Assessment Task 2: Analysis of Digital Technologies

eLearning, also termed online learning or web-based learning, is “the delivery of education (all activities relevant to instructing, teaching, and learning) through various electronic media. The electronic medium could be the Internet, intranets, extranets, satellite TV, video/audio tape, and/or CD ROM” (Koohang & Harman, 2005, p. 77).  There are currently initiatives to integrate eLearning opportunities in classrooms. For example, The State of Queensland (2011) has identified Information Communication Technologies (ICTs: hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated) as a cross curriculum priority in the Essential Learning at every year juncture. Throughout this post, I am focusing my discussion around eLearning within a primary school setting.

While there are initiatives to increase the uptake of eLearning and ICTs, I recognise there may be a number of barriers in the implementation of these. At a department and school level, there are issues related to the availability of digital resources to teachers and their learners, the costs involved in investing in the technologies, and finding the balance between teachers fulfilling traditional teaching expectations (e.g. handwriting) and stepping up and exposing learners to new, digital learning experiences. At the teacher level, there is the issue of finding time to integrate ICTs into teaching, and adapting planning and teaching strategies to incorporate ICTs. Furthermore, teachers’ may require professional development in the area of ICTs, since as Johnson, Levine, Smith & Stone (2010) point out, digital literacy skills have not traditionally been incorporated in teacher education programs. Parental attitudes could also be a potential barrier to eLearning. Parents may have concerns about their children operating in online environments, they may not perceive much value in their children engaging in ICTs as opposed to traditional learning methods, and there may not be resources or parental support for learners to continue their learning in the home environment. Finally, learners themselves could possibly become a barrier to the success of eLearning in the classroom. Learners may not present with the assumed basic digital literacy skills, those with low motivation may not respond well to self paced learning, and learners preferring more face-to-face interaction may not enjoy the reduced social interaction.

While there are no doubt boundaries that will need to be overcome in implementing eLearning and the use of ICTs in the classroom, there are also many potential benefits and opportunities. Education Queensland (2008) contends that the capacity of today’s learners to use and apply ICT tools is key to ensuring our nation’s economic growth and stability in the future.  Furthermore, the use of ICT tools offers a great number of ways to engage learners in higher order thinking, and to participate in collaborative learning. Digital technologies can also be employed to design learning experiences where learners are actively participating rather than simple receiving information, and the learning can be more purposeful and meaningful for them. (Education Queensland, 2008).

Education Queensland (2008) emphasise that an important component in eLearning is digital pedagogy, defined as "the convergence of technical skills, pedagogical practices and understanding of curriculum design appropriate for digital learners" (p. 3). Education Queensland (2008) contend that effective digital pedagogy will engage students in (1) actively constructing their own learning (2) in purposeful and meaningful ways, and (3) enhance opportunities for authentic, contextualised assessment. These characteristics are consistent with a constructivist approach to learning. Koohang, Riley, Smith and Schreurs (2009) cite research which supports the efficacy of constructivism as a learning theory compatible with, and appropriate for, eLearning design. In response to such research support, Koohang (2009) (cited in Koohang, Riley, Smith & Schreurs, 2009) proposed a framework for designing eLearning based on the elements of constructivism. According to this framework, the design of eLearning activities should include opportunities for: collaboration & cooperation; multiple perspectives; real world examples; scaffolding; self-reflection; multiple representations of ideas, and; social negotiation.

Within this post I have adopted a constructivist approach, and I am examining four eLearning tools and digital pedagogy to support their use in my teaching context (i.e. a primary setting) from that perspective. In addition, I make reference to Bloom's Revised Taxonomy (Churches, 2010), and refer the reader to blog postings where I propose how I expect the thinking learners will engage in when using the tools fits within that framework. The four tools I have chosen to analyse are blogs, digital video, Glogster EDU and Jing.

eLearning Tool 1: Blogs
A blog, short for a ‘web log’, is an online space used to post commentary, news, images and other digital resources (Wikipedia, 2011a). I have been keeping my own blog as part of my ICTs for Learning Design course. I also created my own website, and for some time I was finding it difficult to determine why I would want both. Blogs often include a function for readers to comment on entries, and it is this interactivity that distinguishes blogs from other static websites.

Based on my own experience of keeping a blog, along with reading others’ thoughts on the issue, I posted a reflection on blogs as a digital tool. In this post, I conducted a SWOT analysis of using blogs in the classroom.  In the same post, I also proposed two potential eLearning applications for blogs, one where the teacher creates a blog and another where learners create their own blog. Making use of blogs in the classroom can lead to opportunities to move learners from Lower Order on to Higher Order Thinking and I also examine this in my post analysing the use of blogs in the classroom.

Using blogs as a teaching tool can also provide opportunities for learning consistent with the constructivist approach. Maintaining their own and reading others’ blogs offers learners the chance to participate in self reflection, as well as gain multiples perspectives in different issues. Furthermore, as mentioned earlier blogs have a function for readers’ to interact with the author and leave comments. Blogs offer greater opportunities for collaboration and cooperation between learners than other alternatives, such as static websites.

eLearning Tool 2: Digital Video
There are a vast number of digital videos available on the internet, from sites such as YouTube or TeacherTube. There is also easily accessible software for creating digital video yourself, such as iMovie for Macs and Windows Movie Maker (which I used to produce my digital video).

I can see two broad categories for how digital video might be used in a teaching context; digital video sourced or created by the teacher and digital video created by learners. In an earlier post reflecting on the use of digital video, I conducted a PMI analysis of using digital video in teaching. Furthermore, in that same blog post I offer some examples of learning experiences that involve learners sourcing and creating digital video, and illustrate how using digital video in learning experiences can offer learners the opportunity to engage in higher order thinking.

As mentioned earlier, I am analysing the different eLearning tools from a constructivist approach. Digital video offers teachers an opportunity to build experiences into classroom that are consistent with a constructivist approach to learning. For example, learners have the opportunity to watch videos from multiple perspectives, to see real world examples of things they are learning about in action, and they can benefit from multiple representations of ideas (i.e. images plus audio, rather than just relying on one or the other). Furthermore, producing their own videos is likely to engage learners, making them active participants in the learning process.

eLearning Tool 3: Glogster EDU
The third eLearning tool I have chosen to analyse is Glogster EDU, a website that allows users to create free, interactive online posters, or Glogs (or Graphical Blogs) (Wikipedia, 2011b). Using Glogster EDU, the teacher registers for a teacher administered account, and then generates student accounts with safe logins and passwords. The teacher can then monitor all student activities within the account throughout the learning process (Glogster EDU, 2011).

I have created my own Glogs using Glogster EDU. Using a Mem Fox theme, I created a title Glog, Meet Mem Fox, and then linked to four other Glogs, one each for four Mem Fox books. My idea then is for learners, in groups, to create their own Glogs for the other Mem Fox books on the title Glog. For the time being, I have made all of my Glogs publicly accessible so that readers of this blog may access them without requiring login details. Based on my experience of creating my own Glogs, and my thoughts about how these could be used in a primary teaching context, I posted some reflections around Glogster EDU, and completed a PMI analysis for using Glogster in the classroom. In the same blog post, I also propose some potential applications for the use of Glogster in eLearning, and an explanation for the potential I see for Glogster to be used for engaging learners in higher order thinking.

The use of Glogster in a teaching context is consistent with a constructivist approach to learning. Learners can comment on each other’s Glogs, allowing for collaborative learning. The Glogster EDU site scaffolds the creation of the Glogs for learners by providing templates and design ideas. Furthermore, the production of a Glog, especially when learners understand how their Glog is going to be used (e.g. in the above example, posted to school website to form part of a comprehensive presentation on environmental issues), makes for an authentic, meaningful learning experience.

eLearning Tool 4: Jing
The fourth eLearning tool I am analysing is Jing, a program used to create images or short videos (with audio) of what is displayed on your computer monitor. I have investigated Jing, and created my own Jing video.

Based on my experience using Jing, and how I see the program being used in a primary teaching context, I posted to my blog a reflection of how Jing could be used and analysed Jing using de Bono’s six thinking hats to frame my thinking. The most obvious potential application for Jing in teaching is to produce tutorials for learners in how to operate the various ICT tools they are working with. In the same post as my analysis of Jing, I also proposed two other examples of potential applications of Jing in eLearning, and how the use of Jing can provide opportunities for learners’ higher order thinking.

From a constructivist viewpoint, one of the benefits of using Jing videos is that they can provide learners with scaffolding to support their work in ICTs. The teacher can demonstrate for learners, using the program and the actual screenshots learners will see, making the scaffolding much more real, and meaningful. Furthermore, as in the example above, Jing offers yet another opportunity for learners to participate in collaborative learning.


The four tools analysed in this post and within this blog have great potential for application to eLearning. There are some barriers that need to be kept in mind when considering learning experiences that make use of these and other such tools. However, employing eLearning tools also has the potential to lead to great benefits and learning opportunities.

References

Churches, A. (2010). Bloom’s Digital Taxonomy. Retrieved from http://edorigami.wikispaces.com/page/code/Bloom%27s+Digital+Taxonomy

Education Queensland (2008). eLearning for smart classrooms. Smart Classrooms Bytes, August 2008. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Glogster EDU (2001). What is Glogster EDU? Retrieved 12 April 2011 from http://edu.glogster.com/what-is-glogster-edu/

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2010-Horizon-Report.pdf

Koohang, A. (2009). A learner-centered model for blended learning design. International Journal of Innovation and Learning, 6(1), 76-91.

Koohang, A. & Harman, K. (2005). Open Source: A metaphor for E-Learning. Informing Science Journal, 8, 75-86. Retrieved from http://inform.nu/Articles/Vol8/v8p075-086Kooh.pdf

Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009). E-Learning and Constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 91-109. Retrieved from http://www.learningdomain.com/MEdHOME/WEB-BASED/Learning.Actiivty.pdf

The State of Queensland (Queensland Studies Authority) (2011). Information and Communication Technologies (ICTs) Cross-curriculum priority. Retrieved 10 April 2011 from http://www.qsa.qld.edu.au/7300.html

Wikipedia (2011a). Blogs. Retrieved 10 April 2011 from http://en.wikipedia.org/wiki/Blog

Wikipedia (2011b). Glogster EDU. Retrieved 10 April 2011 from http://en.wikipedia.org/wiki/Glogster_EDU

Reflection: Group 4 Technologies - Jing

In investigating Group 4 technologies - an open ended group of tools that could be valuable in a learning context - I have also looked at a program called Jing produced by TechSmith. This is essentially a program to create images or short videos (with audio) of what is displayed on your computer monitor.

It was quite easy to capture the video, including audio using my webcam. I could then save the video to my computer. However, I then started to encounter problems! I had to download a Shockwave Flash Player to view the video on my computer (outside the Jing program). I thought I could then insert the video into my Blog directly from where I saved it, but alas that did not work as Blogger encountered a problem processing the video. Then I decided I must have to upload it to the Jing web hosting application - screencast.com - and three attempts resulted in an error message saying the upload was not successful! The fourth attempt worked, though it took far longer the the "seconds" the promo video for Jing claimed! After spending a disproportionate amount of time trying to get this thing working, I finally did and have embedded it in my Blog.

I really like the potential of this application, and it was really simple to create the video. However I am disappointed (to say the least) with how difficult it was to get started with sharing videos. I got there in the end, though it took a very long time. If it was that unreliable every time I wanted to share a video screen capture with learners I certainly wouldn't make it a regular feature in my teaching! 

The free version of Jing only allows you to save the videos in a .swf format, which requires a shockwave flash player to view and cannot be edited except with Camtasia Studio software (another TechSmith product). The Jing Pro version however, which costs $14.95 per year, allows you to save in a .mp4 format, which would be much more workable. Given the potential of the tool, if I was teaching new ICTs to learners often, I would seriously consider the Jing Pro version. Fairly inexpensive, and the videos shuld be much easier to work with and share in .mp4 format. Given the problems I found with the free version though, I would of course make use of the 30 day free trial before I subscribed!

I have completed an analysis of the use of Jing in teaching,  using de Bono's six thinking hats to frame my reflections.

I have some thoughts about how I might use Jing in eLearning.

Reflections:

My learning: I have seen numerous videos like those created with Jing - videos capturing activity on a computer screen. I always find these really helpful, and I much prefer these to reading pages of instructions with screen dumps. I really liked creating the video, and the end result that is embedded in my blog. However for everything in between (trying to save it to my computer, insert it into my blog, upload it to screencast.com) I was tearing my hair out! In the end, out of all of the help forums I explored trying to solve the issue, I am concluding it was a case that there was a lot of traffic on the screencast.com server. It is useful to know that the process might not always be as straightforward as promoted.

Potential applications in eLearning: I think the most obvious application for videos created with Jing is to provide tuition to learners in different programs and applications they are learning. There are though other potential applications. There are also ways Jing could be employed in teaching by the teacher using the program or learners themselves using the program.  Two examples of potential applications for Glogs in eLearning are: 
Example 1: Learners submit digital items for assessment. The teacher used Jing to provide feedback to students on their assessment piece, making it possible to refer directly to aspects of the assessment and record audio comments. The url link for each student's feedback Jing video is then emailed to them.
Example 2: Learners produce Jing videos for any questions they have about programs, websites or other online applications the class is using. They post their videos to the class wiki. Learners are asked to review the class wiki daily, and where another learner has a problem or question they can help with, they can then produce a Jing video with a response for them.

Potential benefits for my learners: From personal experience, I feel videos such as those created using Jing are very useful in understanding how to navigate and perform functions in new programs and applications. It should prove an excellent tool for scaffolding working with ICTs.

Jing also has the potential to be used in ways to encourage learners to engage in higher order thinking. To illustrate this potential, I refer to one of the examples presented in my blog posting analysing Jing. When learning to use ICTs, learners produce Jing videos for any questions they have about programs and post their videos to the class wiki. All learners then review the class wiki daily, and where another learner has a problem or question they can help with, learners produce a Jing video with a solution for them.

My Own Jing Video

None of the other applications I had been playing with under Group 4 technologies really inspired me, and I also like the idea of finding a different application to review. I was reading a page in the wiki 21st Century Educational Technology and Learning, about various web 2.0 applications that the author had found to be use. He mentions Screen Recording Applications. I have seen little video tutorials which are essentially littel videos of someone's actions on their computer screen, and wondered how difficult they were to produce. So, decision made, I will review one of these for my Group 4 technology.

I chose Jing - a program that allows you to capture video and audio of what is happening on your computer monitor. I recall a number of people posting questions to forums about how to insert a table into their wiki, or blog, or website. So, I thought I'd make a little video about how I do it.

Reflection: Group 4 Technologies - Google Documents, Google Earth & Tagxedo

Google Documents: I have already been using Google Docs through this Blog, as well as in my Glog. For example, in a previous blog posting I referenced an activity sheet I had produced using Queensland Cursive font. I really like the idea of Google Docs - an online repository for documents you want others to be able to access. You can also set the access level for those documents - public on the web, anyone with the link, or private and requiring a sign in to access. It also allows learners to easily collaborate with each other on a document, for the teacher to review learners' work, or to work with others from anywhere around the world through the online space that is Google Docs.

Google Earth: I have previously played around with Google Earth, really just for fun, looking at our own backyard, checking out the neighbours, looking at the brother-in-law's place while he was living in London. A way to use Google Earth in a teaching context dawned on me. I have been posting ideas aroudn a Mem Fox theme, and one of her books - Sail Away - is about animals that sail around the coast of Australia. I decided we could work together to plot their path on Google Earth, giving the learners some perspective of Australia and where the animals sailed. 

Tagxedo: This is a word cloud generator, and while there are a number of work cloud generators avaialble (such as ImageChef, Wordle, Tagul) many internet reviews recommend Tagxedo as it is the most flexible and has some added features. Tagxedo's creator, Hardy Leung, has even published a presentation outlining 101 Way to Use Tagxedo. I created a few of my own Tagxedos, one for Behaviourism and one for Constructivism learning theory, using the text from the Learning and Teaching website pages.

Reflection: Group 3 Technologies - Glogster

The third tool I investigated in the Group 3 technologies was the one that was completely new to me - Glogster EDU. I have vivid memories from when I was a primary school student, of visiting the newsagent to choose my cardboard, drawing feint lines to scribe the information in my best handwriting, glueing pictures on the cardboard, and carting these precious rolled up posters to and from school. Well, Glogster it seems is an amazing alternative to all of that! Students can operate in the current digital world, easily design their own online poster, make links to information and resources across the world wide web, and easily share their poster with their teacher and classmates in a secure environment. Another advantage that appeals to me is that, as a teacher, I can easily monitor student's progress on their posters. I started my own Glog, which inevitably has become a series of Glogs. I found the tool easy to use and a lot of fun. Though for someone who enjoys creating, it certainly can use up a lot of your time!

I have completed a PMI for using Glogster in the classroom

I have some thoughts about how Glogster could be used in eLearning.

Reflections:

My learning: I really love discovering new, interesting online applications, and I was really impressed with Glogster. I found it really easy to get started, and I think students would as well. To begin with, the limitation of having only one set size poster to work within frustrated me, but it dawned on me that was the idea - this was a poster, an online version of the good ol' cardboard version. In the end, I think this helps. It forces one to work within these limitations, select the most important and relevant information, and design the elements so that they are interesting for the viewer. I think this will also make Glogster more accessible for learners, especially the younger ones. The fact that they only have a set area to fill with their information gives them some boundaries, while still allowing them to be creative about how they fill that space.

Potential applications in eLearning: Glogster is an online poster presentation application. Of course, it could be used for learners to create posters in an online space. However, I can see other potential applications beyond that obvious one. I can see applications for Glogster in the classroom for learners to create their own glogs, as well as for me to present learning and information using Glogs. Some examples of potential applications for Glogs in eLearning are: 

Example 1: Learners each choose a different current environmental issue to research. They create a Glog to educate others about the global and local impact, and the actions that people can take to help. The learners' Glog is to include information/video/audio sourced from elsewhere. In addition, learners are to create their own video/audio further detailing to local impact of the issue and what we each can do. All learners' Glogs are then collated on the class website as a comprehensive presentation to the school community of contemporary environmental issues.

Example 2: Student homework is set on Glogs. The teacher creates one Glog per week, and each homework 'poster' would contain a video clip on a topical issue, comprehension questions based on the video clip, a link to set Maths Online activities, and a  or worksheets held in Google documents. Learners are graded on their homework (using the stars rating system in Glogster), and a star rating of three or less instructs learners to revisit the homework and resubmit.

Potential benefits for my learners: Employing a poster presentation is often a welcome change for learners from the typical paper and ink written task. Using Glogster and creating online posters may make it even more interesting and exciting for learners. Additionally, making use of online spaces allows teacher the opportunity to connect learners with sources of information outside the classroom, the school, and the community.

Furthermore, learning experiences using Glogster have the potential to engage learners in higher order thinking. To demonstrate this potential I refer to one of the examples I provided in my previous post on Glogster.  Learners each choose a different current environmental issue to research. They create a Glog to educate others about the global and local impact, and the actions that people can take to help. The learners' Glog is to include information/video/audio sourced from elsewhere. In addition, learners are to create their own video/audio further detailing the local impact of the issue and what we each can do. All learners' Glogs are then collated on the school website as a comprehensive presentation to the school community of contemporary environmental issues.

Reflection: Group 3 Technologies - Powerpoint and Prezi

I have enjoyed investigating the Group 3 technologies - tools that can be used to present learning or information.

I have used Microsoft Powerpoint quite a bit in the past, though that has for the most part been for traditional, linear training or information presentations. I was especially interested in the Mouse Mischief application for Microsoft Powerpoint. The potential for this application is exciting, however the hardware requirements (eg. 25 2.4ghz wireless mice) might mean it is difficult to find the resources to implement it in the classroom. If we can get over that hurdle though, it's an exciting tool!

I also looked at Prezi, though this wasn't the first time I've visited the site. After having seen other presentations created using Prezi, I had previously investigated the tool, signed up for an account, and tried to create a presentation. Being used to Powerpoint, and inclined towards sequential learning, I found Prezi a little difficult to get used to. I appreciate the visual appeal of Prezi, and the fact that it has the potential to appeal to global learners. The security options are also appealing, since you can make the presentations fully public, or only available to invited persons. You can even invite others to edit the presentations, of course making that all important collaborative learning even more accessible.

My New Website

In the quest to tick off all of the activities for each week, I had created a website and linked to it here in this blog.

Well, I have since questioned the usefulness of the website I had created, and decided it was quickly becoming just a duplicate of this blog. So, I need my thinking cap. Where did I put that thing?

An idea did dawn on me...

I love fonts, I am forever downloading them, and every time I create a publication I am convinced I don't have exactly the right one and so I go in search of others, inevitably downloading several more.

My most recent publications have been teaching resources, like this one, and therefore I went in search of, and eventually located, the Queensland handwriting fonts - Queensland Beginners and Queensland Cursive, down below.

I pondered how many other teaching students would be doing the exact same search, trolling the internet, finding the fonts but only for purchase, not free. "I can save them the trouble" I thought. And there my website idea was born. A portal, if you will for fonts relevant to a teaching context.

I have called the website Font for Thought

It is still a work in progress, but my first upload was information on where to find those Queensland handwriting fonts, and for free. Fellow teaching students, check it out. They are very handy for creating teaching resources, particularly for the primary setting.

Check it out - http://www.fontforthought.weebly.com/

My Own Glog on Glogster

So, I have started a Glog. So, that now makes a Blog, a Wiki, a Website and a Glog!

Consistent with constructivist learning theory, I am making this an authentic, meaningful task. I am still concentrating on the Mem Fox theme, in the hope that I may be able to use what I have created either in practice during my Embedded Professional Learning or in subsequent assessment items.

I have created what will essentially act as the title Glog (see below), and I am in the process of creating Glogs to link to from that title Glog. I plan to create one with Mem Fox facts, and then one for each book listed in the title Glog. So far, I've only created one for The Magic Hat.

To save the trouble of people having to have a log in and username to access it, I have made it a public Glog. To access the Glog at Glogster click here.




I've enjoyed making the Glog, and while I have made mine Public for the time being, I do like the idea that it can potentially be more private than a class website.

Take a look, and remember feedback is always welcome!

Reflection: Group 2 Technologies, Digital Tool 6 - Digital Video

I have investigated using Digital Tool 6 - Digital Video - and made an attempt at creating a digital video myself. I used Windows Movie Maker to create a video, which was essentially a combination of an audio track and a series of images.

I found Movie Maker quite clunky to work in. I can see potential applications of digital video in learning. However, if the digital video needs to be created by me, I am going to have to refine those Movie Maker skills!

I have completed a PMI (plus, Minus, Interesting) analysis of the use of digital video in teaching.

I have some thoughts about how digital video (either created by me, learners, or sourced from elsewhere) could be used eLearning...

Reflections:

My learning: I suspect I assumed Movie Maker was a simpler tool than it actually is. When it came to more precise changes, I was at a loss. I think as the saying goes, practice makes perfect. Once I work up the courage, I'll go and try to figure out exactly what it is I was doing wrong. This is a useful learning experience though, since it is possible that my learners will have never used Movie Maker either, and might experience the same confusion and frustration. I'll be in a position to empathise, and then (hopefully!) help them to understand.

Potential applications in eLearning: There is potential for digital video to be embedded in online spaces, such as blogs, wikis and websites. These videos could be sourced from elsewhere as another way of presenting information to learners. The teacher could create digital video for learner instruction, or to journal/visually document class activities. Learners can also be involved in creating digital videos, providing opportunities for them to apply what they have learnt in a meaningful and interesting way. Perhaps some examples of learning experiences making use of digital video could be:

Example 1: Before going on school camp, learners are told that they will be involved in creating a souvenir DVD of the camp. They will need to keep a digital image and video diary of camp, perhaps even recording audio memories with an mp3 player. Upon returning from camp, there will be a series of lessons on how to use Windows Movie Maker, and then learners will design and produce their own DVD using their own images, video, and audio from camp, and other music or audio tracks. 

Example 2: Learners are tasked with sourcing digital video on a contentious topic. They should choose a number of videos from each side of the debate, summarise the videos, and compare the arguments. They should then determine their own standing on the issue, and make their own digital video, supporting their argument, for the class to watch.

Potential benefits for my learners:  The sheer number of digital videos available online means that learners are exposed to a wide range of viewpoints on a multitude of issues. There are even digital videos available that explain how to make digital videos! The software to create digital video is also widely available (both in Windows and Mac), making is quite accessible.

Making use of digital video in teaching can mean designing learning experiences that involve learners engaging in higher order thinking. For example, having learners source digital video on a contentious topic, and then summarise the videos and compare arguments would involve learners moving from Remembering, through to Analysing. Then, to move learners on to even higher order thinking, they determine their own standing on the issue, and produce their own digital video to support their argument.

My Own Digital Video

Phew! I did it! I can't say I'm in any hurry to do it again, though!

I made a digital video using Windows Movie Maker, combing audio and images. I used Movie Maker the other day, but I just used the one image, and that was no problems. But the Movie Maker tool seemed so much clunkier and fiddly when I was using multiple images and trying to time their transition with the lyrics. Then, to top it all off, it appears to have chopped the last few second off my audio!

Anyway, for what it is worth, here is the digital video I created. On the up side, it's a very funny song (watch David O'Doherty perform the song). Mind you, having listened to it about a hundred times while I created the video, it seems to have lost it's effect on me.

What's that? You think the song is funny too? Well, why not comment and let me know! I am getting very lonely out here in Blog World...

Reflection: Group 2 Technologies, Digital Tool 5 - Podcasts

So, I have explored podcasts, and even created one myself!

First, I trolled the internet in search of podcasts relevant to my teaching context. I must admit, I had my doubts as to how much I would find. However, as was suggested, I simply googled the topic (Mem Fox) and podcast - and viola! I found quite a few. Admittedly, the ones I found were interviews with Mem Fox, which while useful for me to get a better understanding of her as an author, they are probably less suitable for the learner cohort (i.e. Grade 3). I found it more difficult to find a podcast appropriate for the learners. In the end, I decided to create one.

In creating my own podcast, I chose not to use Podomatic, simply because I did not want to sign up for an account, and I wanted to be able to post the podcast I created directly into my Blog. I think Windows Movie Maker worked well.

Ok, so having had a play with podcasts, I am now considering how they could be used eLearning...

Reflections:

My learning: It was eye opening to discover just how many podcast resources are out there. I am sure I will be returning to the EdPod site in the future in search of potential teaching resources. I have previously created and used digital audio recordings, though only for inserting into Powerpoint presentations. I didn't mind the exercise of creating my own podcast, though I must admit I hate the sound of my own voice in that recording. Surely, I don't really sound like that!

Potential applications in eLearning: Podcasts are of course yet another digital media that can be integrated into blogs, wikis and websites. There are a large number of education podcasts available free online. If the right one exists, let's not reinvent the wheel, rather let's use what already exists. However, it might be difficult to find exactly what you need, you might have a specific message to get across, or you might be creating something completely new and unique. Therefore an understanding of how to create your own podcasts is useful. Podcasts, whether created by learners, myself or obtained from an online source, could have many applications in eLearning.
Example 1: In groups, learners participate in a Readers' Theatre activity with different children's books. The audio of this activity is recorded as a podcast, and then all groups' podcasts are posted to the class blog/wiki/website to share with fellow learners, parents and the wider school community. Learners can then discuss the differences in their books, and the way in which they read them aloud.

Example 2: As a whole class activity, learners listen to a collection of songs in a certain topic. Discuss with learners the tones of these songs, what messages do they have? Then, learners compose a song or poem on a particular topic. This would involve brainstorming the major themes of a topic, what message the class wants to send and what kind of tone the song/poem will have (eg. happy, serious, exciting). The whole class then performs the song/poem, the teacher records and edits it, and posts a final version to the class blog/wiki/website.

Potential benefits for my learners:  Podcasts offer another way to demonstrate learning, beyond the traditional paper-pencil methods. This is likely to create more interest in learners. Furthermore, where learners understand that the individual tasks and activities they are doing are part of a larger, meaningful and authentic tasks, they should be more engaged in the learning. In addition, making use of podcasts as an eLearning tool has the potential to lead to higher order thinking for learners. See Example 2 for example, which offers opportunities for learners to engage in Analysing, Evaluating and Creating stages of Bloom's Taxonomy.

• Listen to a collection of songs in a certain topic and discuss with learners the tones of these songs, what messages do they have? - Anlaysing & Evaluating
• Learners compose a song or poem on a particular topic, considering the major themes of a topic, what message the class wants to send and what kind of tone the song/poem will have - Creating

Another potential benefit I can see of using podcasts and audio recordings in general, is that there is an audio record of learners' activities. Referring to the two example provided earlier, these could be placed on a CD or sent home as mp3 files as a record for learners and their parents in years to come of what they did in class in Year 3.

My Own Podcast

As promised, and sticking with the Mem Fox theme, I have created a podcast of me reading aloud a Mem Fox book - Wilfrid Gordon McDonald Partridge.

I decided to go with Windows Movie Maker, because I didn't want to sign up for yet another account (this time, Podomatic), and I also liked to idea that if I used Movie Maker I could insert the file into my Blog rather than having to link to my Wiki.

I feel safe in the knowledge that only a handful of people are actually reading this Blog, so it's only you few that will hear this hideous recording! Enjoy!

Some Podcasts Relevant to my Teaching Context

I have started thinking about ideas for my PCK Unit of Work, and one idea I have is an Author Study using Mem Fox. So, in terms of looking for podcasts relevant to my teaching context, I'm running with Mem Fox.

I found a few radio interviews with her, interesting listening if you have enjoyed her books (as a child and now as a parent) for years like I have. Here is a 2010 interview on Darwin ABC radio, and an ABC Radio National interview from 2009. The ABC's Edpod site also has an interview with Mem Fox and Margaret Wild. Good old ABC radio is giving Ms Fox plenty of air time, since I found another interview on ABC radio in Melbourne (2010).

I was trying to find a podcast I could download of Mem Fox reading one of her own books aloud. There is a section on her website where you can listen to audio recordings online, though when I tried they didn't seem to be working. If you'd like to try yourself, you'll can go to her website.

Since I haven't had any luck locating a podcast of Mem Fox reading her books, I thought perhaps I might make that the podcast I create myself - Me reading Mem Fox. If only I can figure out how to do it...

Reflection: Group 2 Technologies, Digital Tool 4 - Digital Images

In exploring the potential application of digital images to eLearning, I looked at a few different online program and applications. First, MobaPhoto, a freeware program for resizing images. The size of images (file size that is) is important to consider when posting to online spaces. Large images will take a lot of time to upload, and for users to download. If an online space contains a lot of large images, pages will take longer to load, and users may become frustrated and not persist with viewing it. Resizing image files does reduce their quality, however the reduction is not likely to be noticeable when posting within online spaces, such as websites, wikis or blogs.

I also had a look at Flickr and TagGalaxy, both sites to access one online repositories of digital images. I suspect this site will prove to be quite useful as I come to designing Learning Experiences, and the resoureces to support them. I liked the idea of TagGalaxy and showing related tags, and it was fun to watch as we travelled around that virtual 'galaxy'. However, I am mindful that the power to find images within Flickr and TagGalaxy is reliant on images being tagged appropriately.

Finally, I went to Picnik, a free online tool for image manipulation. I'm not usually one for image manipulation, apart from the occasional red eye reduction and converting to black and white. I prefer to leave images largley untouched, to be true to the subject. However, I can see a place in teaching (thinking specifically about my teaching context: lower primary) for using fun images in creating teaching resources. In addition, such fun images would probably be a nice addition to photo journalling of classroom activities.

Ok, so having had a look at digital images, I have some thoughts on their use in eLearning...

Reflections:

My learning: Image resizing is nothing new for me, since I do it often when emailing photos. I do admit though that posting images in online spaces is fairly new to me, and I should start resizing images for that purpose too! Flickr and TagGalaxy are new discoveries for me though, and I am pleased to now have another resource for images, apart from just what I can get through Microsoft Office Online. I have in the past used a few different programs for enhancing images, though I certainly don't tend to do it often. Picnik is however appealing in that it does not required download of a program, and can be done online, for free. I enjoy using images, and as a predominantly visual learner myself, I appreciate having them to support my own learning.

Potential applications in eLearning: In previous reflections, I have suggested there are a number of benefits to students using blogs and wikis, and there will no doubt come a point when they want to post images in these. However, it will be important to make them aware of some of the guidelines around using images, such as resizing, as well as the rules around using others' images. Images, whether learners' own or sourced from somewhere like Flickr, could have many applications in eLearning.
Example 1: Learners take a series of photos to document their day, from when they first get up to when they go to bed. They then generate a poster presentation of their day, and identify the differences and similarities between their own and others' activities.
Example 2: Learners collect images of the one thing (eg. famous person, building, street) from across time and organise these into a timeline, analyse the changes across time and hypothesise explanations for what lead to the changes, and create a representation of what they think it will look like twenty years from now.

Potential benefits for my learners:  First, integrating images into learning experiences will those learners who benefit from some visual representation of information, and this will help cater for the diversity of learners in the classroom. Using images in eLearning also has the potential to lead to higher order thinking for learners. For example, the project described above looking at photos and changes in a thing over time would provide opportunities for learners to work within Organising, Evaluating and Creating stages of Bloom's Taxonomy.
Learners collect images of the one thing from across time and organise these into a timeline: Organising
Analyse the changes across time and hypothesise explanations for the changes: Evaluating
Create a representation of what they thing it will look like in 20 years: Creating

A Play with Picnik

I had a bit of a play around with Picnik. It looks good, though it was frustrating to find some cool effects, only to discover you need to have a Premium Membership to use them!

Anyway, I fiddled around with a photo of my husband and I on our 30th Birthday weekend celebration (we both turned 30 last year). We went away for an awesome weekend with our family and friends. We spent the whole night Saturday singing karaoke. Very, very funny! If you need a venue suggestion for a weekend celebration in Central Queensland, check out Old Station. It was perfect - private (only our party on an isolated property) looked after all meals, activities, and accommodation on the property, and all at very reasonable prices.

Oh, I should also mention it was a Cowboys & Cowgirls theme, which would explain the hats, the gun holster, and that disgusting moustache my dear husband is sporting!

I can think of a few ways to use a fun tool like Picnik in the classroom. I suspect it would be a hit with kids, but I also think I could use it preparing teaching resources and photo journalling/reporting on classroom actiivities.

Reflection: Group 1 Technologies, Digital Tool 3 - Websites

Following is a brief SWOT analysis (Strengths, Weaknesses, Opportunities & Threats) of the use of websites in teaching.

Reflection: Group 1 Technologies, Digital Tool 2 - Wikis

Following is a brief SWOT analysis (Strengths, Weaknesses, Opportunities & Threats) of the use of wikis in the classroom. Please comment if you would like the references for research supporting some of the strengths I have cited.

Reflection: Group 1 Technologies, Digital Tool 1 - Blogs

I have of course, been keeping my own blog for a little while now. I can see applications for blogs in the classroom. Following is a brief SWOT analysis (Strengths, Weaknesses, Opportunities & Threats) of the use of blogs in the classroom.

I have some thoughts about how I might use blogs in eLearning.

Reflections:

My learning: I must admit, in the beginning I wasn't too keen on this blog idea. However, I am used to it now, and I do like having a learning journal to look back on. However, at this stage I am wondering if I could have just written the same thing and saved it to my hard drive. It's a lonely blogging world when you're not sure if anyone is really interested in what you are writing. To date I don't have any comments on my blog, how sad! I think is a useful learning, because now if I introduce my learners to blogs I will emphasise to them the importance of reading and commenting on each others' blogs, and I will ensure I also regularly provide feedback through comments on their blogs.

Potential applications in eLearning: I can see potential applications for blogs in eLearning, both through blogs I create, as well as learning experiences that involve learners creating their own blogs.  
Example 1: Create and maintain a blog, serving both as a journal of learners' activities, as well as a medium for communicating information to both learners and parents. Within the blog, the teacher documents class activities, shares important information, reports class news, provides forms and other documentation for parents (using Google Docs), and links to interesting items related to learners' activities. It would be essential of course to remain mindful of the legal and ethical issues related to placing learner and classroom information on blogs. In addition, it would be beneficial to choose an educational blogging service, such as Edublogs
Example 2: Learners produce their own blog, again using an educational blogging service such as Edublogs. Learners document their learning journey, reflect on learning, and raise questions they still have around the learning material. All learners are encouraged to access and comment on their peers' blogs, especially to answer questions others' have if they can. With a service such as Edublogs, the teacher can manage learners' blogs, easily track contributions, and edit if necessary. Assessment items are posted on learners' blogs, and the teacher can then leave feedback for learners in the form of a comment (perhaps a Jing video comment, which is possible with Edublogs). Parents would be encouraged to regularly read their child's blog, to keep informed about their learning journey.

Potential benefits for my learners: From personal experience, posting to my own blog has been a useful way of journalling my learning. In addition, I think keeping a blog about learning experiences encourages one to engage in the learning, share thoughts and ideas with peers, and received feedback (and potentially assistance) from those reading the blog. 

In addition, making use of blogs in the classroom can lead to opportunities to move learners to higher order thinking.  For example, in a traditional learning journey, learners might tend to be presented with learning material and then asked to answer questions about it and demonstrate their understanding of the information (perhaps by summarising it).  This type of learning concentrates learners’ efforts within the Remembering and Understanding realms. However, by having learners create a blog, document their learning journey, reflect on their learning, and raise questions around the learning material, they are likely to be engaging in thinking within the Applying and Creating Stages. Furthermore, when learners access and comment on their peers' blogs, especially to answer questions others' have, they are engaging in thinking within the Analysing and Evaluating stages.




Assessment Task 1: eLearning Design Brief

eLearning, also termed online learning or web-based learning, is “the delivery of education (all activities relevant to instructing, teaching, and learning) through various electronic media. The electronic medium could be the Internet, intranets, extranets, satellite TV, video/audio tape, and/or CD ROM” (Koohang & Harman, 2005, p. 77). Koohang, Riley, Smith & Schreurs (2009) note that while eLearning is increasing in popularity, it is still important to ensure that it does in fact result in learning, and therefore an understanding of learning theory is essential for framing eLearning design.

This post provides an overview of three basic theories of learning – behaviourism, cognitivism and constructivism. It looks at the application of these theories to eLearning design, and in particular constructivism and the use of wikis and scaffolding. Throughout this post, reference is made to a number of learning activities completed as part of the CQUniversity ICTs for Learning Design course as examples of eLearning activities.

Behaviourism

As the name suggests, behaviourism concentrates on observing and measuring human behaviour. It focuses on the importance of the consequences of behaviour, and contends that actions that are followed by reinforcement are more likely to recur in the future. In the behaviourist approach, learning is equated with observable changes in behaviour, and consequently performance (Conole, Dyke, Oliver & Seale, 2004; Ertmer & Newby, 1993).

In an eLearning context, applications such as online preassessments of learners, and interactive activities that provide learners with feedback about progress and performance are consistent with the behaviourist approach. There were elements consistent with a behavioural approach in the ICTs for Learning Design course. For example, course participants had an end goal for Week 1 (create a series of blog entries), this was broken down into learning activities, and then into steps and questions. This allowed students to follow their progress toward achieving the end goal.

Ertmer and Newby (1993) suggest that a behaviourist approach to learning is probably most suitable for tasks requiring a low degree of processing, such as recalling facts. On the other hand, the behaviourist approach is less applicable in situations where learners are required to gain a more in depth understanding of concepts.

Cognitivism

Mergel (1998) suggests cognitive approaches are appropriate for tasks that require a higher level of processing, such as reasoning or problem solving, where learners are required to organise and relate new information with existing knowledge. Cognitivism is based on the thought processes behind behaviour, and concentrates on how information is received, organised, stored and retrieved. In this approach, learning is conceptualised as changes in states of knowledge, rather than as changes in behaviour. As the focus is internal cognitive structures, from a cognitivist approach each learners’ thoughts, beliefs, attitudes and values can also influence the learning process (Conole, Dyke, Oliver & Seale, 2004; Ertmer & Newby, 1993).

The cognitivist approach could be applied to an eLearning environment through an emphasis on structuring, organising and sequencing information to help learners’ integrate it with their existing knowledge. A technique consistent with cognitivism, which was present in the online coursework of ICTs for Learning Design, is to analyse, decompose and simplify knowledge into basic building blocks. This allows learners to assimilate and accommodate new information as quickly and easily as possible (Ertmer & Newby, 1993).

The focus of both behavioural and cognitive approaches is of acquiring an understanding of an external reality. Ertmer & Newby (1993) note that, in this sense, both of these approaches assume that “knowledge is mind-independent and can be ‘mapped’ onto a learner” (p. 62). There is little focus on the context within which learners acquire knowledge and understanding. The behavioural and cognitivist approaches are likely to be less suitable for use in situations where problems are complex or ill-defined.

Constructivism

Constructivism learning theory assumes that learning occurs through creating meaning from experience. Rather than simply being passive recipients of teachings, learners are seen as actively constructing their own knowledge. In constructivism, both the learner and the environment are important, and it is the interaction between the two that creates knowledge. Rather than concentrating on retrieval of discrete facts, constructivists contend that knowledge and understanding are developed by the ongoing, situated use of information (Ertmer & Newby, 1993; Koohang, Riley, Smith & Schreurs, 2009).

Koohang, Riley, Smith and Schreurs (2009) cite research which supports the efficacy of constructivism as a learning theory compatible with, and appropriate for, eLearning design. In response to such research support, Koohang (2009) (cited in Koohang, Riley, Smith & Schreurs, 2009) proposed a framework for designing eLearning based on the elements of constructivism. According to this framework, the design of eLearning activities should include opportunities for:

·         collaboration;

·         cooperation;

·         multiple perspectives;

·         real world examples;

·         scaffolding;

·         self-reflection;

·         multiple representations of ideas, and;

·         social negotiation.

This framework for designing eLearning activities appears very closely aligned with the design of the online coursework for the ICTs for Learning Design course. In particular, the coursework involved (1) multiple opportunities for students to contribute to wikis, and (2) contributions to these wikis and other course activities were scaffolded for students.

The ICTs for Learning Design course has involved students contributing to three wikis: Profile wiki; Learning Theories wiki; and Mobile Phones in Education wiki. From a constructivist point of view, through collaboration, students become actively engaged in the learning process, exchange ideas and produce knowledge. As an alternative to face-to-face interaction, Web 2.0 technologies (such as blogs and wikis) can facilitate collective knowledge through user interaction (Giannoukos et al., 2008). Employing wikis in the coursework for ICTs for Learning Design is consistent with Koohang’s (2009) framework for designing constructivist based eLearning activities, in that it provides opportunity for collaboration, cooperation, gaining multiple perspectives and social negotiation.

The coursework for ICTs for Learning Design also provided scaffolding for students’ contributions to the three wikis, as well as for other course activities. Scaffolding refers to when a teacher provides guidance to learners, using tools, strategies and guides to support learners in attaining a higher level of understanding. The teacher provides this guidance with the right quantity and quality of assistance to suit learners’ current understanding (Brush & Saye, 2002; Luckin, 2008).

In ICTs for Learning Design, contributions to the wikis were scaffolded by providing learners with a template to fill in, and requesting learners post contributions to wikis using thinking routines (namely, a PMI analysis and de Bono’s six hats) to frame their response. These scaffolds provided learners with guidance about how to contribute to the wiki. Furthermore, using the thinking routines to frame contributions guided learners to think more deeply about the issues. Relating this to Bloom’s (Revised) Taxonomy, rather than remaining at the Understanding stage, learners were required to work in the Analysing and Evaluating stages (for  more information on these stages, see Churches, 2011). This use of scaffolding is again consistent with Koohang’s (2009) ideas of how to design of eLearning activities from a constructivist approach.

While there is research to support the application of constructivism to eLearning design, there is potential for the approach to be in contrast to some learning styles. Felder and Brent (2005) note that learner's approach to learning can vary on four different dimensions: (1) the type of information they prefer to perceive (sensory or intuitive); (2) the type of sensory information most effectively perceived (visual or verbal); (3) how they prefer to process information (active or reflective); and (4) how they progress toward understanding (sequential or global). In applying the elements of Koohang's (2009) framework for designing eLearing from a constuctivist point of view, it is important to keep the diversity of learners in mind. For example, constructivism emphasises the importance of collaboration and cooperation between learners. Collaborating and discussing issues with others is a preference and natural tendency of those classified as 'active learners' (Felder & Brent, 2005). The 'reflective learner' with the tendency to process information through introspection rather than discussion, may be less comfortable with this approach. To help learners with that tendency collaboration could perhaps be less direct.

Recognising learner diversity in terms of learning styles is important not only in designing constructivist based eLearning, but eLearning activities in general. For example, activities should contain a balance of verbal (written and spoken) and visual (pictures, demonstrations, flowcharts) information. They should also achieve a balance between concentrating on practical considerations, facts and data, as well as looking at more theoretical, abstract aspects of issues. Their design could also be improved by allowing learner's the option to progress through the learning journal in a sequential, step-by-step manner, or to take a more holistic approach to the material. Taking measures such as these will help to cater for learner differences as outlined by Felder and Brent (2005).

There were some minor aspects in coursework for ICTs for Learning Design consistent with behaviourism and cognitivism, however the approach to instructional design appears to be largely influenced by constructivism. The learning activities, including the wikis and the scaffolding provided, fit with Koohang’s (2009) ideas for the design of eLearning from a constructivist approach. ICTs for Learning Design is a postgraduate course and the course requirements demand a high level of processing, another reason to support the suitability of constructivism for the online coursework. Research supports the appropriateness of the constructivist learning theory for application to eLearning. However, Margel (1998) warns against relying on one single learning theory. Constructivism might be most appropriate, most often. At the same time, it is important to keep the other theories in mind, and always match learning theories with the content and learners’ characteristics.

References

Brush, T. A. & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia support learning environment. The Journal of Interactive Online Learning, 1(2), 1-12. Retrieved from http://www.ncolr.org/jiol/issues/pdf/1.2.3.pdf

Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43, 17-33. Retrieved from https://www.tlu.ee/~kpata/haridustehnoloogiaTLU/toolsandtheories.pdf

Churches, A. (2010). Bloom’s Digital Taxonomy. Retrieved from http://edorigami.wikispaces.com/page/code/Bloom%27s+Digital+Taxonomy

Etmer, P. A. & Newby, T. J. (1993). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72. Retrieved from http://uow.ico5.janison.com/ed/subjects/edgi911w/readings/ertmerp1.pdf

Felder, R. M. & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf

Giannoukos, I. Lykourentzou, I., Mpardis, G., Nikolopoulos, V., Loumos, V. & Kayafas, E. (2008). Collaborative E-learning Environments Enhanced by Wiki Technologies.  Paper presented at the 1st International Conference on Pervasive Technologies Related to Assistive Environments. Retrieved from http://cpe.kmutt.ac.th/~fay/files/prob/wiki.pdf

Koohang, A. (2009). A learner-centered model for blended learning design. International Journal of Innovation and Learning, 6(1), 76-91.

Koohang, A. & Harman, K. (2005). Open Source: A metaphor for E-Learning. Informing Science Journal, 8, 75-86. Retrieved from http://inform.nu/Articles/Vol8/v8p075-086Kooh.pdf

Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009). E-Learning and Constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 91-109. Retrieved from http://www.learningdomain.com/MEdHOME/WEB-BASED/Learning.Actiivty.pdf

Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50, 449-462. Retrieved from http://learnergeneratedcontexts.pbworks.com/f/Ecology%2520of%2520Resources%252008.pdf

Mergel, B. (1998). Instructional Design & Learning Theory. Retrieved from  http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm