My reflective synopsis aims to give you an overview of eLearning. What is it? What it looks like in my content? , The barriers, The opportunities? How I can use it to support my pedagogy? And why is it important to the 21st century learner? In doing this I will analyse digital tools that particularly support learning within my digital pedagogy. Each tool will be viewed through the lens of relevant frameworks and theories such as Blooms Taxonomy, Dimensions of Learning, and Productive Pedagogies to demonstrate how eLearning supports and enhances learning.
To cater for the ever changing world we live in, we must embed digital technologies into our pedagogy as Learning Managers to keep students engaged and motivated in their school practices. Learning managers successfully accomplish this by incorporating eLearning into their class environment. Waterhouse (2003) states eLearning “involves improving teaching and learning using instructional strategies enhanced by technology”. Therefore eLearning is using ICTs (information and communication technologies) to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways. In my year 11 physical education class the eLearning looks like ICTs such as: BMI machines, computers, overhead projections (power point and Prezi) , CD player and a television.
Kruse (2204) states “the vast movement towards eLearning is clearly motivated by the many benefits it offers”. For example, In My year 11 PE class I believe power point is a amazing digital tool to have at my finger tips as it can support and enhance students learning by meeting the individuals learner needs and allows for enhancing creativity. (see conversation with Andrew on power points). However with the benefits come the negatives.
To successfully use eLearning in a sound pedagogically way Learning managers must be aware of limitations and barriers of particular digital tools. Learning Managers must be aware of the legal, safe and ethical operations of working with eLearning. For Example After exploring Youtube I found that there are vast amounts of explicit material available that’s why I must use this digital tool under strict supervision in the classroom.
To be able to effectively create Life-long learners in the digital age we live in Learning managers must be proficient in using ICTs to teach and provide opportunities for students to use ICTs. I have selected four digital tools that relate to the following learning purposes:
- Access and Gain knowledge.
- Consolidate and refine information
- Transform information to develop new understandings.
- Present knowledge to an audience.
The First eLearning tool I have explored is You tube. This tool appeals to kinesthetic and visual learners, as they can “hands on” explore and discover information.(Gardner, 1993). This website is a great way for students to Access and Gain knowledge through watching and exploring videos. Using this digital tool in the classroom helps make learning more meaningful and relevant to students as it can be used using real-life examples. For example my year 12 physical education class are to do an assignment on Training. I have allowed the students to choose an athletic event of their choice. As part of their assignment they must produce a training program to go over 6 weeks. Most of the students used You tube as a digital tool to access the knowledge of how to correctly perform their chosen event. Students could access real life examples of training programs elite athletes use. Being able to access and gain this knowledge let the students have a connection to the outside world. Which made the students obtain more “value and meaning beyond the instructional context of the lesson”(The state of Queensland, 2002 p.23).
By Using You tube in the classroom I am supporting the productive pedagogy “connectedness to the world”(The state of queensland,2002 p.23). Which allows students to recognize the connections between classroom knowledge and situations outside the classroom. As this tool has a real life aspect and endless uses it helps to keep secondary students engaged. Prensky (2005) suggests when planning lessons/assignments to teach the Students of the 21st century LM must incorporate real challenges and decisions.
I have observed You tube in my classroom the general consensuses from the students it that is fun, exciting, easy to use, it doesn’t feel like learning and it’s more engaging then reading straight out of the text book. After discussion (26 Aug comments) I came to the conclusion that You tube is a great resource to use in your classroom content to gain knowledge, and there are many possible ways to utilise this tool to it’s full potential with the classroom.
The second eLearning tool I discovered is Prezi. I chose this digital tool cause I believe it is a great way to consolidate and refine knowledge. Prezi is a online graphic organizer. To me it is much like a concept map but in the way that you can add and relate knowledge back to previous ideas you have grouped together. This eLearning tool relates to the Cognitivist learning theory as it allows learners to construct their own interpretation of how they perceive information to link together, which supports the information to be transferred to long term memory(Good and Brophy, 1990).
A example of how I would use Prezi in my classroom as a consolidation and refining knowledge skill is by at the start of each unit plan I would get my students (years 10 – 11) to create their own Prezi and at the end of each lesson I would get the students to add more information about the knowledge they have learnt and refine how it all links together and at the end of each unit they must present to the class. Prezi appeals to visual and kinesthetic learners as image, text appear on the screen and the hands on approach to creating this tool.(Silverman, 2010)
The third eLearning tool I explored is Wiki. I chose Wiki because it is a great tool for students to use to transform information to develop new understandings. One way I would use this tool in my classroom is to allow students to collaboratively set up and organize their own Wiki on the effects/issues surrounding sponsorships in sport. This would allow students to collaborate together to produce their own knowledge about this topic. Students would be able to upload appropriate digital images and video clip as a further way of demonstrating understanding about sponsorship in sport. Students will transform knowledge as they engage in updating their Wiki, which will promote a deeper understanding of the topic. When the students are transforming this information to develop new understanding they are essentially following dimensions 3 and 4 of the DOL framework (Marzano & Pickering, 1997).
The final eLearning tool I explored is Powerpoint. Powerpoint is a tool used to present and transform information with the inclusion of pictures and presentation stimuli. Powerpoint presentations work well in the classroom as they provide a platform for multimodal learning. According to research multimodal learning is proven to be more effect than traditional learning (Fadel, 2008). The inclusion of pictures and words in powerpoint presentations increase retention of information when it is presented to students. Example: In my year 12 PE theory class I found the students all chose to do powerpint presentations to the class for their assesment as they believe it is the best way to present information to an audience because it caters for the diversity of learning styles the students hold.
Through out the construction of this blog it has become apparent that eLearning is essential to embed into my pedagogy to promote collaborative learning, higher order thinking, creativity, and to cater for diversity of learning amongst my students. I believe for Learning Managers to be able to successfully fulfill the future needs of 21st century learner, Learning Managers must be able to use ICTs to Teach and provide opportunities for students to use ICTs.
Reference List:
Fadel, C. (2008). Multimodal learning through media: What the research says. rom http://library-resources.cqu.edu.au
Gardner, H. (1993). Frames of mind: the theory of multiple intelligences. New York: Basic Books.
Kruse, K. (2004). The Benefits and Drawbacks of E-Learning. [on-line]. Retrieved 20, July, 2010 from the e-Learning Guru Website; http://www.e-learningguru.com/articles/art1_3.htm
Marzano, RJ & Pickering, DJ. (1997). Dimensions of learning - Teacher’s Manual. Clorado: Mid-Continet Regional Educational Library.
Prensky, M(2005). Engage or enrage me- what learners of today demand. Retreived August 5, 2010, from EDUCAUSE review: http://net.educause.edu/ir/library/pdf/erm0553.pdf
Silverman, L. (2010). Visual-spatial learners. Retrieved August 2,2010, from Gifted Development Centre: http://www.gifteggevelopment.com/visual_spatial_learner/vsl.htm
The State of Queensland. (2002). Productive Pedagogies: Classroom Reflection Manual. Brisbane: Curriculum Implementation Unit.
Waterhouse, S. (2003). The power of elearning the past, the present, and the future. Retrieved June 15, 2006,
from http://ritim.cba.uri.edu/wp2003/pdf_format/Wiley-Encycl-Internet-Diffusion-v12.pdf
