion of this, partners came together to discuss similarities/differences and construct a final ‘PMI’ to be uploaded against the wiki for the rest of the class to reflect upon.  Theories included constructivism, connectivism, behaviourism and collaboration.  This activity also included higher order thinking.  This wiki in terms of drama could be used to assist students in examining the history of playwrights.  As a teacher it provides students with a broader understanding, whilst allowing for multiple topics to be covered in a short amount of time.

Mobile Phones Wiki expected students to individually scaffold using ‘Bloom’s Taxonomy’, followed by presenting these ideas on the wiki.  The entire class contributed to the same page, allowing students to reflect, relate, analyse, critique, debate etc.  Constructivism, connectivism, behaviourism and collaboration along with higher order thinking at a more advanced level than the previous wiki activity, consumed this activity.  This wiki is best suited in relation to students studying scripts, as it allows involvement of the entire class.  As a teacher it provides students with a clearer understanding, with the ability to deconstruct unfamiliar languages alongside peer/teacher support.

Completing the wiki activities during week’s one and two using both PMI and Bloom’s Taxonomy scaffolding, allowed us as a learner, to understand and action the theories that encompass the activity.  Primarily these wiki’s are a constructive form of learning, whereby students are demonstrating critical analysis, higher order thinking and placing this level of understanding into action via the wiki itself.  Constructivism links together with cognitivism in the sense that through critical analysis and higher order thinking, students are accessing schemas from their long term memory.  Yet through participation and learning of new information and the use of digital tools, students are also running the working and sensory memory to an extent.  Wiki’s allow for peer and teacher interpretation, analysis, reflection and debate thus demonstrating connectivism.  This continues to link with constructivism whereby students are forming opinions together with facts and producing these on a discussion forum.  Wiki’s allow for students to practice critical analysis and higher order thinking in that they can form an opinion, wait for peer input and return to update/edit.  This also demonstrates ‘reshaping’ of students learning process, assisting with improvement in terms of schemas involving the long term memory.  Once again behaviourism links to constructivism through ‘practice’, including also elements of cognitive ‘schemas’.  Clearly collaboration completes the process, signifying each theory has been achieved to its full potential and now requires compiling the elements of the activity together, demonstrating successful learning.  Even through collaboration constructivism exists (assembly the finished product).  Evidently constructivism is a crucial learning theory in pedagogies.

Scaffolding is Vygotsky’s concept that circles around social skills.  After discovering all about wiki’s and how to apply scaffolding strategies to this activity, becomes evident why social skills play such a critical role.  Critical analysis relies upon an individual’s cognitive capacity in relation to constructive attitudes.  The process involving higher order thinking, reflection and debate however constitutes peer connective and collaborative input.  Scaffolding is designed to be networked either within local, national or international sphere’s.  Scaffolding on this level proves social skills to be a critical element in its application.

Digital pedagogies are becoming increasingly popular and their capabilities are unmeasurable.  Wiki’s are just one form of digital pedagogy.  After understanding now the purpose of a wiki and its process, proves extremely beneficial, as they:

Ø  Appeal to all three learning styles – auditory, visual and kinaesthetic.

Ø  Allow in part for both individual and group interaction.

Ø  Don’t discriminate in relation to diversity whether it be cultural or disability.

Ø  Allow students to work at their own pace to a certain extent.

Ø  Support eLearning as wiki’s are an online tool.

Ø  Allow for networking local, national and international.

The ability to network globally in an educational setting allows students to communicate with cultural diversity.  This allows extension of the higher order thinking and critical analysis process of scaffolding.  Students can understand peers thinking frames, as well as those who have vastly different schemas from their own.  Networking on this level should prove to be extremely beneficial to eLearning.

The design of this course was to educate us, on the benefits of wiki’s in relation to eLearning and how through scaffolding learning encompasses various theories.  After understanding the process of scaffolding a wiki, they have proven to be a constructive method of learning.  ICT incorporates eLearning in the 21^st Century and how to implement the advancement of technology into our education system.  While eLearning is imperative in relation to Digital Natives, this course also considers and analyses the complexities associated with eLearning, dissecting the processes.

REFERENCE:

CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved from CQUniversity E-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135

Mergel, B. (May, 1998). ‘Instructional Design & Learning Theory’. Retrieved March 12, 2011, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Behaviorism.

Cooper, Graham Dr. (December 1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved March 13, 2011, from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm. - Cognitivism

Tangient LLC. (2011). Elearncqu, 'Ranking Tool'. Retrieved March 11, 2011, from http://elearncqu.wikispaces.com/Ranking+tool. – Constructivism

Siemens, George. (December 2004). Connectivism: A learning theory for the digital age. Retrieved March 17, 2011, from http://www.elearnspace.org/Articles/connectivism.htm. - Connectivisim.

Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.

Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.

Learning Design Framework (Reflection)

In relation to my own learning I struggled all the way with this task.  It’s not that I didn’t understand the process but rather had difficulty developing what I wanted – a unique way of thinking in relation to the framework.  So I must say I’m rather disappointed with my work on this. I considered both Bloom’s Taxonomy and Engagement Theories, but found Bloom’s Taxonomy (Cognitive Domain) best suited my purpose.

The purpose of the exercise allows me in future, to explore topics more intensely ensuring I’ve covered all the necessary elements.  On a cognitive level, the framework enhances my current skills through higher order thinking, while allowing me to demonstrate a clear comprehension of the chosen topic.  Focused around Bloom’s Taxonomy, the application of the framework as well as the application of its future use, demonstrates a constructive theory. 

A diverse range of students will certainly benefit from this design, in the sense that it can be connected to any learning activity where a teacher needs to demonstrate understanding of a topic by students.  Irrespective of your learning style, (ie. auditory, visual or kinaesthetic) all students will in some way, benefit from this strategy as well as have opportunity to strengthen their weaker learning styles.  Considering Bloom’s Taxonomy was the strategy used to support my learning for the mobile wiki theory, proves the success of this framework in relation to elearning.  However this can be applied not only to digital pedagogy but pedagogy in general, proving to be a rather effective and diverse framework. 

REFERENCE:

Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.

Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.

CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.

Learning Design Framework

Knowledge
*Identify
*Describe
*Reproduce

Comprehension
*Interprets
*Distinguishes
*Summarises

Application
*Constructs
*Discovers
*Demonstrates

Analysis
*Analyses
*Infer
*Deconstructs

Synthesis
*Designs
*Creates
*Compiles

Evaluation
*Justifies
*Critiques
*Concludes

Mobile Phones Wiki (Reflection)

Using De Bono’s Thinking Hat’s, this activity was a collaboration involving the entire class.  Being one of the final members to give input due to my home internet connection it was difficult for me to achieve unique responses from those already there. 

Collaborating with so many members of the class though was an incredible experience in terms of pedagogies as I was able to discover so many more elements to this wiki than if I’d worked alone or in a small group.  The suspense of debate on some issues does become an avenue with this strategy, when you allow so many diverse opinions into one reflection.  As a teacher this tool would be extremely useful in the field of drama, in terms of the students reading a new play and discussing and demonstrating understanding of the characters involved.  It’s a new and exciting way to present to students, as well as teaching them useful eLearning strategies.  The flexibility of this strategy allows for students to construct input when they feel comfortable.  For some students they prefer to see examples first to better understand the process.  This allows for such behaviour while still providing connections between students that feel the need to collaborate further and debate/analyse/question peers creating higher order thinking. 

A rather useful activity and strategy to support, which I feel will certainly be of great benefit in future classrooms.

REFERENCE:

Hartnell-Young, E. & Heym, N. (2009). 'Mobile phones and student learning in secondary schools'. Curriculum leadership: an electronic journal for leaders in education. Vol. 7, No. 26. (August). Retrieved from http://cmslive.curriculum.edu.au/leader/default.asp?id=28526&issueID=11897.

Cell Phone Calls Alter Brain Activity, Scientists, say.  (February 22, 2011).  Retrieved March 17, 2011, from http://www.ehso.com/ehso2.php?URL=http%3A%2F%2Fwww.foxnews.com/scitech/2011/02/22/cell-phone-calls-alter-brain-activity-scientists-say/.

Trucano, Michael. (April 2009). ‘What do we know about using mobile phones in education?’ Retrieved March 17, 2011, from EduTech, http://blogs.worldbank.org/edutech/videos/mobiles-0.

CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.

Mobile Phones Wiki

NEGATIVE
Like any new device introduced to our education system there are issues to consider like environmental, privacy, misuse, cyber-bullying and its affects to educational trends.  Is there a solution? Can this digital device be controlled in a classroom environment? To some extent yes, but just the same these issues will always be at the surface.  Just as behaviour management in the playground is always going to be an issue.  Society remains the same in their developmental years as they are in their senior years.  Some comply, some don't.  It's the very reason we have such a thing as "the law". 

PROCESS
This era belongs to the digital natives. Society is rapidly embracing technology and advancing in such as way, that we as digital immigrants either learn the language or fall behind the times. Our education system needs to meet the demands of technology, in order to prepare our digital natives for "their working years", just as we were prepared for ours.  That's not to say I support the use of mobile phones in schools.  But I don't think this issue is really about what we support or don't support.  It's about what is best for their education.  What they require and what is necessary in today's learning.

CREATIVE
In relation to controlling mobile phones within the classroom environment, I would construct a learning process with the students at the beginning of the year.  Collaborating ideas achieving valid educational uses for the mobile phone within the classroom would be the process.  Both students and teacher would decide the final list of appropriate uses, so each individual has a clear understanding up front, of suitable times for mobile phone access.  This demonstrates a sense of responsibility upon the students in relation to their behaviour management, allowing stronger support to the teacher when the occasion of misuse is presented. 

INTUITIVE
What can I say? I'm a digital immigrant so in ways I'm still old fashioned. I believe phones are an entertainment tool just like a PS3, Wii, Xbox, IPad, and IPod etc.  None of these tools in my opinion should be introduced into education.  We don't use them in the workforce so why the need for them in education? Let's face it education is in preparation for the workforce.  I think digital natives need to learn to be less selfish and more obedient.  I find this generation to be the "ME" generation.  What they don't have isn't worth having.  They don't know what it means to go without.  Our education system encourages and feeds this attitude as do most of the parents of this generation. 

POSITIVE
In terms of digital pedagogy mobile phones can present as another learning tool.  Through communication, transferring of data, spreadsheets, email, photo and video transfers and editing, global time zones, maps (GPS), stopwatch, research to name a few.  Mobile phones are portable so can be used both in and out of the classroom.  All these however are only positives if students actually use these devices for these purposes when required and don't abuse the privilege. 

OBJECTIVE
"Spending 50 minutes with a cell phone plastered to your ear is enough to change brain cell activity in the part of the brain closest to the antenna."  Cell Phone Calls Alter Brain Activity, Scientists, say.  (February 22, 2011).  Retrieved March 17, 2011, from http://www.ehso.com/ehso2.php?URL=http%3A%2F%2Fwww.foxnews.com/scitech/2011/02/22/cell-phone-calls-alter-brain-activity-scientists-say/. There's no official health link between cell phones and brain tumours, however initially there was never a link between smoking and lung cancer either, though it was later established.  Are we encouraging bad health habits by incorporating an unnecessary digital tool in education?

Learning Theories Wiki (Reflection)

After completing the profile wiki as outlined in week one's activity schedule, I was approached by another student via email, to partner for the learning theories wiki activity.  Unfortunately this process was off to a slow start, as I have had endless trouble with my home internet connection, evidently putting me behind on everything.  Eventually my partner and I decided on ‘Digital Natives, Digital Immigrants’, by Marc Prensky as our wiki learning theory.  Solely we used a PMI scaffolding tool to complete the task.  We then met to collaborate our constructive pieces and through connectivism, distinguished the differences in our PMI’s to construct our final PMI, to be uploaded onto the learning wiki profile on the moodle website.  I found that using the PMI tool, allowed me to acquire a deeper thought process of the wiki as well as clear understanding of the direction in which to take my ideas and construct them. For some this tool may prove to be a good filtering system, assisting in the knowing of what is important.

This activity makes learning easier for students that are kinaesthetic when it comes to collaboration and connectivism with your partner, while still appealing to auditory and visual learners in terms of the reading itself, both individual and group work and collaboration of ideas in a group environment.  Learning outside of one’s own thinking strategies is another positive element to this technique.  In reference to the reading this activity could also be achieved by the group constructing together the PMI instead of each individual constructing their own to be collaborated at a later date.  This direction allows students with learning disabilities to take part without intimidation or discrimination and with complete peer support. 

This activity is an important follower from the profile wiki.  The elements are similar; however the algorithm of it progresses to higher order thinking, thus expanding on the past schema.  This time students are working together with an individual who reflects their attitudes toward learning and choosing a topic to discuss.  The collaborated construction of the PMI is then uploaded onto the wiki for the rest of the class to view, comment, reflect and learn from.  This allows digital pedagogies of a vast range of topics to be covered in a short period of time.  Peer input toward these topics posted, provides evidence to the teacher of students learning. 

REFERENCE:

Prensky, Marc. (October 2001). 'Digital Natives, Digital Immigrants', in MCB University press, Vol. 9 No. 5. Retrieved March 11, 2011, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

Prensky, Marc. (September/October 2005). 'Engage me or Enrage me: What today's learners demand', in Educause review, p60-64.  Retrieved March 11, 2011, from http://net.educause.edu/ir/library/pdf/erm0553.pdf.

CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.