ELearning is becoming increasingly used by all educational institutions to support, enhance and transform learning (Alwi & Fan, 2010). ‘ELearning provides opportunities to create well designed, learner centred, engaging, interactive, affordable, efficient, easily accessible, flexible and meaningful distributed and facilitated eLearning environments’ (Alwi & Fan, 2010). ELearning also allows students wider access to limited resources which can support students in enhancing their learning (Alwi & Fan, 2010). Elearning is not just learning with computers, it's learning using a whole range of digital devices, such as what I'm about to present.
Over the past 3 weeks I have engaged in several different eLearning technologies. Of the different technologies I explored I selected the following four tools to investigate in more depth: Online Wiki, Digital Video, Prezi and Concept Mapping. I chose the following four tools over the other technologies based on the fact that they were highly engaging, the tools steered away from traditional classroom methods and that they could be easily implemented into my teaching context. I will be teaching in secondary schools within the areas of HPE and Home Economics.
The main framework I’m working with is the Learning Engagement Theory. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom (Kearsley & Schneiderman, 1999). The 3 components of Engagement theory relate – create – donate, imply that learning activities (wikis, digital video, Prezi and concept mapping) emphasises team efforts that involves communication, planning, management and social skills (Keasley & Schneiderman, 1999). In addition, makes learning a creative, purposeful activity and each activity has an outside ‘customer’ that the activity is being conducted for (Keasley & Schneiderman, 1999). Therefore, the Learning Engagement Theory is the underpinning learning framework for these 4 tools.
The first technology I investigated was the online Wiki. Wikis are a component of Web 2.0 technology tools that provide collaborative features and active learning opportunities in a web based environment (Hazari, North & Moreland, 2009). According to Narasimhamurthy & Al-Shawkani (2010) eLearning 2.0 combines the use of discrete but complimentary tools and web services such as wikis to support the creation of learning. The main feature of a wiki is that it is an online writing space where users and guests can edit, modify, add and remove information (CQUniversity, 2011). The wiki I created was an introduction type activity for my HPE class, an ‘ice breaker’ (refer to my wiki creation). I designed this wiki to help me recognise what sports students enjoy playing so I could plan some of my lessons around these interests. Furthermore, not all students will be familiar with wikis so this small activity was also an opening introduction to using wikis. I have been reflecting on ways in which I can apply wikis successfully into my teaching context (refer to wiki - technology 1 for suggestions on how I could use wikis to enhance, support and transform student learning). With any technology there is always going to be positive, negative and interesting aspects (refer to wiki - technology 1 for a PMI on wikis). Wikis support great learning by encouraging an environment where learners can construct and develop their understandings about course contents collaboratively (Gonzalez, 2010).
The second technology I explored was the digital video. I did this using moviemaker. Moviemaker allows users to add still images, videos, audio overlays and written text to create a digital video. The movie I created displayed the process of me constructing a dress from 2 pieces of old op shop clothing (refer to digital video - technology 2 and read the paragraph underneath the movie). Digital video can enhance the learners learning experience by motivating them, improving communication and interpersonal skills, improve critical thinking and problem solving skills and the ability to produce creative pieces of work (Slideshare, 2011). For suggestions on how you could use digital videos to support learning refer to digital video - technology 2. According to Hartsell & Yuen (2006) digital videos can support learning by helping learners understand complex concepts and procedures that are difficult to understand through text and graphics. Furthermore, Hartsell and Yuen (2006) also claim that a moving image in a video can assist learners in visualising a process or seeing how something works. For the cognitivist learner, digital videos can help improve and enhance the learning process of students as they see the concept in action (Hartsell & Yuen, 2006). For an in depth analysis on digital video, refer to the PMI in digital video - technology 2.
The third technology I examined was the Prezi. A Prezi is a single oversized canvas where the creator adds content, adds features such as zooming in and out on certain text, swirling from one end of the canvas to the other, turning text upside down, making text larger or smaller and making it aesthetically appealing by adding colour, images and videos. Once the elements are in place the creator establishes a click path so when it comes time to present the focus is whisked around the canvas as planned (refer to my Prezi creation). The use of Prezi’s in supporting, enhancing and transforming student learning could be used in several different ways. This could include displaying and presenting student’s work, e.g. a student could present their new garment of clothing they created explaining what specific sewing skills and techniques they utilised or a student might make use of the Prezi to complete their oral presentation on drugs in sport. Prezi’s could be used for collaborative group work activities and assignments. Prezi’s could also be used to explain a specific concept or subject, e.g. I could employ the Prezi in my HPE class to explain the fundamentals of fitness. Students might find this approach much more captivating then a PowerPoint presentation because it’s unique, highly engaging, doesn’t have to contain a lot of text and it certainly doesn’t have to contain boring old black dot points with too much information on each slide like a PowerPoint has the potential to do. For a PMI analysis on Prezi’s, refer to Prezi - technology 3.
The final technology I investigated was Concept Mapping. Concept Mapping allows the creator to add a specific word and start the word in the centre of a blank page. From there the creator adds branches that come off the centre word and then adds 2nd level branches coming off the 1st level branches. I utilised Bubbl.us and Text2Mindmap to create 2 different styles of concept maps (refer to Bubbl.us example and Text2Mindmap example). Buzan (n.d.) claims that this tool supports thinking, remembering and creating. The brain thinks centrally and then explodes out in all different directions. According to Buzan (n.d.) note taking in the form of lists or lines are counterproductive because there are no associations. If there are no associations there’s no connection, if there’s no connection there’s no memory and no thinking. Buzan (n.d.) also states that the branches on the map should be curvilinear simply because nature is curvilinear. He mentions if the lines are straight it’s literally similar, therefore boring. The student will absorb better by the beauty of curvilinear. One downfall regarding Bubbl.us and Text2Mindmap is that the branches are straight. For a further analysis on Bubbl.us and Text2Mindmap refer to the PMI Map. The use of concept maps in student learning can be used in a variety of ways, refer to Concept Mapping - technology 4 for ideas. One additional Idea I wish to put forward is, if the wiki could be combined with concept mapping, ‘wiki mindmap’. Students could create a concept map and anyone could edit, remove or add information. This gives students the opportunity to work collaboratively and will assist them in remembering the information.
It’s also imperative to mention, as a soon to be teacher I will need to model and support student’s legal, safe and ethical practices when working with technologies such as these. This includes the teacher and student to:
· Adhere to codes of practice and apply strategies to conform to intellectual property of copyright laws including identifying and acknowledging the owner/creator of digital sources and citing references following agreed conventions
· Understand ethical and unethical use of communication tools and social networking environments
· Uses devices safely and ethically and share materials responsibly, respecting self and others
· Describe appropriate levels of personal information disclosure for specific online environments
· Formulate and maintain strategies for securing and protecting digital information
· Devise and implement risk management strategies when engaging in commercial transactions in online environments
· Follow environmentally and ergonomically sound work practices which ensure health and safety issues when using ICT
· Comply with school expectations and protocols when using ICT
(Smart Classrooms, 2009)
In conclusion, I believe these 4 digital tools give students everlasting opportunities to learn and are something I will definitely implement into my classroom to support, transform and enhance learning. Furthermore, with ICT constantly changing, I will need to be enthusiastic about staying abreast of new technologies as they become available, so I can cater for the 21st learner and keep the learner engaged.
REFERENCES
Alwi, N., & Fan, I. (2010, January 1). Information Security in eLearning: A Discussion of Empirical Data on Information Security and eLearning. Proceedings of the European Conference on eLearning, 282-290. Retrieved from http://web.ebscohost.com.ezproxy.cqu.edu.au/ehost/pdfviewer/pdfviewer?vid=4&hid=104&sid=065f94e4-2dc9-4737-bc50-e6b42f936190%40sessionmgr113
Buzan, T. (n.d.). Maximise the power of your brain: Tony Buzan Mind Mapping. Retrieved from http://www.youtube.com/watch?v=MlabrWv25qQ&feature=player_embedded
CQUniversity. (2011). Readings: Group 1 Technologies. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=163846
Hartsell, T., & Yuen, S. (2006). Video Streaming in Online Learning. AACE Journal, 14(1), 31-43. Retrieved from http://digitalvideooverview.weebly.com/uploads/2/0/1/9/2019204/article_6152.pdf
Hazari, S., North, A., & Moreland, D. (2009). Investigating Pedagogical Value of Wiki Technology. Journal of Information Systems Education, 20(2), 187-198. Retrieved from http://web.ebscohost.com.ezproxy.cqu.edu.au/ehost/pdfviewer/pdfviewer?vid=4&hid=110&sid=0ebe8875-1bc7-486e-9f98-2e9b48e33791%40sessionmgr113
Kearsley, G., & Schneiderman, B. (1999). Engagement Theory: a framework for technology based teaching and learning. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://home.sprynet.com/~gkearsley/engage.htm
Narasimhamurthy, U., & Al-Shawkani, K. (2010, January 1). Future of Learning Objects in eLearning 3.0. Proceedings of the International Conference on eLearning,300-306. Retrieved from http://web.ebscohost.com.ezproxy.cqu.edu.au/ehost/pdfviewer/pdfviewer?vid=4&hid=110&sid=d0ee86a1-1a7d-4e7f-9cfa-1cf7680f0338%40sessionmgr112
Slideshare. (2011). Windows Movie Maker as a Language Learning Tool. Retrieved from http://www.slideshare.net/zainals/windows-movie-maker-as-a-language-learning-tool
Smart Classrooms. (2009). Inquiring with ICT, Creating with ICT, Communicating with ICT, Ethics, Issues & ICT, Operating ICT. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/student-expectations-10.pdf
