Creating a Wiki and a Website

I'm yet to put anything substantial in these, but I've created them, and that's the first step right?

My Wiki

My Website

So, I now have a Blog, a Wiki and a Website. At this stage, I'm convinced I have more Information Communication Technologies than I have information!

As a side note, I found a funny little clip on Blogs vs Wikis made by someone with too much time on their hands.

An e.learning Design Framework

Having read a little around Bloom's Taxonomy and Learning Engagement Theory, it's now up to me to design my own Learning Design Framework to "support excellent e.learning". So, here goes...

Bloom's Taxonomy (actually, Bloom's Revised Taxonomy) appeals to me because it is logical and systematic. It defines a process of learning, and the progression from one type of thinking skills to the next  is intuitive and makes sense. The concept that each stage is an integral step, and perhaps even a prerequisite, for progressing to thinking skills in subsequent stages also provides a practical model for structuring learning experiences. The interdependent nature of the different categories of thinking skills can be summarised like this:

• Before we can understand a concept, we have to remember it;
• Before we can apply the concept we must understand it;
• Before we can analyse it we must be able to apply it;
• Before we can evaluate its' impact we must have analysed it;
• Before we can create we must have remembered, understood, applied, analysed and evaluated.

While Bloom's Taxonomy is useful in providing a framework for thinking about learning (as well as for me, ultimately, teaching), it might not be the whole picture. Another theory relevant to contemporary teaching and learning is Learning Engagement Theory. This model is sold as noe for leanring in technology based environments, and the major premise is that learners must be engaged in order for effective learning to occur. To be engaging, learning experiences should emphasise collaborative efforts, be project-based, and have an outside, non-acdemic focus. The role of technology in this theory is to facilitate all aspects of engagement, to ultimately help make learning creative, meaningful and authentic.

I appreciate the applicability of this model to learning and teaching in the 21st century. It is easy to see the parallels between this and constructivism. However, I am left feeling that this model may be a little ambitious for some clasroom activities. For example, activities that require rote memorisation such as times-tables. It is a nice idea that all classroom activities could be project-based and link to a bigger task with real-world application. But I think the reality is that not everything will align with a larger, culminating task.

I have attempted to integrate Bloom's Taxonomy and Learning Engagement Theory to come up with a potential framework to "support excellent e.learning". It's essentially just a mash of the two models. Hopefully, you can access it here.

Reflection: Mobile Phones in Education wiki

With a busy week ahead of me - doing some IQ testing at work and preparing to go and see the accountant to do two years with of tax! - I decided to get a head start on the Week 2 activities. So, on Saturday and Sunday evenings I sat down and ploughed through the readings/viewings and got stuck into the wiki activity for the week - complete a reading or two around the issue, and then participate in a discussion about mobile phones in education, using de Bono's six thinking hats to frame the discussion and look at the issue from a variety of perspectives.

When considering the issue of using mobile phones as learning tools and looking around for different takes on the matter, I also came across a few interesting videos on YouTube. There are some people out there clearly very excited about the possibilities of making use of this ICT in education, and after watching this video on YouTube, I must admit - I got a little excited too! 

Since I had gotten in early this week to start the course readings and activities, it turned out I was the first to post to the wiki! So, I chose three of de Bono's six thinking hats (Black: Negative; Blue: Process; and Red: Intuitive) and posted some thoughts. Then, it was a case of waiting a few days to read others' perspectives on the use of mobile phones in education, wearing the same three hats I had, as well as the other three hats.

Ok, so now it's been a few days, and I've gone back and read others' responses. It was interesting, and here are my reflections...

Reflections:
My learning: The 'six hats' approach generated some interesting ideas. I know, for me it was useful to take a contentious issue (and one that I am still on the fence about) and consciously look at it from different perspectives. I found it interesting that the 'hat' with the most ideas posted against it so far is the black: Negative. The feeling I get from reading the wiki responses is that the majority of people see the use of mobile phones in education as a complicated but probably inevitable integration. Also, it should be seen as a long term initiative, one that will require a lot of thought around policies, funding and teacher training to ensure a successful implementation.

Potential for my learners: Using a wiki was a very useful way of learning of others' views on the issue. Given the flexible delivery of the ICTs for Learning Design course, this is an ideal alternative to conducting a similar discussion within a course lecture or tutorial. In addition, it allows all students the opportunity to participate to the discussion. 

Constructivism: Learners take an active role in the learning process, acquiring information for themselves and processing that information in a subjective way, elements consistent with Constructivism

Cognitivism: Using de Bono's six hats is a way of organising thoughts and information, a way of taking the task of 'Discuss the use of mobile phones in education' and breaking it down into manageable chunks. In addition, the task required students to 'present and defend opinions by making judgements about information', and this type of thinking is congruent with higher order thinking (i.e. Analysis) in Bloom's Cognitive Taxonomy.

Behaviourism: I can't think of any.

Connectivism: Consistent with the principles of Connectivism, this wiki activity worked on the assumption that (1) learning and knowledge rests in diversity of opinions, (2) nurturing and maintaining connections is needed to facilitate continual learning.

Reflection: Learning Theories Wiki

So, I've read and digested a few articles on the learning theory my kiwi-study-buddy and I chose - Cognitive Constructivism. I read information on the site that was provided on the topic. However, I felt like I needed to read more to get a better understanding of the theory, so I went google-ing. I also found information on Cognitive Constructivism on a University of California, Berkeley site and made use of this too. Along with that lovely study-buddy of mine, we analysed the Cognitive Constructivism learning theory by way of a PMI.  Other pairs of students read and analysed other learning theories, such as Behaviourism and Connectivism to name a few. All pairs then posted their PMIs to the course Moodle site to share.

I understand this a Jigsaw approach to learning, a constructivist teaching method. In a jigsaw classroom, learners are divided into groups, assigned and given responsibility for specific tasks as part of a larger task or project, once they have completed those, the groups reform and share their results and the project can then be completed. It is a cooperative learning strategy that promotes responsibility of learners.

Now, having complete the Learning Theories Wiki, I am ready to look at the third row of the Blog Reflections Scaffold table and answer my reflection questions

Reflections:
My learning: It was interesting to read about a theory and then, rather than just summarise it, complete a PMI for it. It required us to understand AND analyse the theory, rather than just simply be able to explain it. As a Psychologist, I am familiar with the cognitivist approach, and the ideas of cognitivism sit well with me. I appreciate that human nature is often more complex than cognitive theories can explain, though I find them a useful tool for framing my thinking about others' thoughts and behaviours. I am yet to go through and read all of the other pairs' PMIs. I suspect however that I will ultimately be reading the theories myself anyway to gain a more thorough understanding in preparation for Assessment Task 1. I am also aware that the other pairs' PMIs are a subjective analysis of the the different learning theories, and I would prefer to conduct my own personalised analysis of a theory in forming my own Learning Design Framework.
Potential for my learners: I can see that a PMI would be useful for my learners, as it requires them to think more deeply about the information they are presented with.

Constructivism: The Jigsaw learning approach.
Cognitivism: Bloom's cognitive taxonomy is a classification of learning behaviours, proceeding from the simplest functions to more complex ones. The PMI strategy allows learners to move from the Knowledge and Comprehension learing behaviours to the Application and Analysis levels .Behaviourism: I can't think of any.

Connectivism:  To gain an appreciate for the different learning theories, students accessed a variety of online resources. Student pairs shared knowledge and understanding of learning theories through the wiki on the course Moodle site. Other students pairs could gain access to analyses of the learning theories that others student pairs had completed. These aspects of the Learning Theories Wiki activity draw on elements of a Connectivism approach to learning.
Diversity: After having read brief overviews of the different learning theories, students were given the opportunity concentrate on a learning theory of their choice. The pairing activity perhaps suited Active learners more than Reflective learners, though the opportunity to complete the pair work through a variety of methods (eg. face-to-face, telephone, email) helped to cater for both Active (like group work and discussing and explaining things to others)and Reflective learners (prefer to work alone, and to think things through quietly first).
eLearning: The varous readings/viewing available used mullti literacies on a variety of web sites

Reflection: Blog Reflections as a Journal

Ok, time again to reflect. I've made my way through the learning activities and blogged my heart out for Week 1. It's taken me until 2am, though I thought it was best to keep going while I was on a roll - a decision that might not seem as wise when the children wake me at 6am!

So, this puts me at the second 'row' of the Blog Reflections Scaffold and I am reflecting on theprocess of using my blog as something of a learning journal. Going through the various learning activities and blogging about them actually wasn't too bad in the end. I'm quite sure I have put in more detail than I needed to, a habit I find hard to resist. However, since no one is compelled to read it all, I figure it's really up to me, and if it helps my learning, throw it in! Anyway, now to answer the questions...

Reflections:
My learning: First, I suppose a large part of the value of blogging about my learning, was that I actually went and tried to learn something! To know that I will be blogging about it and other people could potentially read my thoughts made me think that little bit harder about it all. I am also motivated by the fact that other students are doing the same thing as me, and I'm looking forward now to going and reading some of my peers' blogs to compare perspectives.
Potential for my learners: Sharing perspectives could aid learners' understanding of concepts. Blogging in the classroom might offer learners with opportunities to network and work collaboratively on tasks in a way different to traditional group work. Blogging could also be used as a method on instruction for students, to allow for more self paced learning. Using blogging as an instruction method would also allow for a more seamless integration of ICTs in learning experiences.
Constructivism: Completing the online learning styles and multiple intelligence assessments provided information about self which students could then assimilate with their existing self image.
Cognitivism: Many questions posed to students, requiring students to think about and evaluate and analyse information rather than simply 'taking it in'
Behaviourism: 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.
Connectivism:  Sharing thoughts and experiences of activities through the blog, reading others' blogs and fellow students following my own blog. For the 21st Century Learner activity, made use of an information network to read about different perspectives.
Diversity: Visual and verbal learners are catered for, with readings and videos; there are independent as well as partnered activities in Week 1; the course materials are set out so that one could go from top to bottom, reading and completing activities (sequential learners), or jump from one section to the other since sections are independent (global learners).
eLearning: The use of multi literacies - web videos, online articles, online assessments, online discussion and collaborations with peers

21st Century Learners

Some thoughts after having read the articles about 21st Century Learners.

Prensky (2001) was interesting to read. The simplicity of the idea of natives and immigrants was easy to understand, and his examples are easy to relate to (eg. the "Did you get my email" phone call). However, as I read on the dichotomy seemed too prescriptive. The two groups were presented almost as polar opposites. Furthermore, each group was described as homogenous. This seems to contradict research into personality and individual differences, not to mention learning styles. The description in the Prensky (2001) article would suggest that all digital immigrants are reflective, sensing, verbal and sequential learners, while all digital natives are ative, intuitive, visual and global learners. He then goes on to make recommendations for teaching these digital natives based on those characteristics. This struck me as a 'one-size-fits-all' approach (a point then mentioned in the Thrupp (2009) paper).

While the descriptions of the two groups seemed to me too generalised, I did take from the Prensky (2001) article the point that it is both the methodolody and the content that need to be reconsidered for teaching in the 21st century. For methodology, I don't agree that there is a new, one best way of teaching, as Prensky (2001) suggests. But rather, I think teachers need to build new technologies and methods into their teaching, and consider alternative, more contemporary approaches. In terms of content, I appreciate the distinction between 'legacy' and 'future' content. I have often myself questioned the relevance of that 'legacy' contect to learners today. As a teacher, it is necessary to work within the current curriculum, and there is bound to be 'legacy' content to cover. However, it will probably also be the case that I can look for opportunities to introduce 'future' content that will meet curriculum requirements just as well as 'legacy' content.

Prensky's second article (Prensky, 2005) presented the 'engage or enrage' argument. I take from that article the point that teachers need to consider new ways of engaging students, of embracing the digital technologies the students use, harnessing this, and making use of them where possible to enhance learning. Again, Prensky (2005) is over generalising and assuming one set of characteristics for the entire learner cohort. I don't believe every learner's experience of digitial technologies is the same. I also don't think the sweeping statements suggesting that all of today's learners have "short attention spans for the old ways of learning" is accurate.

I find I tend to consider how school, teachers and the learning done is preparing learners for life after school. The technologies that Prensky (2005) cites today's learners using are largely leisure activities. They are continually stimulated and entertained with these technologies. However, the reality is that everyday life and work is not like that. I think learners also need to develop the skills required for dealing with the less stimulating task and activities of working life. For example, in my work as a Psychologist I write many reports. It's not stimulating, but I have the conscientiousness to sit there nonetheless and write them.

The Margaryan and Littlejohn (2008) and Thrupp (2009) papers I felt were much more objective and realistic about the issue. As Margaryan and Littlejohn (2008) put it, "although the calls for radical transformations in educational approaches may be legitimate it would be misleading to ground the arguments for such change solely in students’ shifting expectations and patterns of learning and technology use" (p. 1). Thrupp (2009) notes that learners experiences of ICTs are varied, and that "one label is not applicable to all learners" (p. 1). Rather, ICT knowledge and use should be viewed as another form of diversity to consider when designing learning.

Multiple Intelligences

Having completed a Multiple Intelligences assessment based on Gardner's eight multiple intelligences (completed online at this website) my (albeit self-reported) predominant intelligences are:

• Logical - Number Smart: You may be number smart. You will be good at mathematics and other number activities; you are also good at solving problems. This is sometimes called being Logical smart.
• Intrapersonal - Myself Smart: You may be myself smart. You will know about yourself and your strengths and weaknesses. You will probably keep a diary. This is sometimes called being Intrapersonal smart.
• Visual/Spatial - Picture Smart: You may be picture smart. You will be good at art and also good at other activities where you look at pictures like map reading, finding your way out of mazes and graphs. This is sometimes called being Visual/Spatial smart.

How would I use information about Multiple Intelligences of my learners to inform my Learning Design?

Understanding the predominant intelligences in the classroom will help to guide the types of activities to use when teaching ideas and concepts. For example, if there is a predominance of the Word Smart, build in opportunities for independent reading and reading aloud, for composing a variety of text types on the subject. If there is a predominance of Music Smart,  design learning experiences that appeal to this. For example, find songs around the themes being taught, perhaps design a culminating task that requires learners to write a song on a topic.

Learning Styles

1. What is your learning style? What sorts of learning experiences would suit you best with your learning style?

      Results for: Sarah Manttan

      ACT                                              X    REF

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      SEN          X                                        INT

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      VIS  X                                                VRB

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      SEQ          X                                        GLO

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

Based on my responses to the Felder and Soloman Index of Learning Styles Questionnaire, I:

• have a very strong preference towards a Reflective learning style
• I do prefer working alone rather than collaborating with others.I prefer to think about tasks and activities quietly first, tending to want to think things through before commencing. I do recognise that at times I can spend too much time reflecting when it would be wiser to get started.
• am very strongly inclined to be a Visual learner
• I have a good visual memory, and in my studies in the past I know I have remembered best what I have seen. I appreciate diagrams, sketches, schematics, flow charts, or any other visual representation of course material. Often when planning my responses to assessment tasks, I will map out with pen and paper what I am going to cover.
• have a moderate preference for Sequential learning
• I am quite an organised and methodical person, and I do find I learn new concepts more easily when they can be understood as linear steps. When approaching tasks, I will consider the detail of what I need to do and what order everything needs to be done in. I can sometimes focus on the ‘steps’ and lose sight of the bigger picture.
• a moderate tendency to take a Sensing approach to learning
• I’m quite an objective person and I prefer concentrating on facts and hard data. When considering theories and approaches, I probably prefer well-established methods to experimental of unconventional ones. I appreciate learning concepts and methods that have real world relevance – that is, I can see how they apply in practice and how I could use them.

No surprises here really, I think by now I've done enough of these types of assessments to forecast my results. In my work as a Psychologist I have also completed a number of personality assessments, along with quite a bit of self analysis to go with the results of those! I suppose, therein lies the downfall of self report instruments - I created those results!

2. In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?

A few ideas:

• Balance opportunities for group work and independent work
• Present information both verbally and visually - explain information and concepts to learners, but also show them the information and concepts (eg. graphic organisers)
• Provide learners with an overview of what we will do in each lesson (i.e the steps) as well as talk about the overall aim and outcome of the lesson
• Be prepared to discuss ideas and concepts at a theoretical level, as well as a real-world, practical level

3. With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?

A few ideas:

• Profile learner cohort (perhaps using online assessments) and design learning experiences that cater to preferences within the cohort. for example:
• Use IWB functionalities for visual learners, Avatars for verbal learners
• Provide social networking opportunities for active learners, independent blogging opportunities for reflective learners
• Find internet resources that illustrate the real world relevance of information and concepts for sensing learners
• Set up online courses that step learners through a series of lessons or activities for sequential learners, use a more randomised approach for global learners, where they can choose to approach tasks in whatever order they wish

4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?

• Do you prefer to work on your own, or with others?
• Would you rather think things through before you start something, or get started and see what works?
• Do you prefer to think about new ideas and information, or get hands on and do something with it?
• Do you like coming up with new ways of doign things, or would you rather just know the 'right way' of doing things?
• Do you enjoy learning facts and details about something, or would you rather think about things as a whole?
• Do you enjoy thinking about possibilities, or do you need to know how information related to the 'real world'?
• Would you rather your teacher teach you something new by telling you about it, or showing you diagrams or pictures about it?
• Would you rather read or be read a book, or watch the movie?
• Do you like your teacher to go through things step-by-step?

Reflection: The Profile Wiki

Ok, quick blog about the first Activity we were to complete - a posting in the 'The Profile' wiki. This was a Week 0 activity. A little nerve racking to open up Moodle ready to get started in Week 1, only to find I'm already behind! The activity was a quick one - provide some information about yourself for other students to read. I do wonder how many students will be trolling though the profiles reading them...

Reflections:
My learning: It was interesting to sit and fill in the template provided for my profile. I appreciated having the template, as otherwise I would have been at a loss for what to write. It was difficult to answer some of the fields though without giving it some thought.
Potential for my learners: "Tell me about yourself" activities could be difficult for some learners. Offering a template which prompts thinking may help.
Constructivism: Scaffolding by providing template
Cognitivism: 'Chunking' information about students in profiles.
Behaviourism: Offers opportunity for students to starting posting to a wiki with a relatively simple exercise, receive feedback (i.e. the profile is posted), behaviour is reinforced
Connectivism: Establishing contacts for future learning networks between students

My head hurts!

I'm lost. I have confused myself about this blogging thing and what exactly it is I am supposed to be blogging about. I've been looking for something that tells me, step-by-step, what it is we are expected to be doing with our blog and the myriad of activities on Moodle (spot the Sequential Learner!).

 

So, anyway, let's just try to make a start. I'm using the Blog Reflections Scaffold that was sent out as my guide, and hoping it all starts to make sense as I put the first pieces together. The reflections will be based around the following questions (where relevant):

• My own learning with this activity: What was it's value to me as a learner?
• Potential for my learners: How could this strategy be used to support the learning of your students?
• Constructivism: Does this activity have any visible elements of constructivism?
• Cognitivism: Does this activity have any visible elements of cognitivism?
• Behaviourism: Does this activity have any visible elements of behaviorism?
• Connectivism: Does this activity have any visible elements of connectivism?
• Diversity (learning preferences, contexts etc): Does the design of this activity support a diverse range of students? How?
• eLearning and digital pedagogy: How could the design of this acitivty, as an online e-Learning strategy, support learning?

The start of something...

As a mother of three little ones, I have learnt to make the most of the time I get to myself. Today is the first day all three kids are at day care. The house is so quiet, but I am using the opportunity to catch up with my readings and activities. First job on the list was to create my Profile and post it in the appropriate Wiki. Done. Next, to create my Blog. Done. This is where you come in...

I am now ready to blog my way through ICTs for Learning Design!