Assessment Item II: Reflective Synopsis and blog

In the world today, it is essential that as future Learning Managers (LMs) we become not only understanding of what Information and communication technologies (ICTs) are, but we must also become competent in the usage of such tools in order to implement them in an effective pedagogical manner. In recent years, students have evolved and changed immensely. Today students are more technologically literate than ever before. LMs can no longer teach the way they used to; they must now teach in a way that not only connects with the students, but encourages, inspires and extends their knowledge by connecting them to other primary and secondary sources. In order to help connect students, ICT tools must be implemented into the classroom and by doing this most students will become more active learners with a higher level of motivation and engagement (Snowman et al., 2009, p. 123). In this reflective synopsis, four ICT tools will be assessed whilst being placed into a learning design framework.

The framework that has been chosen for this task is Bloom’s Taxonomy, Cognitive Domain (Isaacs, 1996). The main reason why this framework has been selected is because it helps evolve students’ capacity to think in a complex manner. If Bloom’s Taxonomy is implemented correctly into the classroom, students are taken from simply acquiring knowledge to making judgements of the material learnt (Isaacs, 1996). This method of teaching, that is starting from the most basic form and progressing through to more complex styles, will provide the student with the highest chance of retaining information. This is due to the complexity of the work they have undertaken. If ICTs are collaborated with this framework then the LM will be able to engage students on a higher level.

Blogs

The first tool to be assessed is blogs. A blog can be known as a collaborative space that can be constantly added to, and once added to comments can be made regarding the content in each post (blogger, 1999). The list of information that can be up-loaded is endless, and includes information such as: notifications, instructions, web links and recommended readings (Downes, 2004). By creating and adding to a blog properly and in the correct learning context, students are being engaged in all six parts of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation) (Isaacs, 1996, p. 2).

By constantly adding to their own blog in an education setting, the student will need to have knowledge about the content. They will also need to be able to re write the subject matter they have just learnt. After understanding information, students will be able to use it in a concrete situation; an example would be problem solving. If students have been adding appropriately to their blogs they will be able to identify relationships embedded in content. After identifying relationships, they will be able to assemble different elements from their different posts. If students can successfully work through the first five steps of Bloom’s Taxonomy, then they should be able to evaluate and make judgements about the content of their work (Isaacs, 1996, p. 2). LMs should also seek to have students comment on other blogs. To do this the LM could select a number of different strategies. One of them is the strengths, weaknesses, opportunities and threats (SWOT) analysis, as explained  by Department for Children, Schools and Families( 2010).By doing this students will be exposed to analysing and possibly evaluating the blogs.  

Wikis

The word Wiki is derived from the Hawaiian word “wiki wiki” which means to hurry or be swift; however the word wiki is more popularly known as a website from which information can be gained (Maramba & Wheeler, 2006). A wiki is an internet site where information can be up- loaded by anyone with Wiki access. If Wikis are used in the primary school setting correctly, they can be an exceedingly useful tool. Not only can they help both the LM and students work through the six steps of Bloom’s Taxonomy but they can also provide a collaborative working environment. Just like in blogs, if the correct scaffolding is implemented students can successfully work through the 6 steps of Bloom’s taxonomy. Some examples of tools to do this are Edward De Bono’s six thinking hats, SWOT, brainstorming and collaborative discussion (Johnson & Lamb, 2000). Students may also be required to work together on a Wiki to complete assignments, homework or just regular classroom tasks. If the whole class has access to the Wiki then it will create more opportunities for students to be engaged in brainstorming exercises, student reports, student teaching, discussions, questioning and conferencing. All of this will contribute to a collaborative learning environment (Brady, 2006, p.20). 

If students are required to comment or add information to either class Wikis or other students’ individual Wikis, then the students will be exposed to the six steps of Bloom’s Taxonomy. In order to evaluate and make judgements on another wiki, students need to demonstrate a high competence in the first three steps (knowledge, comprehension and application). The student will then be able to take that knowledge and work through the final three steps (analysis, synthesis and evaluation) to provide an educated and understanding judgement (Isaacs, 1996, p. 2)

Podcasts

A podcast is a video or audio recording posted on the Internet to be accessed by a computer (Department of Education, 2010).  Both LM and students can create podcasts’ either at home or in the classroom as long as they have the internet and a microphone. The LM can use the podcasts’ in a number of effective ways; it could be used for lesson introductions, record and play back of lessons, and assessment hints online so students can listen to them any time. By using podcasts’, students are being exposed to more exciting ICT tools in which they can further their own ability to create their own personal podcasts’ for non academic purposes. By doing this they are exploring and connecting themselves with the world (Eash, 2010).

An example of higher order thinking in podcasts’ would be asking students to work in groups to create a talk back radio show. By doing this, students would be required to find and extensively research a particular issue e.g. should solar panels be placed in all schools. Students would then be required to evaluate the idea and draw judgements to reveal a result. To enable maximum student participation in higher order thinking, all students in the class should then be required to complete a PMI chart (pluses, minus and interesting) enabling them  to draw judgements on the issue (Sustainable schools NSW, n.d.).

Weebly

A Weebly is a free website that can be run by anyone with the internet. Not only can typed information be uploaded to it but other multimedia tools can be as well, such as: slide shows, photo gallery maps, videos, and audio recordings.  Weeblys also allow blogs to be established, eliminating the need for a student to have a separate blog. Similar to wiki’s, a weebly can be assigned as a group assignment, class project, individual web page or student e-portfolios (Weebly, inc, 2010).

For a student to be engaged in Bloom’s Taxonomy through a weebly, the LM has to design scaffolding to achieve higher order thinking. The weebly itself helps to do this by allowing a large range of, previously listed, visual representation tools for the student to implement. By doing this, the student is linking their content to graphic representation/ organisers and to the use of different senses and symbols (Marzano & Pickering, 1997). Students could also be directed to evaluate each group’s/ student’s weebly using SWOT, PMI or De Bono’s Six Thinking Hats (Lazear, 2003).   

A safe and supportive classroom

Whilst using ICTs is a great way to create opportunities for students to be exposed to alternative ways of learning, the LM has the responsibility to educate students and monitor safe, legal and ethical standards. If students are engaging with tools such as the ones previously listed it is important that the LM has educated them on Netiquette. Netiquette is a set of guidelines to help make the internet a safe place, it relies on the principle; treat others as you wish to be treated. It also helps make communicating on the internet nonthreatening or offensive (Networketiquette,. n.d.).  It is important that the class acts in a professional manner and students do not have the opportunity to add offensive or inappropriate comments to blogs and wikis. The LM needs to establish a level of trust in the class to ensure all students are on task and obey all class/ school rules when working on the internet.

Conclusion

It is important that LMs create opportunities for students to be engaged in primary and secondary resources. However, it is one thing to provide ICT’s to the student and another to provide successful learning. Only with the right scaffolding, framework and ICT tools will students be engaged in higher order thinking, resulting in students being able to learn more effectively.

Blog comments

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References

Blogger. (1999). What’s a blog? Retrieved from http://www.blogger.com/tour_start.g

Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Department for Children, Schools and Families. (2010). Undertaking SWOT analysis. Retrieved from http://www.teachernet.gov.uk/professionaldevelopment/tipd/guidance/swot/

Department of Education. (2010). Podcasts in the classroom. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/

Downes, S. (2004). Educational blogging. EDUCAUSE Review, 39(5), 14-16, 18,
20-22, 24, 26. Retrieved from http://www.tltgroup.org/resources/blogs.htm

Eash, E. K. (2010). Podcasting 101 for K–12 Librarians. Retrieved from http://www.infotoday.com/cilmag/apr06/Eash.shtml

Isaacs, G. (1996). Teaching and Education Development Institute: Bloom’s Taxonomy of educational objective. Retrieved from http://www.tedi.uq.edu.au/downloads/bloom.pdf

Johnson, L., & Lamb, A. (2000). Critical and Creative Thinking - Bloom's Taxonomy. Retrieved from http://eduscapes.com/tap/topic69.htm

Lazear, D. (2003). Eight ways of teaching: The artistry of teaching with multiple intelligences, 4th edn. Retrieved from http://www.sac.sa.edu.au/Library/Library/Topics/thinking_skills/thinking.html

Maramba, I., & Wheeler, S. (2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved from http://www.biomedcentral.com/1472-6920/6/41

Marzano, R.J. & Pickering, D.J. (1997). Dimensions of Learning: Teachers Manual

(2nd ed.). Aurora, VA, USA: ASCD.

Networketiquette. (n.d.). Netiquette: rules of netiquette. Retrieved from http://www.networketiquette.net/index.html

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology applied to teaching. Milton, Qld: John Wiley & Sons Australia, Ltd.

Sustainable schools NSW. (n.d.). Group activity: Plus Minus Interesting: PMI. Retrieved from http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=124&PageContentID=25

Weebly, inc. (2010). Weebly: Web creation made easy. Retrieved from http://www.weebly.com/

Images In Education

Implementing an image in any lesson will not only help engage students but will also assist with educational purposes. Pictures have the ability to demonstrate, explain and inspire. Implementing pictures into daily lessons is not only easy but a great way to provide examples to students. 

SWOT Analysis for Weebly.com

Strengths

·        Unlike wiki’s and blog’s the weebly site cannot be changed by anyone who does not have access

·        A large number of tools are available e.g. audio, video, YouTube, Google maps and photo gallery etc. This will increase the chances of engaging the students as a number of different tools are available 

·        The site is free to a certain extent

·        By using the site students will become educated on how to use the internet

·        A blog can also be established in the site, erasing the need to have a class blog.

Weaknesses

·        Unless engaging in a blog on the site, it only requires a low level of thinking as the student can only read and not contribute to content.

Opportunity

·        Students have the opportunity to build on and expand knowledge regarding the internet and computers

·        Students have the opportunity to own the site, requiring them to take pride and be proactive about their own internet site

·        Students can gain an understanding of how important it is to use an array of tools to engage your readers

·        Students have the opportunity to share information about a particular topic e.g. Dinosaurs. They can provide personal videos and audios, You Tube videos, pictures and a slide show etc.

Threats

·        The site has a number of games that the students could waist time playing

·        Just like all internet interaction there is a threat of the internet not working

·        Students would need a great deal of time in order to create a high quality weebly

·        Students could become reliant on letting others produce work, and will not think for themselves.

http://presselearning.weebly.com/

SWOT analysis for Wiki

Strengths

·        A wiki allows students to enter and contribute to; work, discussions, ideas, and state and answer questions

·        A wiki can be accessed by any student with the internet  any time

·        Students can ask questions about work being completed over the weekend, and others (inc Learning Manager) can answer

·        The site is relatively easy to use and would probably take little educating depending on the age of the students

·        A discussion forum can be established in the site allowing the students to communicate.

Weakness

·        Wiki’s can be established so any student or person can edit the work already established. A great deal of trust would need to be exhibited by the class

·        The site has is not as user friendly compared to weebly.com.

Opportunity

·        If the wiki is establish and explained correctly, student could be engaged in all 6 parts of Blooms taxonomy

·        The wiki could be used in group assignments, enabling students to interact out of school time

·        Wiki allows a discussion forum to take place eliminating the need to have a blog.

Threats

·        If the Learning manager wants students to contribute to content, anyone can change the content and remain anonymous

·        Students could post inappropriate content

·        If not established correctly, students  may only be able to read content, this would not engage them in a high level of learning

http://presselearning.wikispaces.com/

Wiki

Hi followers,

Please use this link to view my Wiki page.

http://presselearning.wikispaces.com/

Mind Map & SWOT Analysis

SWOT Analysis of http://bubbl.us/

Strengths:

·        The Website allows students/ users to save work.

·        Bubbl.us is a free service provided to all internet users

·        Site is able to construct mind maps in a user friendly manner compared to other programs such as word where space is an issue

Weaknesses:

·        Students must have access to the internet

·        To save and upload information students would need a more advanced knowledge of the internet and computers

·        The site only provides mind maps; this style of planning may not accommodate all students preferred learning styles.

Opportunities:

·        Students will have the opportunity to build and refine prior knowledge in relation to Internet activities

·        Students gain understanding of how effective mind maps can be

·        The site gives students the opportunity to discover that the internet can provide many applications to support their learning

Threats:

·        If the internet or website closes down students would not be able to access work

·        Students will be on the internet which increases the chances of procrastination and distraction

·        The site can easily be copied by other organisations

·        If students are always engaging in mind maps online, will they be able to complete a mind map in hard copy form?

Learning Theory

Constructivism: The view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another (Snowman et al., 2009, p.28).

Constructivism is when individuals generate new ideas or add to knowledge from existing information. Snowman et al., (2009) provides a great example. In the action of solving a problem students will have to draw upon information in their memory to create a solution. Drawing upon this information can mean experimenting, questioning, reflecting, discovering, inventing and discussing. The topic is debated as to whether constructivism is a theory at all, it is said by Brady (2006) that Schunk argues it to be an epistemology or philosophical explanation about the nature of learning (Brady, 2006, p. 7).   

Behaviourism: The idea that all behaviour can be explained by presents of what external stimuli are available.

Students in a class will react to the environment in their own personal way to either achieve or avoid a particular consequence. Good behaviour in students or people will probably occur again if the consequence is positive. On the other hand inappropriate behaviour will probably cease when the consequence is a negative one (Snowman et al., 2007, p. 227).

Cognitivism: focuses on the inner mental activities of the way in which people learn.

When learning is taking place the individual will take information in and compare it to other information in the brain, the brain will then work on previous knowledge and add information to an existing schema. This is known as the Information processing theory (Snowman et al., 2007, p. 264).    

Connectivism: is the integration of principles explored by chaos, network, and complexity and self organisation theories.

Connectivism is a relatively new theory that has been established due to the advancements in technology. People gain information through a number of different environments that are out of the control of that individual, for example organisation or database. New information is being gained constantly through the individuals’ network and the individual must draw on what information is important and reliable and what information isn’t (Siemens, 2004, p. 4).

Conclusion:

Although it would seem that connectivism is the most recent and therefore most important, it would be wise to include each of the learning theories in the everyday classroom. It is the responsibility of the educator to ensure they not only have knowledge of the learning theories but understand the importance of executing them correctly. For example, by understanding and implementing behaviourism correctly the Learning Manager will know when and how to reward students for good work, by doing this he or she will only strengthen that behaviour.

The implementation of all four will increase the chances of witnessing a constructive and well managed class.

References

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology applied to teaching. Milton, QLD, Australia: John Wiley & Sons Australia, Ltd.

Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Siemens, G. (2004) Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Multiple Intelligences

After completing the test and upon viewing the result, I found it to be of no surprise at what my strengths and weaknesses were. The test displayed an honest opinion about the way I learn and what activities I enjoy.

Both intrapersonal and interpersonal were my highest Intelligences, they both show exactly who I am. I understand my limitations quite well and enjoy working in a team and being a social person.  Another high Intelligence was kinaesthetic, this depicts that I have a higher ability and enjoy an array of sports.

By students taking the Multiple Intelligences Test, Learning Managers will gain a better understanding of how each student can best learn, this is called profiling. By students taking the Multiple Intelligences Test, together with reviewing of report cards, comments, and work samples, the Learning Manager will be provided with the best opportunity to connect with each individual student. By understanding that a particular student has greater intelligence in interpersonal, intrapersonal and kinaesthetic the Learning Manager can implement lessons that involve group work, moving around, and possibly push that student  further than usual.

Note: One limitation I found to this site was that the person taking the test has to be honest when selecting their answers, thus it could be said that each person that takes this test will probably need a high level of Intrapersonal intelligence to achieve accurate reading.  

Usefulness of a Blog in Education

By establishing a blog, the creator has the ability to post information to be viewed by anyone. Not only can the creator post such things as documents, remarks to events and videos etc. but those who follow the blog can comment on the content displayed. A great example of how people use blogs is students establishing blogs in university courses. Lecturers and other peers can view and comment on information that the student displayed in relation to the Learnings undertaken.

Blogs can be used in relation to university, business and social reasons; there is also a place for the blog in the primary school setting. Both students and teachers can establish blogs to communicate and reflect on work provided in class. By teaching students how to create and use a blog they will also learn other important tools that they can carry with them through life. Such as learning how to provide and accept constructive feedback, learning how to research a topic of interest, and students would also be engaged in learning from other students (peer tutoring). Research has shown that peer tutoring (the teaching of one student by another) effectively increases the chances of achievement in a particular task (Snowman et al., 2009).

Not only can students and teachers comment and establish blogs on work covered in class, but student would be able to access information in out of school time. Homework, reminders, and extra help could be provided for the students’ perusal, where ever and whenever they need it.

References

 Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology applied to teaching. Milton, QLD, Australia: John Wiley & Sons Australia, Ltd.

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