ICTs for Learning Design - Reflective Synopsis (Assignment 2)

My learning journey began by discovering the changing role for teachers as Learning Managers discussed in the blog entry ‘Learning to be a Teacher’. We must profile our students, provide clear outcomes and design pedagogical strategies to reach the outcomes. This is supported by Lynch’s 8 Learning Manager questions (LMQs) used design learning experiences - ‘Learning to learn’.

Learning managers and learners can be supported by a range of ICTs to enable the learner to take control of their learning. Examples of these are discussed in ‘How do we use technology in the classroom’ . This introduces the Kearsley and Shneiderman (1999) Engagement Theory - learners work on a problem with a real life connection in a collaborative way using ICTs. The results are shared with the real audience. This theory encourages motivation and deep learning as discussed in ‘Wikis and Learning Design’. I have enjoyed working with this theory by experimenting with wikis and discovered you can embed forms and graphs created in Google Docs. Even my course lecturer Scot Aldred at CQU commented on this innovation in the course forum.

It seems the obvious thing to do when you see technology being used with practical data taken from the student's lives and their surroundings. In a world with so much information at their fingertips and gaming designed for them, why would students want to do problem solving with meaningless information. The ‘Integration of ICTs into the classroom‘ video from Edutopia demonstrates my point beautifully.

So ICTs can be used to support and enhance what students learn providing many options to discover and use knowledge. Knowledge is no longer just based around single disciplines from a blinkered source. Knowledge is multilayered and global. This is discussed in ‘Did you know Google Earth is a Web.2.0’. I am very motivated by web applications that facilitate collaborative learner-centred information sharing and am ready to use them in my pedagogical designs.

With internet access limited at school I have used PowerPoint the most. Uploading this into Slideshare upgrades it to Web.2.0, making it available for peer review. ‘The Power of PowerPoint ‘ shows an example of this and introduces my next point, how ICT based pedagogical strategies can support different learners. If you do not understand how your students learn, they may not understand you! I have looked at theories on how different learners understand in ‘Wicked WikiPedia’.

‘Podcasts - learn to be word smart’ also discusses this and introduces the idea of student comfort and security with the teacher, peers and the classroom. Maslow’s Hierarchy of Needs gave us the idea that without self-esteem you cannot pursue your creativity. Once we understand our learners and they are comfortable we must engage them with active learning experiences like in ‘Vox + Loki =Voki ‘ . During students' learning experiences I have learnt that providing clear outcomes helps the student guide their learning. Outcomes are decided by looking at the curriculum and the type of knowledge. - ‘Learning Outcomes and ICTs ‘ shows the direct link between types of technology and knowledge/thinking. Using outcomes so students can assess each other is one of my favourite discoveries. You make it part of their learning experience and it saves us teachers time. Outcomes need to provide motivation for students and the teachers! I love my ‘Mahara (Electronic Portfolio)’ blog the most as it highlights the importance of teachers telling a story and the importance of lifelong learning. Since writing this I have made hyperlinks on my blog gadget bar to Community of Practice and forum/social book marking sites to keep up with changing technologies.

So far on this continual journey of lifelong learning with ICTs I have experimented with numerous technologies and re-discovered my creativity. Something that can be squashed by the traditional learning I experienced at school. ‘Image manipulation’ and ‘Creativity through pictures’ show how I have developed this. Allowing students to come up with creative ideas during teacher-centred learning can be invigorated when using an interactive whiteboard. ‘Interactive Whiteboards - value for money?’ touches on this and some hurdles when integrating ICTs into the classroom. I have discussed this with my peer Sally after reading her fantastic blog.

ICTs can enhance when and where students learn, and support learner-centred, self-paced work at home or at school - ‘YouTube in the classroom‘. You must consider not all students have internet access at home as discussed with my peer (Carolyne). Alvin Tofler who wrote Future Shock in the seventies talks about 24hr classrooms where children attend at different times and start at different ages. Would a class of the same level, but different ages work better than today’s model? However education is structured it is important to keep families informed so they can support learners and understand their learning. Though beware, check out ‘Reality Check’, not every parent will agree with using technology in the classroom unless they completely understand the reasoning and process.

When using technology at home or school we much teach students to operate safely, within copyright and socially responsibly. Remember there are differences between cultures and the Internet opens the classroom to the world. Locally it is advised to consider the beliefs of Indigenous Australians (example peer blog).

To conclude, here is my philosophy so far as a Learning Manager. To tell a story, let the students create and take control of their learning, make experiences real and provide a variety of learning experiences using technology as a tool. My favourite fact/theory so far has to be cognitive loading and it’s link with emotions. The emotional intelligence part of your brain triggers lots of elements into the short term memory where your brain has to process information before it reaches the long term memory. As the short term memory can only process a limited number of elements at a time, the very emotional learners find it harder to learn (Daniel Goleman). Meditation is the key!

Warm regards
Johanna Pettett
GDLT Primary (P/T) FLEX

References

Maslow, A. Motivation and Personality (2nd ed.) Harper & Row, 1970.

Authors@Google: Daniel Goleman