The first activity involved designing a wiki profile page and then searching for a similar partner to review articles with. A wiki is defined as a website that allows for the easy creation and editing of any number of interlinked web pages (Wiki, 2011). This task allowed for personal learning and group learning through collaboration of ideas with another student. I felt the activity design could have been more effective if there was a due date to complete the wiki page, as people were still trying to partner up in week three. If using this activity in a school setting you could use simple profiling questions, post profiles around the room and this would allow students to get to know each other and get involved in their own learning.
This task was effective in targeting a range of learning styles. For example we did individual work; we worked in pairs, in large groups, attended classes and participated in online discussions. I will be remembering these tactics when I start teaching.
I can now see that this was a scaffolded activity. We were learning the skills in week one only to build on them in week two and three. Learning at higher levels is dependent on having attained previous knowledge and skills at lower levels (Stuyf, 2002). According to Olson and Pratt (2000) activities provided in scaffolding instruction are always just beyond the level of what the learner can do alone. This makes sense. I felt a little overwhelmed in week 1 because I didn’t know what to do. However my learning was built upon and through scaffolded activities I completed each week’s tasks.
This activity was very much a connectivism activity, as we were learning through a digital medium. One of the principles of connectivism is that learning may reside in non-human appliances (Siemens, 2005). This activity was achieved solely through online readings, activities & online email and profile interaction. Downes (2007) stated that to teach is to demonstrate and to learn is to practice and reflect. This is a perfect statement for the wiki activity. The idea was to be taught a skill and then reflect on the reason/s we learnt the skill and how we could use such an activity in our classrooms.
This activity also channels the constructivism theory. By using a Plus, Minus and Interesting (PMI) chart we were constructing our own perceptions of a topic, which is constructivism. The PMI personalised the learning for each individual. Once completing the activity we blogged our findings, thoughts and opinions. The blog allowed for editing, which is a constructivism activity.
One statement I agree with was from Prensky (2005) who said that learners are no longer interested in or capable of learning in environments that don’t reflect their real-world experiences. The course activities have shown me that it is our responsibility as teachers to utilise modern technology so students can construct their knowledge to use in the real-world instead of just being able to recall (and not understand) facts.
I looked at 21st Century learners and then the learning theories (behaviourism, cognitivism, constructivism and connectivism). They are all so individual yet intertwined in each other.
One thing I have realised with this course and with my potential teaching career is that I need to embrace eLearning and connectivism; it is how 21st Century students are learning. It involves collaboration and independent study and is defined as learning that is facilitated by the use of digital technology, especially interaction online (Siemens, 2005). As future teachers we need to find new ways to present learning so the students stay motivated and want to engage in the lessons. I now know how to set up blogs and wiki pages for future use with my students. This task simply could have been to write down the learning theories and learn about them; instead we were engaged through digital media and online activities.
One of the main focuses of this activity was on the theory of constructivism as this is about learners constructing their own reality based on perceptions of prior experiences (Mergel, 1998). The activities allowed me as an individual to interpret the tasks and figure out how to implement my new knowledge in the future classroom through this constructivist approach. The scaffolding activities including the wikis and the PMI chart allowed us to share both individual thoughts and to see different points of view. This is important for students as it promotes higher order thinking and to step outside their comfort zones. A PMI is a great class group activity.
We all learn in different ways and construct our knowledge in different ways. Our role is to develop dynamic lesson plans to engage everyone in higher order thinking. Jonassen (2000) states that when teachers utilise computers as tools within classrooms they are engaging students in higher order thinking. I need to learn how to manage the learning process with the use of eLearning to promote higher order thinking and to challenge my students. I feel technology preparation and having back up activities planned will be helpful.
When I was in primary school no one had a phone whereas 90% of students today have mobile phones and they start arriving in schools from grade 5 onwards (Curriculum Leadership, 2009).
For this wiki I put on de Bono’s thinking hats and got involved. The theory behind the thinking hats is a systematic method of thinking in a completely new and different way (Practical Thinking Tools for Students, 2002). Each hat is a different colour which indicates the thinking strategy. This thinking strategy was useful for analysing the use of mobile phones within classrooms.
This task was advantageous because it deliberately makes you look at a topic from a different point of view then the one you might usually assume. I personally thought of the negatives straight away and really had to think about the positive & creative ways to utilise mobiles in classrooms. This activity could work effectively in classrooms by splitting the students up into small groups and assigning each group a different hat. Getting them to see other people’s points of view is useful in creating a positive and dynamic classroom and promotes higher order thinking.
This activity relates to the learning theory of connectivism as it is learning in the digital age. George Siemens (2005) said you can’t know everything, but you need to identify where to find the knowledge. This is so true. As teachers we aren’t the font of all knowledge and through the use of technology students and teachers can learn together. This activity also channels constructivism as students (through eLearning) would be constructing their own opinions on a topic. An education website called Concept to Classroom (2004) suggests that a constructivist view of teaching requires the encouragement of learners to real world problem solving to create a greater knowledge base.
A question was raised during a tute and that was ‘Are we constructing knowledge? I think we are all constantly learning off each other. I constructed knowledge learning how to design a wiki, learning about the theories and putting on de Bono’s thinking hats. This process is called scaffolded learning and it helped us as students build on prior knowledge and comprehend new information. This idea of scaffolded learning would have been more effective if we had a course overview at the start as we would know what the idea behind the course was. The objective when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver (Hartman, 2002). Being an online course we had to take it step by step to achieve the tasks in order. This allowed us to learn a skill, use it, learn from it and reflect on it. It also allowed us to problem solve and network with peers to resolve issues.
Each week’s activity and readings were built upon preceding knowledge from the week before. With the main focus of 21st century being eLearning I have realised it is my role to use the technology to the student’s benefits.
My approach to eLearning will be with caution. I know technology fails. I think preparation is the key. I plan to embrace it in every way and observe how other teachers utilise it to the benefit of the students.
Some recommendations I have decided on for my own teaching practice have come from the 3 weeks of activities and my learning design theory:
· Must relate learning to real life situations
· Must utilise eLearning based teaching
· Incorporate eLearning to help accommodate the different learning styles
· Get the students involved in their own learning
· Always promote higher order thinking (within activities)
· Use my resources (teachers, technology & students)
References:
Concept to Classroom. (2004). Constructivism as a Paradigm for Teaching & Learning. Retrieved March 13, 2011 from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Downes, S. (2007). Half an Hour. What Connectivism Is. [Web log message]. Retrieved March 13, 2011 from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York.
Hartnell-Young, E. (2009). Mobile phones and student learning in secondary schools. Curriculum Leadership, 7(26).
Jonassen, D. (2000). Computers as mind tools for schools: Engaging critical thinking (2nd ed.). New Jersey: Prentice-Hall.
Mergel, B. (1998). The Basics of the Learning Theories: The Basics of Constructivism. In Educational Communications & Technology, Instructional Design & Learning Theory (pp. 1-2). University of Saskatchewan, Canada.
Olson, J. and Platt, J. (2000). The Instructional Cycle. Teaching Children and Adolescents with Special Needs (pp. 170-197). Upper Saddle River, NJ: Prentice-Hall, Inc.
Practical Thinking Tools for Students, (2002). De Bono For Schools. Retrieved March 6, 2011 from http://debonoforschools.com/asp/six_hats.asp
Prensky, M. (2005). Digital Natives, Digital Immigrants. Engage Me or Enrage Me, What Today’s Learners Demand (pp. 60-64). Virtual Academy, New York.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1).
Stuyf, R. (2002). Scaffolding as a Teaching Strategy. Adolescent Learning and Development (pp. 1-13).
Wikipedia. (2011). Wikipedia The Free Encyclopaedia. Retrieved March 14, 2011, from http://en.wikipedia.org/wiki/Wiki
