"What is the possible role of ICTs in changing learning Design in Education from a teacher-centred to student centric paradigm?"
Widely researched, learning is best achieved by applying knowledge, a process in stark contrast to previous paradigms of rote learning and teacher-centeredness. Student-centred learning, a central concept of Learning Management, is identified as not only the way to skill learners for a changing society, but also to ensure life long learning (Smith et al. 2003). As the very nature of using ICTs is through application, they essentially provide a means of closing the gap between knowing and doing. They are also at the heart of today’s “knowledge economy” (refer to: http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html ). Therefore, the role that ICTs can play in changing learning design in Education from a teacher-centred to a student centric paradigm is pivotal.
My personal educational experience spanned the 1970s and 1980s, where Teacher-centric frameworks held curriculum focus as the essence of the students’ learning journey. So ICTs and their place in education were foreign concepts to me as I have discussed here. Since embarking on my own Teaching and Learning journey recently though, my view of Education has been irreversibly changed to extend to and include ICTs and their place in today’s world and Education: http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html .
I will be including ICTs to enhance my teaching pedagogy because of, but not restricted to, the fact that technology offers empowerment to learners over their own learning, elicits creativity, and gives immediacy to the receipt of information, resulting in enhanced learner engagement in the learning process. It also enables learning managers to facilitate the learner’s learning experiences as opposed to ‘dictating’ it. http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html .
Furthermore, technology is interactive, cooperative and collaborative by nature, as outlined in Kearsley & Shneiderman’s Engagement Theory of RELATE-CREATE-DONATE (1999). George Lucas backs this up when he shares, “... [c]hildren learn out of curiosity...”. Interaction with each other and their real world is how they ... learn best ...”. So, as outlined in Lynch's (8LMQs) Eight Learning Management Questions (2003), knowing your learners and what they know, how they learn and the knowledge to apply relevant learner style, personality (Mazlow & Jung) and intelligence theories (8MI & Emotional/Social) will ultimately lead to the ability to become an effective Learning Manager and facilitate the delivery of ICT pedagogy that will cater for all types of learners and learning personalities. Students will be engaged and their learning enhanced whilst achieving positive outcomes. I have discussed these theories and more here.
With this, I envisage utilising the following ICT tools as follows:
Blogs
Blogs allow learners to be reflective, in charge of, and creative in, the pursuit of their own learning journeys. I will encourage their use as a way of documenting students’ own learning journeys electronically instead of with paper and pen. I would also use blogs for professional interaction and discourse between my learners, myself and my peers. See: http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html and http://kylieslearningjourney.blogspot.com/2010/03/blogging-and-wikis-in-education.html.
Wikis
Wikis would aid my language courses - students could collect and share vocabulary words, cultural information, informative videos, and photos and have a place to interact together. They would also be useful as a simplified type of e-portfolio or a place where students would be able to work together whilst physically distanced i.e.: work on a Problem Based Learning Task or group task or in collaboration with a Japanese class! Working from school, home or overseas collaboratively on the wiki – anywhere, anytime.
E-portofolios
E-portfolio systems are all encompassing, user friendly and capable of meeting the demands of today's economic and educational needs. Their multifaceted purpose of allowing space and long term storage of many types of files along with the ability and facilities to be creative gives the opportunity for collaboration and reflection, allowing flexibility, with easily accessible information and knowledge to anyone, anywhere at anytime. E-portfolio is a tool conducive to life-long learning. See http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html for more information.
A similar tool I have been introduced to is Yola.com where students can create their own webpage, in addition to their interaction with the school’s “VLE” (Virtual Learning Environment) See this posting for more.
Avatars
Avatars can HOOK students to engage them in a topic or authentic tasks, or they can assist sight impaired students and also give students the benefit of creativity and ownership in tasks. I love that they can speak different languages – great for my language classes! They are simple to use and instill fun and confidence. See my examples and more.
IWB (Interactive Whiteboards)
In line with student-centred learning, I would use IWBs for their immediacy of information, ability to be used for classes, groups or individually, their ability for creativity and as students can use a pen or their fingers directly on the touch-screen to add handwritten information they allow for the construction of meaning through the senses of touch listening and sight – see my blog for detailed information.
Flickr and picnik
Two very easy applications to master, I would use these as often as possible for my students to be creative and in charge of their learning, inside and out of the classroom. Making posters, Powerpoint Presentations, making global tours on Google Earth - just about anywhere, anything, anytime. Click here on flickr and picnik for more details and examples in my blog.
Powerpoint (PPT)
As outlined in my blog PPT are simple to use, readily available, allow for creativity, are user friendly, fun and they convey concise information in an organised fashion. A definite inclusion for use by me and for my students to create. I am already using them in class and have structured lesson plans where students will be constructing them (i.e. In my Japanese class, students will research on the net and produce a PPT about Japanese homes).
Google Maps and Skype
A late edition to my experiments, these technological tools are fantastic, free, easily accessible, and easy to use and fulfil the Learning Management criteria as fully student centred tools. I will endeavour to incorporate these whenever I can, with specific reference to my teaching areas of LOTE an SOSE. I will combine them with other tools mentioned, such as flickr.
Netiquette and Rules of Engagement
Finally, in addition to theories and frameworks mentioned throughout my reflective synopsis and blog postings, I want to make quick but important reference to the imperative awarenes and inclusion of Netiquette and Rules of Engagement at two of my postings. Please see http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html and http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html .
In summary, my preconceived notions of what teaching would encompass and how I would be formed as a teacher (which did not include Learning Management and ICTs, but thankfully now do!) prior to undertaking this course of study have been replaced with notions of enthusiasm, Learning Management theories such as Lynch's 8LMQs (2003) and Marzano & Pickering's Dimenions of Learning (2006), Theories of Engagement, Active Learning and concepts of learner styles and personalities, all of which I have discussed in some lenght in all of the blogs noted here . They all centre around my use now of ICTs.
Kylie B
References:
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsely, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Version 4/5/99 retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lucas, J. John Lucas: Sharing his hope for Education at Dreamforce. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Multiple Intelligence. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://www.gp-training.net/training/educational_theory/multint/multint.htm
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
Some Blogs I have posted to:
http://sallyjames2010.blogspot.com/2010/04/everyone-has-story-to-tell.html
http://hannahbotterolearningjourney.blogspot.com/2010/04/editing-images.html
http://nataliearthurgdlt.blogspot.com/2010/03/cyclone-is-learning-experience.html
http://samanthasjourney-gdlt.blogspot.com/2010/04/avatar-not-quite-as-great-as-james.html#comments
http://learningjourneycaro.blogspot.com/2010/04/voki-for-student-centred-lesson-on.html#comments
Comments Received:
http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html
http://kylieslearningjourney.blogspot.com/2010/04/being-specific-role-of-icts-in-second.html
http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html
http://kylieslearningjourney.blogspot.com/2010/04/instant-free-picnik-was-ok-but-is-it.html
http://kylieslearningjourney.blogspot.com/2010/04/communications-systems-evolution.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
http://kylieslearningjourney.blogspot.com/2010/04/avatars-and-education.html
http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html
http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html
Monday, April 26, 2010
Thursday, April 22, 2010
Double Whammy!
I have decided to dedicate a post to one of my recent EPL observations due to the extreme nature of the lesson in relation to lesson success and potential disaster based on ICTs.
When I arrived at my Learning Site (LS) one morning recently, I was greeted with the same warm reguard as usual by my MT (Mentor Teacher). It had been a long morning as my MT had been up since 3am doing final preparations on the lesson for the day's Year 9 SOSE Class. Yet, she indicated that it was no problem to run through it together. The current Unit of Work for this Year 9 class is based on Democracy and the day's Learning Experience (LE) involved looking at the world'd governments.
The students had previously been introduced to the World's Map of Freedom, where they could gain information on different countries in the world and distinguish such traites as who was free and who was not, that the predominantly "not free" countries were poorer and why, which countries were not democracies and what this meant.
In addition to this, my MT had organised some websites for the students to visit to gain relevant information which they had to put into a table. Once they had completed this task, which could be done in pairs, the students were then to open an account with Google Maps and chart the information onto a world map. They were taken through the steps of how to access Google Maps and how to create an account.
Importantly, my MT pointed out some important rules of engagement for the use of ICTs by the students.
1. They were instructed to NEVER USE THEIR SURNAME. And only use their first name if they had to.
2. Always use their school email account.
3. The map they would create had to be made unlisted and not public.
I was impressed to see this part of the lesson for a couple of reasons. In the first instance, I strongly beleive in the extreme importance of my duty of care to these students at all times as their teacher. They are minors and I am responsible for their learning and safety. My MT's delivery of this information also prompted me to recall the importance of Netiquitte and Rules of engagement in a professional sense, something that Scot Aldred (my lecturer for ICTs for Learning Design at CQ Unversity) had highlighted in Residential School in February for the GDLT course and also in the first week of course work of this course - ICTs for Learning Design.
I was in awe at this time about how the learning experience was going. The students were so engaged and the lesson plan was just amazing, a true model of Learning Management where content focus and teacher-centricity had been replaced with pedagogical focus, student centred learning and achievement of successful outcomes (Smith et al., 2003). I could clearly identify how my MT had planned for procedural and declarative knowledge (Marzano & Pickering, ). Also, the different teaching stategies were clear and concise, for example; where MT was placed in the room, introduction to the lesson, instruction stragegies and variations, scaffolding, group work, class focus and behaviour management, to name a few. It was also very interesting to see explicit strategies for classroom management in the computer room (Hoareau. 2004. p7).
What a lesson! I have experienced the high and the extreme opposite of use or reliance of ICTs in the classroom. I believe that a better learning experience could not have been planned, but due to the full reliance on ICTs, it was open to outside forces. The expertise of my MT made sure that a disaster did not occur however, through her confidence and complete understanding of ICTs, the possible dangers of total reliance and good planning. I was grateful to have experienced this lesson and have seen the power of ICTs in engaging learners, giving them immediate information, and allowing them to learn about the world at their fingertips. It has encouraged me even more to open up more possibilities to my learners through use of ICTs in my pedagogy as I was so engaged in the lesson myself. I am confident that if the lights were to go out on my lesson, it will not be the be all or end all. I will be prepared!
Kylie B
Google Maps My Maps: http://maps.google.com.au/
How to Create My Maps in Google Maps: http://www.youtube.com/watch?v=TftFnot5uXw&feature=player_embedded
Horeau, R. (2004). Excellent Web Edventures: An introduction to online learning. Curriculum Corporation. Carlton South. Victoria.
When I arrived at my Learning Site (LS) one morning recently, I was greeted with the same warm reguard as usual by my MT (Mentor Teacher). It had been a long morning as my MT had been up since 3am doing final preparations on the lesson for the day's Year 9 SOSE Class. Yet, she indicated that it was no problem to run through it together. The current Unit of Work for this Year 9 class is based on Democracy and the day's Learning Experience (LE) involved looking at the world'd governments.
The students had previously been introduced to the World's Map of Freedom, where they could gain information on different countries in the world and distinguish such traites as who was free and who was not, that the predominantly "not free" countries were poorer and why, which countries were not democracies and what this meant.
In addition to this, my MT had organised some websites for the students to visit to gain relevant information which they had to put into a table. Once they had completed this task, which could be done in pairs, the students were then to open an account with Google Maps and chart the information onto a world map. They were taken through the steps of how to access Google Maps and how to create an account.
Importantly, my MT pointed out some important rules of engagement for the use of ICTs by the students.
1. They were instructed to NEVER USE THEIR SURNAME. And only use their first name if they had to.
2. Always use their school email account.
3. The map they would create had to be made unlisted and not public.
I was impressed to see this part of the lesson for a couple of reasons. In the first instance, I strongly beleive in the extreme importance of my duty of care to these students at all times as their teacher. They are minors and I am responsible for their learning and safety. My MT's delivery of this information also prompted me to recall the importance of Netiquitte and Rules of engagement in a professional sense, something that Scot Aldred (my lecturer for ICTs for Learning Design at CQ Unversity) had highlighted in Residential School in February for the GDLT course and also in the first week of course work of this course - ICTs for Learning Design.
I was in awe at this time about how the learning experience was going. The students were so engaged and the lesson plan was just amazing, a true model of Learning Management where content focus and teacher-centricity had been replaced with pedagogical focus, student centred learning and achievement of successful outcomes (Smith et al., 2003). I could clearly identify how my MT had planned for procedural and declarative knowledge (Marzano & Pickering, ). Also, the different teaching stategies were clear and concise, for example; where MT was placed in the room, introduction to the lesson, instruction stragegies and variations, scaffolding, group work, class focus and behaviour management, to name a few. It was also very interesting to see explicit strategies for classroom management in the computer room (Hoareau. 2004. p7). And then ...
We were only half way through the lesson, with still 30minutes remaining when, during MT instruction on the Data Projector, things started to slow down considerably. Then, students were beginning to have problems - and yes, THE LIGHTS WENT OUT. That is to say, the Internet Service went down. There was nothing further that could be done.
Alas, in true professional and experienced style, my MT had prepared for the following lesson and, due to the full reliant nature on ICTSof this current lesson, had brought it along as a Plan B. Ever so smoothly, under the insruction of the MT, the class abandoned computers for the time being and threw themselves into a reading and group answering task based on a hand out that the MT had prepared earlier.
What a lesson! I have experienced the high and the extreme opposite of use or reliance of ICTs in the classroom. I believe that a better learning experience could not have been planned, but due to the full reliance on ICTs, it was open to outside forces. The expertise of my MT made sure that a disaster did not occur however, through her confidence and complete understanding of ICTs, the possible dangers of total reliance and good planning. I was grateful to have experienced this lesson and have seen the power of ICTs in engaging learners, giving them immediate information, and allowing them to learn about the world at their fingertips. It has encouraged me even more to open up more possibilities to my learners through use of ICTs in my pedagogy as I was so engaged in the lesson myself. I am confident that if the lights were to go out on my lesson, it will not be the be all or end all. I will be prepared!
Kylie B
Google Maps My Maps: http://maps.google.com.au/
How to Create My Maps in Google Maps: http://www.youtube.com/watch?v=TftFnot5uXw&feature=player_embedded
Horeau, R. (2004). Excellent Web Edventures: An introduction to online learning. Curriculum Corporation. Carlton South. Victoria.
Tuesday, April 20, 2010
Being Specific: The Role of ICTs in Second Language Acquisition
As set down by the Australian Government, LOTE (Languages Other Than English) is identified as one of the eight Key Learning Areas for curriculum in Australian Schools. As such, it plays an important role in the educational opportunities and outcomes for young Australian learners through its provision of choice and variation for different types of learners and personalities in education.
Importantly here, as Brown (1994) points out, acknowledgement that Second Language Acquisition is a complex process is imperative to teaching it and underlines the success of acquiring it. In addition to theories of learning in general, second language acquisition also takes culture into account as an integral part of the learning process. Brown goes further to describe, with reference to research carried out by linguists (see Lado 1957) and anthropologists (see Burling 1970):
"... [c]ulture, as an ingrained set of behaviours and modes of perception, becomes highly important
in the learning of a second language. A language is part of a culture and a culture is part of a
language; the two are intricately interwoven so that one cannot separate the two without losing
significance of either language or culture. The acquisition of a second language ... is also the acquisition
of a second culture" (p165).
Thus, taking this into perspective here, deep understandings of the world around us and the ability to acquire the skills necessary to succeed in this environment are imperative. Knowing and understanding other cultures will bridge gaps, which can be seen from a light hearted but pointed perspective in the following short film.
As the world economy continues to evolve at a rapid pace, globalisation has seen many major corporations move from being centred in one country to becoming global, non-localised entities. And so the change in skills acquired by learners needs to reflect this. Learners must acquire and produce skills that are, as described by Heath (2001), based on Mode 2 knowledge characteristics such as:
- produced in the context of application
- transdisciplinary
- heterogeneous in terms of the skills and experience brought to it
- produced on diverse sites
- characterised by the production in teams
- subject to social accountability and reflexivity
- subject to the quality control of market acceptability as well as peer review
- global or non-localised. (p3)
As per the gold fish in the short film above, learners must be able to understand and interpret the world around them and understand different cultures and how they operate. Understanding culture equals being able to acquire a new language. Benjamin Bloom et al (1964) are discussed by Brown (1994) as having devised an extended definition of what is known as The Affective Domain. This theory outlines that "...understanding how human beings feel and respond and believe and value is an exceedinlgy important aspect of ...second lanaguage acquitision" (p136)
With this in mind, I was fortunate enough to attend a Japanese cultural day today that was organised by LOTE Teachers from local Catholic and Private Secondary High Schools in Mackay. This "Let's try in Japanese!" day was hosted by CQ University Mackay Campus and gave Year 10, 11 and 12 students from a number of local high schools the chance to celebrate their learning of Japanese in a cultural way, with traditional Japanese activities and access to native speakers of the language.
CQ University offers Japanese at Tertiary level at their Rockhampton campus, and their invovement in the day offered the opportunity of giving information to the school students that would assist them in making informed decisions about their future when the time comes. The way that this course engages learners in real learning tasks was very impressive. The students communicate with Japanese students and Universities through the use of Skype, giving the Australian students first hand, authentic learning experiences and environment. These learning opportunties certainly reflect the RELATE-CREATE-DONATE technology based teaching and learning theory of Engaged Learning presented to us by Kearsely and Shneiderman (1999).
Although the possibility of using such techniques in my Learning site at the current time is not available, this is certainly an area that is being looked into. As pointed out in a previous blog, some students already have access to tablet notebooks (laptops with internet access). For the moment however, days such as these cultural days are imperative to enhancing motivation in learning languages and, as discussed above, highlighting the importance of cultural understanding and participation in second language acquisition. These can be seen as outlined in the Dimensions of Learning, #1 Attitudes and Perceptions and #5 Habits of Mind (Marzano & Pickering. 2006).
The students were able to practice their language skills between each other and also with native Japanese speakers from within their own community and also from CQ University's Rockhampton campus' Japanese Language courses. This was done in a fun and friendly environment whilst participating in such traditional and educational cultural activities as "Nihongo no yakyu" (Japanese baseball language game), "hanko" (making an official Japanese seal - personal signature), "origami" (art of paper folding), "kimono" (dressing in tradional Japanese costume), "shyodo" (Japanese calligraphy) and the practice and delivery of a Japanese play and traditional song, to name a few. A fantastic day was had by all.
I have attempted my first Mahara e-portfolio view if you would like to take a look - http://cqu-mahara.netspot.com.au/view/view.php?id=2774.
Thankyou
Kylie B
Brown, H. (1994), Principles of Language Learning and Teaching. 3rd Ed. Tina Carver. New Jersey.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
The Importance of being Bilinugual: http://www.youtube.com/watch?v=-55ElceKpV0&feature=related
Importantly here, as Brown (1994) points out, acknowledgement that Second Language Acquisition is a complex process is imperative to teaching it and underlines the success of acquiring it. In addition to theories of learning in general, second language acquisition also takes culture into account as an integral part of the learning process. Brown goes further to describe, with reference to research carried out by linguists (see Lado 1957) and anthropologists (see Burling 1970):
"... [c]ulture, as an ingrained set of behaviours and modes of perception, becomes highly important
in the learning of a second language. A language is part of a culture and a culture is part of a
language; the two are intricately interwoven so that one cannot separate the two without losing
significance of either language or culture. The acquisition of a second language ... is also the acquisition
of a second culture" (p165).
Thus, taking this into perspective here, deep understandings of the world around us and the ability to acquire the skills necessary to succeed in this environment are imperative. Knowing and understanding other cultures will bridge gaps, which can be seen from a light hearted but pointed perspective in the following short film.
As the world economy continues to evolve at a rapid pace, globalisation has seen many major corporations move from being centred in one country to becoming global, non-localised entities. And so the change in skills acquired by learners needs to reflect this. Learners must acquire and produce skills that are, as described by Heath (2001), based on Mode 2 knowledge characteristics such as:
- produced in the context of application
- transdisciplinary
- heterogeneous in terms of the skills and experience brought to it
- produced on diverse sites
- characterised by the production in teams
- subject to social accountability and reflexivity
- subject to the quality control of market acceptability as well as peer review
- global or non-localised. (p3)
As per the gold fish in the short film above, learners must be able to understand and interpret the world around them and understand different cultures and how they operate. Understanding culture equals being able to acquire a new language. Benjamin Bloom et al (1964) are discussed by Brown (1994) as having devised an extended definition of what is known as The Affective Domain. This theory outlines that "...understanding how human beings feel and respond and believe and value is an exceedinlgy important aspect of ...second lanaguage acquitision" (p136)
With this in mind, I was fortunate enough to attend a Japanese cultural day today that was organised by LOTE Teachers from local Catholic and Private Secondary High Schools in Mackay. This "Let's try in Japanese!" day was hosted by CQ University Mackay Campus and gave Year 10, 11 and 12 students from a number of local high schools the chance to celebrate their learning of Japanese in a cultural way, with traditional Japanese activities and access to native speakers of the language.
CQ University offers Japanese at Tertiary level at their Rockhampton campus, and their invovement in the day offered the opportunity of giving information to the school students that would assist them in making informed decisions about their future when the time comes. The way that this course engages learners in real learning tasks was very impressive. The students communicate with Japanese students and Universities through the use of Skype, giving the Australian students first hand, authentic learning experiences and environment. These learning opportunties certainly reflect the RELATE-CREATE-DONATE technology based teaching and learning theory of Engaged Learning presented to us by Kearsely and Shneiderman (1999).
Although the possibility of using such techniques in my Learning site at the current time is not available, this is certainly an area that is being looked into. As pointed out in a previous blog, some students already have access to tablet notebooks (laptops with internet access). For the moment however, days such as these cultural days are imperative to enhancing motivation in learning languages and, as discussed above, highlighting the importance of cultural understanding and participation in second language acquisition. These can be seen as outlined in the Dimensions of Learning, #1 Attitudes and Perceptions and #5 Habits of Mind (Marzano & Pickering. 2006).
The students were able to practice their language skills between each other and also with native Japanese speakers from within their own community and also from CQ University's Rockhampton campus' Japanese Language courses. This was done in a fun and friendly environment whilst participating in such traditional and educational cultural activities as "Nihongo no yakyu" (Japanese baseball language game), "hanko" (making an official Japanese seal - personal signature), "origami" (art of paper folding), "kimono" (dressing in tradional Japanese costume), "shyodo" (Japanese calligraphy) and the practice and delivery of a Japanese play and traditional song, to name a few. A fantastic day was had by all.
I have attempted my first Mahara e-portfolio view if you would like to take a look - http://cqu-mahara.netspot.com.au/view/view.php?id=2774.
Thankyou
Kylie B
Brown, H. (1994), Principles of Language Learning and Teaching. 3rd Ed. Tina Carver. New Jersey.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
The Importance of being Bilinugual: http://www.youtube.com/watch?v=-55ElceKpV0&feature=related
Friday, April 16, 2010
EATSIPs: A Small Example with a Big Message
Having just read a very interesting post on Andrew's blog about a great tip on use of pens , I was prompted into recalling a small story of significant value.
I was in the presence of a teacher recently, who had just come back from class quite shocked, but moved. The class had been doing an ordinary/usual class acitivity which included the teacher recording some names on the whiteboard in relation to this activity. One was in black ink , one in red ink , one in green ink and one in blue ink (about the spectrum of colour that standard white board markers come in). One of the students suddently asked "Hey, why is my name the only one written in black?" . Suprised, the teacher turned around to see the owner of the voice grinning at her with a big beautiful Indigenous Australian smile.
I beleive that cultural sensivity on all levels and specifically the importance of acknowledging EATSIP (Embedding of Aboriginal and Torres Strait Islander Perspectives) into our classrooms and our pedagogoy is highlighted here in this simple incident.
Simple example I feel which packs a mighty punch!
Lets all be aware all of the time.
Warm wishes,
Kylie B
I was in the presence of a teacher recently, who had just come back from class quite shocked, but moved. The class had been doing an ordinary/usual class acitivity which included the teacher recording some names on the whiteboard in relation to this activity. One was in black ink , one in red ink , one in green ink and one in blue ink (about the spectrum of colour that standard white board markers come in). One of the students suddently asked "Hey, why is my name the only one written in black?" . Suprised, the teacher turned around to see the owner of the voice grinning at her with a big beautiful Indigenous Australian smile.
I beleive that cultural sensivity on all levels and specifically the importance of acknowledging EATSIP (Embedding of Aboriginal and Torres Strait Islander Perspectives) into our classrooms and our pedagogoy is highlighted here in this simple incident.
Simple example I feel which packs a mighty punch!
Lets all be aware all of the time.
Warm wishes,
Kylie B
Thursday, April 15, 2010
Tablets, Data Projectors, Laptops, Virtual Learning Environments ...
It has been too long since I last blogged! I cannot beleive that only a short while ago I had never blogged, and now I feel loss if I do not! It has been a very long week and my focus has been on other areas of my studies that - for me anyway - have been very heavy work. Then, straight into pre-service practical teaching experiences at my learning site. Talk about nerve racking! One minute I was up to my eyeballs in Essential Learnings, Lesson Management Plans and Lesson Experience Plans (not being able to make head nor tail of where I was supposed to be heading), and the next I was in school watching it all happen in front of me with my head still reeling.
Now, tonight, as I pack to attend to some family business out of town and realise just how much work I still have unfinished, how much work I have ahead of me and how little time I have to all of the above, I am taking a moment to breath and blog and not think too much about the daunting tasks that still lay ahead.
I think that I have travelled a long way with my own journey of being introduced to ICTs and learning about their place in current learning design. I have sat for endless hours trying to understand the whole concept of ICTs in learning design on the large scale, and on individual sections and tools of ICT capabilities on the smaller scale. None the less - it all amounts to a lot of time!
Then, I had the wonderful exerience on my first day of Embedded Professional Learning (EPL) or prac teaching for those of you who may know it by this term. I walked into a Year 10 class who all had "Tablet PCs" and who were prescribing notes from the Data projector onto their tablets. They continued through their lesson in their "ordinary classroom" and ended with a 15 minute task that required finding answers by "googling". Simple, they arranged into pairs and googled collaborating together on the answers as each student searched individually on their own computer - right there and then. Wow, was I impressed!
This is in addition to their teachers actively posting all of the resources, important information, discussions etc onto the school's virtual learning environment. I have been introduced to this virtual learning environment only very breifly and so look forward to looking into and working within it soon.
Then, I was in a Year 10 language class that same afternoon and the lesson started with "I have got something fantastic to show you. This afternoon you are going to create your own avatar on www.voki.com!". Yes, I was excited to say the least, I not only knew what an avatar was but I had actaully created one. I have even created one that spoke Japanese (well maybe two!). Huge thanks to my ICTs Lecturer Scot Aldred! And you know, they were going to do this on their very own tablet PCs which they had brought to class with them also. Well, why wouldn't they - it is their "notebook" after all!
All of this came after observing an additional two classes on this same day where everything was either done on tablet or data projector, involving powerpoint presentations, movies and the like. If I was ever to be totally sold on the value of including ICTs into today's pedagogical strategies of learning management, yesterday was the day.
Just as importantly though is the fact that we must never rely 100% on the dependability of ICTs. Often there are things that can go wrong that are simply out of anyone's control. Students using tablets may not hold capable typing skills to enable them to engage fully in such an environment as the classroom where time is of the essence - we should not take for granted that everyone can type! This can certainly affect the pace of the lesson and thus affecting the learning experience of all in the class. Momentum of the learning experience for those students who can type could soon be lost. Non-engaged students are not beneficial to the behaviour management aspect of a class.
Another interesting subject surfaces when continuing professional discourse on this matter with my MT for Japanese. The school where I am currently based has only just (this year) introduced the tablets for years 4, 7 and 10, as a trial. The year 7 students are completing their studies in a "paperless" learning environment. that is, their teacher does all of their school work on the VLE and they use their laptops. Currently the Year 8 students do not have laptops. Therefore, there is going to be an enormous transition next year when the ICT savy Year 7 students progress to Year 8. Certainly this will not reoccur over and over because as of next year, the Year 8 students will have tablets and the work they do must then be tailored to suit their needs.
In addition, there is always the possibility of power failure or problems with internet connection. Or, even the websites themselves can suffer unforseen problems.
So, love your ICTs. Incorporate them where and when you can as a way of enhancing your pedagogical style and engaging students in many and varied styles and ways of learning to accommodate all types. But, always have a back up plan or two!
Warm wishes,
Kylie B.
Now, tonight, as I pack to attend to some family business out of town and realise just how much work I still have unfinished, how much work I have ahead of me and how little time I have to all of the above, I am taking a moment to breath and blog and not think too much about the daunting tasks that still lay ahead.
I think that I have travelled a long way with my own journey of being introduced to ICTs and learning about their place in current learning design. I have sat for endless hours trying to understand the whole concept of ICTs in learning design on the large scale, and on individual sections and tools of ICT capabilities on the smaller scale. None the less - it all amounts to a lot of time!
Then, I had the wonderful exerience on my first day of Embedded Professional Learning (EPL) or prac teaching for those of you who may know it by this term. I walked into a Year 10 class who all had "Tablet PCs" and who were prescribing notes from the Data projector onto their tablets. They continued through their lesson in their "ordinary classroom" and ended with a 15 minute task that required finding answers by "googling". Simple, they arranged into pairs and googled collaborating together on the answers as each student searched individually on their own computer - right there and then. Wow, was I impressed!
This is in addition to their teachers actively posting all of the resources, important information, discussions etc onto the school's virtual learning environment. I have been introduced to this virtual learning environment only very breifly and so look forward to looking into and working within it soon.
Then, I was in a Year 10 language class that same afternoon and the lesson started with "I have got something fantastic to show you. This afternoon you are going to create your own avatar on www.voki.com!". Yes, I was excited to say the least, I not only knew what an avatar was but I had actaully created one. I have even created one that spoke Japanese (well maybe two!). Huge thanks to my ICTs Lecturer Scot Aldred! And you know, they were going to do this on their very own tablet PCs which they had brought to class with them also. Well, why wouldn't they - it is their "notebook" after all!
All of this came after observing an additional two classes on this same day where everything was either done on tablet or data projector, involving powerpoint presentations, movies and the like. If I was ever to be totally sold on the value of including ICTs into today's pedagogical strategies of learning management, yesterday was the day.
Just as importantly though is the fact that we must never rely 100% on the dependability of ICTs. Often there are things that can go wrong that are simply out of anyone's control. Students using tablets may not hold capable typing skills to enable them to engage fully in such an environment as the classroom where time is of the essence - we should not take for granted that everyone can type! This can certainly affect the pace of the lesson and thus affecting the learning experience of all in the class. Momentum of the learning experience for those students who can type could soon be lost. Non-engaged students are not beneficial to the behaviour management aspect of a class.
Another interesting subject surfaces when continuing professional discourse on this matter with my MT for Japanese. The school where I am currently based has only just (this year) introduced the tablets for years 4, 7 and 10, as a trial. The year 7 students are completing their studies in a "paperless" learning environment. that is, their teacher does all of their school work on the VLE and they use their laptops. Currently the Year 8 students do not have laptops. Therefore, there is going to be an enormous transition next year when the ICT savy Year 7 students progress to Year 8. Certainly this will not reoccur over and over because as of next year, the Year 8 students will have tablets and the work they do must then be tailored to suit their needs.
In addition, there is always the possibility of power failure or problems with internet connection. Or, even the websites themselves can suffer unforseen problems.
So, love your ICTs. Incorporate them where and when you can as a way of enhancing your pedagogical style and engaging students in many and varied styles and ways of learning to accommodate all types. But, always have a back up plan or two!
Warm wishes,
Kylie B.
Friday, April 9, 2010
Instant, Free - Picnik was OK, but is it for me!
Understanding the wonder and simplicity of tools in technology that are at my disposal is enlightening. I appreciate how Scot Aldred, lecturer of the ICT's for Learning Design course at CQ University, has scaffolded this course. From the outset he advised us to "follow the course work and all will be reveiled". Using picnik was very easy and I have included a link to a photograph I have uploaded here. I chose this simple photo as it complements the photos included in my earlier blog on Lamberts Beach.
I have considered the use of images in education from both a technical and pedagogical viewpoint, as is recommended by Scot Aldred in the GDLT ICT's for Learning Design course work.
Technical - how it is developed and distributed.
Pedagogical - how you make it available and your insructional purpose.
Tools for image application and manipulation technically are easy to use, readily available and non cost restrictive.
In a pedagogical sense, the way in which I implement these tools must reflect what my learners already know, what they want or need to learn, how they learn, what they will learn, the desired outcomes of this learning and whether they were positive or not. Certainly applying such tools within the 8LMQs (Lynch. 2003) will assist in these positive outcomes being met.
The purpose for each new tool introduced is becoming very clear and with this, my ability to see how it can be used for my learners. I think the most important revelations for me have been:
1. My learners - for the most part - are conversant in technology. They will most likely be able to teach me more than I teach them. I need to be aware of the prior knowledge and learning experiences, and understand technology today so that I can facilitate their learning and continue on my learning journey together.
2. There are many programmes and possibilities available. Some may cost some money, some may be free. Basically though, there is something for everyone, to suit their prior knowledge, desired outcomes, preferences.
3. These applications are readily and immediately available, with a computer and internet access.
4. They are simple to use and through using them, the learner is developing general skills that will equip them with the ability of life-long learning.
In my own experience, I have followed insructions, made mistakes, rectified mistakes, applied (to varying degress and with varing success) new techniques and ideas. I was aware of using "links" from previous experiences to assist me. That is, the learning can be applied to more that just this task and comes from other learning experiences. I used such high order thinking skills as perserverence, creative thinking, and learn through self discovery and experienced a sense of achievment. These, as outlined in the Dimensions of Learning #1 Attitudes and Perceptions and #5 Habits of mind, lay the essential background for deep learning.
Picnik was very easy to use and it is free. I would, however, like to take a further look at other applications also so that I may make an informed judgement on which I will utilise in the future.
Kylie B
References:
www.picnik.com/
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
I have considered the use of images in education from both a technical and pedagogical viewpoint, as is recommended by Scot Aldred in the GDLT ICT's for Learning Design course work.
Technical - how it is developed and distributed.
Pedagogical - how you make it available and your insructional purpose.
Tools for image application and manipulation technically are easy to use, readily available and non cost restrictive.
In a pedagogical sense, the way in which I implement these tools must reflect what my learners already know, what they want or need to learn, how they learn, what they will learn, the desired outcomes of this learning and whether they were positive or not. Certainly applying such tools within the 8LMQs (Lynch. 2003) will assist in these positive outcomes being met.
The purpose for each new tool introduced is becoming very clear and with this, my ability to see how it can be used for my learners. I think the most important revelations for me have been:
1. My learners - for the most part - are conversant in technology. They will most likely be able to teach me more than I teach them. I need to be aware of the prior knowledge and learning experiences, and understand technology today so that I can facilitate their learning and continue on my learning journey together.
2. There are many programmes and possibilities available. Some may cost some money, some may be free. Basically though, there is something for everyone, to suit their prior knowledge, desired outcomes, preferences.
3. These applications are readily and immediately available, with a computer and internet access.
4. They are simple to use and through using them, the learner is developing general skills that will equip them with the ability of life-long learning.
In my own experience, I have followed insructions, made mistakes, rectified mistakes, applied (to varying degress and with varing success) new techniques and ideas. I was aware of using "links" from previous experiences to assist me. That is, the learning can be applied to more that just this task and comes from other learning experiences. I used such high order thinking skills as perserverence, creative thinking, and learn through self discovery and experienced a sense of achievment. These, as outlined in the Dimensions of Learning #1 Attitudes and Perceptions and #5 Habits of mind, lay the essential background for deep learning.
Picnik was very easy to use and it is free. I would, however, like to take a further look at other applications also so that I may make an informed judgement on which I will utilise in the future.
Kylie B
References:
www.picnik.com/
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
I found my backyard on Flickr!
This is where I live, but I didn't take these photos ... I found them over the internet on flickr!
For me, the two photographs pictured here capture the essence of the beautiful Lamberts Beach at Slade Point in Mackay. This is where I live and I wanted to share with you what my family, friends and I are priveledged enough to enjoy in our quiet corner of the world. I have sat on the this very beach and enjoyed watching the sun go down and the moon rise over the horizon - just as in this photo - with family and friends on many different occassions, whether it was over a lovely camp fire or just from the balcony! These two images courtesy of flickr
And when the sun has risen over another day, I have swum in these beautiful waters with my children and watched them play for endless hours at this quiet paradise, making sand castles or fossicking in the rocks.
Isn't it amazing! Here I am, not even in my home (I am at a computer in the Library of CQ University Mackay Campus as I get a new roof put on my home) and I am downloading photographs of my backyard that a stranger has put onto the internet for the world to share!
This experience with familiarising myself with flikr really brought hometo me, in a practical way, just how information is becoming easier and cheaper. To coin a phrase from my previous blog - "The knowledge Economy in all its glory: an economy of knowledge intensity and the instant availability and affordability of information from around the global (Houghton & Sheehan, 2000)."
I searched for, discovered and then downloaded these photos from the flikr website (with consideration and information about copyright!), and added photos of my own to flikr without it costing me a cent! We have resources through technology at our fingertips and the youth of today, for the most part, know how to use it! The following video which was presented to us by our lecturer Scot Aldred highlights this for us.
This was an experience of 'sharing' and it made me feel that I was part of something, even though I was physically alone. It allowed me to collaborate and become involved. Search, explore apply, create, share, achieve and learn are all the words I associate with this experience. I love the idea that I can access them any time, can share them with family and friends, or the world if I want. Certainly a fantastic example of the CREATE-RELATE-DONATE theory of Engaged Learning offered by Kiersely & Shneiderman (1999).
On a more scholarly note, reflecting back over my GDLT course, as a Learning Manager I have learned that whilst acknowledging their different learning styles and intelligences, I will need to facilitate my learners' learning by designing learning experiences that offer specific content knowledge (curriculum) as well as (not in leiu of) the chance to experience, apply and refine generice skills that will result in them being self-directed and life long learners. Thomas et al. (2008) explain that "We want to give students in our classrooms the tools to develop their undersanding of the world, not just master specific content areas" (p,24).
As outlined in the Problem Based Learning Specifically, these generic skills include as out outlined in the Problem Based Learning information CQ University (Generic Skills section) these skills include:
Problem solving- Cricitical thinking
- Meetacognitin—thinking about your own thinking processes
- Ethics
- Communication
- Information literacy
- Life-long learning.
But, as described by Sinatra (1986), visual literacy is “ ... the active reconstruction of past experience with incoming visual messages to obtain meaning” (p,5). Critical engagement with visual images is also part of a broader concern for creating meaningful learning experiences and humane encounters with students (Giroux 1992, Greene 1995; Sarason 1999). Through the application of working with visual images technologically, Thomas et al (2008) describe that students learn to "...describe, analyse, problem solve, and notice what is significant in a particular discipline or interdisciplinary field" (p,24). They go further to describe how they found that participating in such learning processes gives the learners the opportunity to gain and refind the use of 'tools', much in the way that experts do and such understanding of tool use aids in the development of complex and abstract ideas.
In summary, this is where everything comes nicely totether for me and sits snugly within the theories and ideas presented to us in the world of pedagogical frameworks. Dimensions of Learning - Student-centerdness, life-long learning, higher order and deep thinking, Habits of mind, RELATE-CREATE-DONATE theories of engaged learning, authentic experiences. Attitudes and perceptions, to name a few.
Kylie B.
Daley (2003) in Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Giroux 1992 Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Greene 1995 in Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Have you been paying attention: http://vodpod.com/watch/2244667-have-you-been-paying-attention
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Lowe (2000) in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Mitchell, 1994 in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27 .
Sarason 1999 in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27 .
Sinatra (1986) in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27"
Tuesday, April 6, 2010
Communications Systems & Evolution
I was intriqued when confronted, finally, with Learning Management Systems (LMS). I say "finally" because I now have no where to run and bide my time as I ponder over how I am going to keep up with my children, little own the rest of the world! Just briefly looking on a wider scale, I have been guided into the reality of the 21st century. And I love it. Engaging is a wonderful thing and I hope I can share this gift with my children and my learners.
The reason intrique is a term I have used here is because not so long ago, I was attending Parent & Citizen(P&C) Meetings at my children's previous school and ICTs (in particular Interactive White Boards - IWB - example here) were hot on the agenda at the time. I recall being excited by the idea of IWB, not through what I knew about them or their impact, but simply through the experience and enthusiasm of the Principal and Teaching Staff. They were so excited and passionate about the integration of these IWBs and ICTs in general, into our small community school . I am glad that I am no longer ignorant on this (and many other) topics and my confrontation with this inovative tool is intriguing to me as I look at it now from a professional stand point.
I base my newly acquired knowledge on having viewed the videos provided in the course work and having read the information enclosed there also. It has made me feel a little more informed to make a judgement. I additionally sought information through journal searches and came across an academic article about Technology Tools which was written by Mike Kennedy from the American School & University, which I found worth relating to here.
This article set me to thinking specifically because it brought me back to ground roots and challenged me to look at things in persective - in essence, reflect. The article describes Communications systems in a then and now fashion:
"A classroom with a telephone was a rarity not so many years ago. Schools could not afford
the cost of all the lines that would be needed to provide phones to every classroom and office in a
building. Often, a building intercom system that delivered messages from the principal's office was
the only way a classroom could receive communications. Now, technology makes it possible for
schools to end the isolation of teachers and students in classrooms, connecting them to the rest of
the world." (Kennedy, M. Vol. 77, Issue 7).
This prompted me to recall my first position within the Queensland Education system (as the 'office lady' mind you!) where I worked in a school of approximately 1800 high school students at the time. The school was only five years old, but only a handful of classrooms had a telephone and there was no intercom system installed. You guessed it, as the office lady I had to deliver any messages or retreive students from class on foot! Believe it or not, this was only 10 years ago, at the same time that the reading "futurework" was written!
This is where my reflection began as this article helped me to put things in perspective on an issue that I had not felt qualified to comment on prior to this. I do believe that IWB are an asset to our learners in so many ways. I do need to expand here at a later date. But in brief, I was stimulated by a simple proposal that Kennedy (Vol. 77, Issue 7) put forward, which I had not properly digested in other presentations. his was that with IWB ... "Students can use a pen or their fingers directly on the touchscreen to add handwritten information." In essence, I was able to tie the use of IWB not only to the engagement theories of learning management, but also to declarative knowledge and the construction of meaning as outlined in the Dimensions of Learning Stage 2 - "Acquire and Integrate knowledge". Use of the senses is important in constructing meaning and certainly touch is part of this, along with listening and sight. This helped me to put things in perspective (organise and store) this information and I look forward to shaping it, thus expanding on this blog in particular, in the near future.
Kylie B
References:
Aldred, Scot. PowerPoint Presentation http://moodle.cqu.edu.au/mod/resource/view.php?id=44474
Marzano, R., Pickering, D. (2006) Dimensions of Learning: Teacher's Manual 2nd ed. Hawker Brownlow Education. Victoria.
Title: Technology Tools By: Kennedy, Mike, American School & University, 00030945, 20050301, Vol. 77, Issue 7
The reason intrique is a term I have used here is because not so long ago, I was attending Parent & Citizen(P&C) Meetings at my children's previous school and ICTs (in particular Interactive White Boards - IWB - example here) were hot on the agenda at the time. I recall being excited by the idea of IWB, not through what I knew about them or their impact, but simply through the experience and enthusiasm of the Principal and Teaching Staff. They were so excited and passionate about the integration of these IWBs and ICTs in general, into our small community school . I am glad that I am no longer ignorant on this (and many other) topics and my confrontation with this inovative tool is intriguing to me as I look at it now from a professional stand point.
I base my newly acquired knowledge on having viewed the videos provided in the course work and having read the information enclosed there also. It has made me feel a little more informed to make a judgement. I additionally sought information through journal searches and came across an academic article about Technology Tools which was written by Mike Kennedy from the American School & University, which I found worth relating to here.
This article set me to thinking specifically because it brought me back to ground roots and challenged me to look at things in persective - in essence, reflect. The article describes Communications systems in a then and now fashion:
"A classroom with a telephone was a rarity not so many years ago. Schools could not afford
the cost of all the lines that would be needed to provide phones to every classroom and office in a
building. Often, a building intercom system that delivered messages from the principal's office was
the only way a classroom could receive communications. Now, technology makes it possible for
schools to end the isolation of teachers and students in classrooms, connecting them to the rest of
the world." (Kennedy, M. Vol. 77, Issue 7).
This prompted me to recall my first position within the Queensland Education system (as the 'office lady' mind you!) where I worked in a school of approximately 1800 high school students at the time. The school was only five years old, but only a handful of classrooms had a telephone and there was no intercom system installed. You guessed it, as the office lady I had to deliver any messages or retreive students from class on foot! Believe it or not, this was only 10 years ago, at the same time that the reading "futurework" was written!
This is where my reflection began as this article helped me to put things in perspective on an issue that I had not felt qualified to comment on prior to this. I do believe that IWB are an asset to our learners in so many ways. I do need to expand here at a later date. But in brief, I was stimulated by a simple proposal that Kennedy (Vol. 77, Issue 7) put forward, which I had not properly digested in other presentations. his was that with IWB ... "Students can use a pen or their fingers directly on the touchscreen to add handwritten information." In essence, I was able to tie the use of IWB not only to the engagement theories of learning management, but also to declarative knowledge and the construction of meaning as outlined in the Dimensions of Learning Stage 2 - "Acquire and Integrate knowledge". Use of the senses is important in constructing meaning and certainly touch is part of this, along with listening and sight. This helped me to put things in perspective (organise and store) this information and I look forward to shaping it, thus expanding on this blog in particular, in the near future.
Kylie B
References:
Aldred, Scot. PowerPoint Presentation http://moodle.cqu.edu.au/mod/resource/view.php?id=44474
Marzano, R., Pickering, D. (2006) Dimensions of Learning: Teacher's Manual 2nd ed. Hawker Brownlow Education. Victoria.
Title: Technology Tools By: Kennedy, Mike, American School & University, 00030945, 20050301, Vol. 77, Issue 7
Powerpoint in Pedagogy
As I set out to begin this task, I was aghast to think that, as referred to by Scot Aldred, "PowerPoint is the most widley used presentation software in the world and this is due, in the main, to its ease of operation and simplicity'. Why was I aghast? Because I have NEVER MADE A POWERPOINT BEFORE. There, I said it! I was not overreacting when I stated that my previous educational experiences were aligned directly with Heath's (2001) description of Mode 1 knowledge (Objective knowledge as opposed to MODE 2 - Relative knowledge).
It was only last week that my Year 5 son called me over to the computer where he was working on a school project to proudly show me his PowerPoint presentation on snakes. I could see he was delighted at the way he could manipulate the words to move this way and that on the page, how he could make the pages move in and out, and he loved the sound affects! I remember thinking "Wow, I wish I knew how to do that". Guess what, now I do! I now have an appreciation of his curiosity and sense of achievment. A PowerPoint may be an easy tool to manouvre, but I believe that achievements are not measured by the size of the tool, but what you gain from them - the way they make you feel!
The Task:
In this acitivity (of setting up a PowerPoint presentation to be used for one of my classes), my first challenge was that I needed to find instruction on how to use the PowerPoint tool in version Microsoft Office 2007. The easy to follow instructions of the coursework did not relate to my verion as it was aimed at the Microsoft Office 2003 version. Of course, it was still relevent to me for the sake of my learners as Education Queensland operate on the 2003 version, as do many companies and private homes. It was not difficult to find what I needed due to the confidence I have gained through doing this course, and I sent out my request and waited for the information to come to me. Ah! The knowledge Economy in all its glory: an economy of knowledge intensity and the instant availability and affordability of information from around the global (Houghton & Sheehan, 2000).
I quickly settled on this insruction guide to PowerPoint 2007, which is a little long, but certainly thorough.
Having made it thus far, I moved on to putting together my creation. Firstly, I chose a topic. This was a little difficult as I have such a broad foucs at the moment. I finally decided on "8 Easy Steps to Writing a Great Paper". My reason for this choice was that I beleive this is something that all students will need to know during their course of study. Also, if my experience is anything to go by, research based writing can seem very daunting, difficult, time consuming - but necessary. We all know the importance of Assessment and the role it plays in the learning process (QCAR Framework). Because of this I thought a powerpoint would be an additional way to introduce this process to my learners to highligh the main points. They don't have to get too involved in too much reading, just follow the steps, give examples and create discussion.
The next step was to either design or somehow locate a template, which I did through Microsoft Office PowerPoint templates. I then needed to source the academic information on which to base a properly informed delivery of information. I had much of my own information on this topic, but it needed to be academically based. So, once again I logged onto the internet and found what I was looking for by searching through academic works in our CQ University library. And off I went.
The Product:
I feel that my PowerPoint presentation is simple in design but gets the message across. It is directed at a Year 9 level and is based on how to write for research essays. Creating this PowerPoint presentation was very engaging for me and it was fun! It actually took quite a while and I could spend more time on it changing this and adding that, but I have to let go!. As a result, I also have gained confidence in using it. I played around with the slides to jazz it up a bit but that is all.
My final challenge will be how to share it with you ... and I did it!
As far as achievements go, well thats easy - I am no longer ashamed of never having create a PowerPoint presentation. I can say that I have constructed a PowerPoint, am confident in how to set it up, the reason for it, how it fits into the pedagogical framework and theories of Engaged Learning, know how to show my learners how use it. And, thanks to the wise guidance of Scot Aldred to this video, what not to do with one. (OK. Maybe I had to take out a few words and dot points after watching the video). But Wow! How cool am I!
I will be using PowerPoints as part of my pedagogy for a number of reasons. Firstly, as described by Scot Aldred and outlined in my first paragraph, they are simply to use. They are readily available, allow for creativity, they are user friendly, fun and they convey information. PowerPoint presentations also offer a different way of sharing information, which takes into account the different learning styles of learners by the teacher, as described in Felder's Index of Learning Styles and the 8LMQ's (Lynch 2003). Secondly, I beleive that if the students are invovled in creating their own, PowerPoint presentations are a great way of keeping on task with student-centredness as clearly defined by and the Engagementment Theory of CREATE-RELATE-DONATE (Kearsely & Shneiderman, 1999).
Lynch (2003) gives 8 LMQs:
1. What do my learners already know?
2. Analyse the situation – where does my learner need/want to be?
3. Determine learning style – How does my learner learn best?
4. Judge the availability of resources and plan accordingly – What resources do I have at my disposal?
5. Design strategies to achieve learner outcomes –What is the learning journey? Planning stage
6. Implement strategies – Who will do what?
7. Evaluate their effectiveness – How will I check to see that the learner has arrived?
8. Use feedback to redesign – another cycle.- How will I inform the learner about their progress?
(Smith, R. et al. 2003, p.33).
Having been educated in the style of the Industrial Economy Education which was not student-centred, I understand that I must unlearn this part of my learning journey and look towards re-skilling myself so that I can be a professional in my field in today's workforce. I like how Professor Richard Smith clearly outlines was teacher education was and what it needs to be if learners are to be successful in this rapid Economy of Knowledge. Of course, the learner here is not just my potential learners, but my learning as well. I certainly have become aware of the importance of my learning journey since starting this course of studyand how it will impact upon my Learning Manager style and my potential learners . The skills I refer to relate to a workforce that needs to be skilled in broad-based problem solving skills, has the capacity to socially and inter-personally communicate skillfully for effective teamwork to take place and the skills and attitudes required for flexibility (Houghton & Sheehan. 2000, p.21).
References:
Aldred, S. 2010. EDED20491 ICTs for Learning Design: Week 7 2010 Courseworkd. Rockhampton, Qld, Australia: CQUniversity Australia.
Aldred, Scot: Managingelearningintro Wendy. http://www.slideshare.net/Scot.Aldred/managingelearningintro-wendy
Blum, Jonathan. Jan2008, Vol. 30 Issue 4, p12-15 8 Steps to Writing: A Good, Very Good, Excellent. Authors: Source: Writing;
Felder, R. Index of Learning Styles (ILS) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Australian Association for Educational Research Conference. Fremantle. December.
Houghton, J., Sheehan, P. (2000). A primer on the Knowledge Economy. Melbourne. Victoria University
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Smith, R., Lynch, D., Mienczakowski. J. (2003). The bachelor of Learning Management (BLM) and Education Capability, Change: Transformations in education (6) (2): 23-27
It was only last week that my Year 5 son called me over to the computer where he was working on a school project to proudly show me his PowerPoint presentation on snakes. I could see he was delighted at the way he could manipulate the words to move this way and that on the page, how he could make the pages move in and out, and he loved the sound affects! I remember thinking "Wow, I wish I knew how to do that". Guess what, now I do! I now have an appreciation of his curiosity and sense of achievment. A PowerPoint may be an easy tool to manouvre, but I believe that achievements are not measured by the size of the tool, but what you gain from them - the way they make you feel!
The Task:
In this acitivity (of setting up a PowerPoint presentation to be used for one of my classes), my first challenge was that I needed to find instruction on how to use the PowerPoint tool in version Microsoft Office 2007. The easy to follow instructions of the coursework did not relate to my verion as it was aimed at the Microsoft Office 2003 version. Of course, it was still relevent to me for the sake of my learners as Education Queensland operate on the 2003 version, as do many companies and private homes. It was not difficult to find what I needed due to the confidence I have gained through doing this course, and I sent out my request and waited for the information to come to me. Ah! The knowledge Economy in all its glory: an economy of knowledge intensity and the instant availability and affordability of information from around the global (Houghton & Sheehan, 2000).
I quickly settled on this insruction guide to PowerPoint 2007, which is a little long, but certainly thorough.
Having made it thus far, I moved on to putting together my creation. Firstly, I chose a topic. This was a little difficult as I have such a broad foucs at the moment. I finally decided on "8 Easy Steps to Writing a Great Paper". My reason for this choice was that I beleive this is something that all students will need to know during their course of study. Also, if my experience is anything to go by, research based writing can seem very daunting, difficult, time consuming - but necessary. We all know the importance of Assessment and the role it plays in the learning process (QCAR Framework). Because of this I thought a powerpoint would be an additional way to introduce this process to my learners to highligh the main points. They don't have to get too involved in too much reading, just follow the steps, give examples and create discussion.
The next step was to either design or somehow locate a template, which I did through Microsoft Office PowerPoint templates. I then needed to source the academic information on which to base a properly informed delivery of information. I had much of my own information on this topic, but it needed to be academically based. So, once again I logged onto the internet and found what I was looking for by searching through academic works in our CQ University library. And off I went.
The Product:
I feel that my PowerPoint presentation is simple in design but gets the message across. It is directed at a Year 9 level and is based on how to write for research essays. Creating this PowerPoint presentation was very engaging for me and it was fun! It actually took quite a while and I could spend more time on it changing this and adding that, but I have to let go!. As a result, I also have gained confidence in using it. I played around with the slides to jazz it up a bit but that is all.
My final challenge will be how to share it with you ... and I did it!
As far as achievements go, well thats easy - I am no longer ashamed of never having create a PowerPoint presentation. I can say that I have constructed a PowerPoint, am confident in how to set it up, the reason for it, how it fits into the pedagogical framework and theories of Engaged Learning, know how to show my learners how use it. And, thanks to the wise guidance of Scot Aldred to this video, what not to do with one. (OK. Maybe I had to take out a few words and dot points after watching the video). But Wow! How cool am I!
I will be using PowerPoints as part of my pedagogy for a number of reasons. Firstly, as described by Scot Aldred and outlined in my first paragraph, they are simply to use. They are readily available, allow for creativity, they are user friendly, fun and they convey information. PowerPoint presentations also offer a different way of sharing information, which takes into account the different learning styles of learners by the teacher, as described in Felder's Index of Learning Styles and the 8LMQ's (Lynch 2003). Secondly, I beleive that if the students are invovled in creating their own, PowerPoint presentations are a great way of keeping on task with student-centredness as clearly defined by and the Engagementment Theory of CREATE-RELATE-DONATE (Kearsely & Shneiderman, 1999).
Lynch (2003) gives 8 LMQs:
1. What do my learners already know?
2. Analyse the situation – where does my learner need/want to be?
3. Determine learning style – How does my learner learn best?
4. Judge the availability of resources and plan accordingly – What resources do I have at my disposal?
5. Design strategies to achieve learner outcomes –What is the learning journey? Planning stage
6. Implement strategies – Who will do what?
7. Evaluate their effectiveness – How will I check to see that the learner has arrived?
8. Use feedback to redesign – another cycle.- How will I inform the learner about their progress?
(Smith, R. et al. 2003, p.33).
Having been educated in the style of the Industrial Economy Education which was not student-centred, I understand that I must unlearn this part of my learning journey and look towards re-skilling myself so that I can be a professional in my field in today's workforce. I like how Professor Richard Smith clearly outlines was teacher education was and what it needs to be if learners are to be successful in this rapid Economy of Knowledge. Of course, the learner here is not just my potential learners, but my learning as well. I certainly have become aware of the importance of my learning journey since starting this course of studyand how it will impact upon my Learning Manager style and my potential learners . The skills I refer to relate to a workforce that needs to be skilled in broad-based problem solving skills, has the capacity to socially and inter-personally communicate skillfully for effective teamwork to take place and the skills and attitudes required for flexibility (Houghton & Sheehan. 2000, p.21).
References:
Aldred, S. 2010. EDED20491 ICTs for Learning Design: Week 7 2010 Courseworkd. Rockhampton, Qld, Australia: CQUniversity Australia.
Aldred, Scot: Managingelearningintro Wendy. http://www.slideshare.net/Scot.Aldred/managingelearningintro-wendy
Blum, Jonathan. Jan2008, Vol. 30 Issue 4, p12-15 8 Steps to Writing: A Good, Very Good, Excellent. Authors: Source: Writing;
Felder, R. Index of Learning Styles (ILS) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Australian Association for Educational Research Conference. Fremantle. December.
Houghton, J., Sheehan, P. (2000). A primer on the Knowledge Economy. Melbourne. Victoria University
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Smith, R., Lynch, D., Mienczakowski. J. (2003). The bachelor of Learning Management (BLM) and Education Capability, Change: Transformations in education (6) (2): 23-27
Friday, April 2, 2010
Avatars and Education
I am completely amazed at my reaction to these avatars - what wonderful little electronic helpers!
I was first introduced to these avatars during Residential School for the GDLT course this February. The course work was introduced to us by Scot Aldred for ICTs and I remeber being pleasantly surprised when I was presented with something new - Scot used an avatar to make an introduction to one of our topics to us. My personal experience with education has been one where I have always been delivered the content in lecture style learning (chalk and talk) and there was nothing in between. So, to have something interesting put in front of me awakened me and sparked my interested.
I can see the advantages of including the simple application of Avatars as follows:
1: When avatars are used by the Learning Manager in their pedagogy, they can become a HOOK for engaging the students in a topic or authentic task. Looking at this theorectically, Kearsely and Shneiderman (1999) summarise that engagement must occur for learners to learn effectively (p5).
Get a Voki now!
Get a Voki now!
2. They could be of great assistance to sight impaired students. As Learning Managers, we need to take difference into account when planning for our students and those students who may tend towards auditory learning as suggested by Gardner (1983) in his theory of Multiple Intelligences http://www.youtube.com/watch?v=KEFpaY3GI-I. Following Lynch's (2003) 8LMQs, we can see this in Q3 - How does my learner learn?
3: When avatars are used by the learner, they can benefit from the creativity of the task. When learners can concuct their own tasks, it makes it more purposeful for them and they can take ownership of their work. This encourages self-esteem. Creating is part of engaged learning which intrinsically motivates the learner. Kearsely and Shneiderman (1999, p1).
Get a Voki now!
Gardner (1983): Theory of Multiple Intelligences: http://www.youtube.com/watch?v=KEFpaY3GI-I .
Kearsely, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. http://home.sprynet.com/~gkearsley/engage.htm
Smith, Lynch & Mienczakowski. (2003). The Bachelor of Learning Management (BLM) and Education Capability: Why we do not Prepare 'Teachers' Anymore in Change: Transformations in Education. Vol 6.2. CQ University.
I was first introduced to these avatars during Residential School for the GDLT course this February. The course work was introduced to us by Scot Aldred for ICTs and I remeber being pleasantly surprised when I was presented with something new - Scot used an avatar to make an introduction to one of our topics to us. My personal experience with education has been one where I have always been delivered the content in lecture style learning (chalk and talk) and there was nothing in between. So, to have something interesting put in front of me awakened me and sparked my interested.
I can see the advantages of including the simple application of Avatars as follows:
1: When avatars are used by the Learning Manager in their pedagogy, they can become a HOOK for engaging the students in a topic or authentic task. Looking at this theorectically, Kearsely and Shneiderman (1999) summarise that engagement must occur for learners to learn effectively (p5).
Get a Voki now!
Get a Voki now!
2. They could be of great assistance to sight impaired students. As Learning Managers, we need to take difference into account when planning for our students and those students who may tend towards auditory learning as suggested by Gardner (1983) in his theory of Multiple Intelligences http://www.youtube.com/watch?v=KEFpaY3GI-I. Following Lynch's (2003) 8LMQs, we can see this in Q3 - How does my learner learn?
3: When avatars are used by the learner, they can benefit from the creativity of the task. When learners can concuct their own tasks, it makes it more purposeful for them and they can take ownership of their work. This encourages self-esteem. Creating is part of engaged learning which intrinsically motivates the learner. Kearsely and Shneiderman (1999, p1).
Get a Voki now!
Gardner (1983): Theory of Multiple Intelligences: http://www.youtube.com/watch?v=KEFpaY3GI-I .
Kearsely, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. http://home.sprynet.com/~gkearsley/engage.htm
Smith, Lynch & Mienczakowski. (2003). The Bachelor of Learning Management (BLM) and Education Capability: Why we do not Prepare 'Teachers' Anymore in Change: Transformations in Education. Vol 6.2. CQ University.
E-portfolios - New Tools for a New World.
Having never heard of e-portfolios before, I now marvel at them and my mind boggles as to the potential they offer me as a learner and a learning manager, and to my potential learners. Through this course of study at CQ University, I have been introduced to the Mahara e-portfolio system, so it is with this system that I will begin. Self defined, "Mahara [is] a fully featured electronic portfolio, weblog, resume builder and social networking system, connecting users and creating online communities. Mahara provides you with the tools to set up a personal learning and development environment." http://cqu-mahara.netspot.com.au/.
What does this mean to my learning journey and that of my potential learners?
Initially I did not understand enough about e-portfolios and their purpose to make any form of judgement. But as I started to look at Mahara and its features, the purpose of its usability in conjuction with my reflections on the information we have been presentend with in relation to Learning Management, it all became more realistic to me. Being able to define and understand the purpose of e-portfolios helped me to come to terms with the importance and value of them in education today - learning in the 21st century. I found this short video on the subject interesting and succinct.
"e-portfolios - tools for learning in the digital age"
What is different now in Education that would require us to use such tools?
As Houghton and Sheehan (2000) point out in their literature, there has been a definate shift in world economies and "The Knowledge Economy ... is ... emerging from two defining forces: the rise in knowledge intensity of economic activities and the increasing globalisation of econimic affairs". Here they suggest that the former is being driven by an information technology (IT) revolution which is happening at a rapidly increasing speed, and the latter, which is driven by national and global deregulation and communications which are IT related. In essence, the Internet is where these two forces come together through the technologies of computing and communication. "In economic terms, the central feature of the IT revolution is the ability to maipulate, store and transmit large quantities of information at very low cost" (2000, p2).
How does this effect education?
This is how we can see the major implications on education due to the shift towards a Knowledge Economy. Gregory Heath (2001) has put forward that there is a ..."crisis in teacher education" because new teachers to the teaching profession will be entering a profession that is "... rapidly changing ..." directly due to the influences of knowledge intensity and globalisation, as outlined above (p2).
To explain this, we can look Gibbons et.al (1994), summarised by Heath (2001), who introduces us to the idea of Mode 1 and Mode 2 knowledge, knowlege productions which have been supported by university research. Gibbons et. al describes that "... knowledge is changing and is likely to continue to change ...", that is, Mode 2 knowledge.
"Mode 2 knowlegdge is characterised by:
- Produced in the context of application
- Transdisciplinary
- Heterogenous in terms of the skills and experience brought to it
- Produced in diverse sites
- Characterised by the production in teams
- Subject to social accountability and relexivity
- Subject to teh quality control of market acceptability as well as peer review
- Global or non-localised "
Gibbons et.al (1994) in Heath (2001, pp2-3)
Certainly with this in mind, we would have to follow the research and understand that a chage in the education sector is inevitable and indeed imperative immediately. Such Learning theories as Kearsley and Shneiderman's Engagement Theory (1999) centre around such technological advancement capabilities as portfolios because the essence of these portfolio's upholds the very essence of the framework, that is: it is a technology based teaching and learning framework which promotes learning through Relating-Creating-Donating. Such pedagogical frameworks as the Dimensions of Learning also support full implementation of e-portfolios and we can see this in may facets, but put simply here, it incorporates Habits of Mind habits such as critical, creative and self-regulated thinking.
It is with this information then, that I base my view that the learning and implementation of e-portfolios as a part of today's education is a very beneficial part of today's learning journey for all. We are all, including our children, living with technology all around us. The Mahara e-portfolio system is all encompassing, user friendly and certainly capable of meeting the demands of today's economic and educational needs. Its multifaceted purpose of allowing the space and long term storage of many types of files - audio, visual ,written; the ability and facilities to be creative; giving the opportunity for collaboration and reflection, allowing flexibility and having information and knowledge easily and readily accessible to anyone at anytime reflect this. Certainly it is a tool conducive to life-long learning.
The only question that ponders on my mind at the moment though is, what about the economically challenged? Use of ICTs at school would certainly open such learners up to things they would not ordinarily be exposed to at home. But is that enough if all of the other learners have these things at home? I know there are cafes and libraries where learners could go, and that is the perfect solution. However, many learners in this case may not have the motivation from home???
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Gibbons et. al (1994) in Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Kiersley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Mahara: http://cqu-mahara.netspot.com.au/.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
What does this mean to my learning journey and that of my potential learners?
Initially I did not understand enough about e-portfolios and their purpose to make any form of judgement. But as I started to look at Mahara and its features, the purpose of its usability in conjuction with my reflections on the information we have been presentend with in relation to Learning Management, it all became more realistic to me. Being able to define and understand the purpose of e-portfolios helped me to come to terms with the importance and value of them in education today - learning in the 21st century. I found this short video on the subject interesting and succinct.
"e-portfolios - tools for learning in the digital age"
What is different now in Education that would require us to use such tools?
As Houghton and Sheehan (2000) point out in their literature, there has been a definate shift in world economies and "The Knowledge Economy ... is ... emerging from two defining forces: the rise in knowledge intensity of economic activities and the increasing globalisation of econimic affairs". Here they suggest that the former is being driven by an information technology (IT) revolution which is happening at a rapidly increasing speed, and the latter, which is driven by national and global deregulation and communications which are IT related. In essence, the Internet is where these two forces come together through the technologies of computing and communication. "In economic terms, the central feature of the IT revolution is the ability to maipulate, store and transmit large quantities of information at very low cost" (2000, p2).
How does this effect education?
This is how we can see the major implications on education due to the shift towards a Knowledge Economy. Gregory Heath (2001) has put forward that there is a ..."crisis in teacher education" because new teachers to the teaching profession will be entering a profession that is "... rapidly changing ..." directly due to the influences of knowledge intensity and globalisation, as outlined above (p2).
To explain this, we can look Gibbons et.al (1994), summarised by Heath (2001), who introduces us to the idea of Mode 1 and Mode 2 knowledge, knowlege productions which have been supported by university research. Gibbons et. al describes that "... knowledge is changing and is likely to continue to change ...", that is, Mode 2 knowledge.
"Mode 2 knowlegdge is characterised by:
- Produced in the context of application
- Transdisciplinary
- Heterogenous in terms of the skills and experience brought to it
- Produced in diverse sites
- Characterised by the production in teams
- Subject to social accountability and relexivity
- Subject to teh quality control of market acceptability as well as peer review
- Global or non-localised "
Gibbons et.al (1994) in Heath (2001, pp2-3)
Certainly with this in mind, we would have to follow the research and understand that a chage in the education sector is inevitable and indeed imperative immediately. Such Learning theories as Kearsley and Shneiderman's Engagement Theory (1999) centre around such technological advancement capabilities as portfolios because the essence of these portfolio's upholds the very essence of the framework, that is: it is a technology based teaching and learning framework which promotes learning through Relating-Creating-Donating. Such pedagogical frameworks as the Dimensions of Learning also support full implementation of e-portfolios and we can see this in may facets, but put simply here, it incorporates Habits of Mind habits such as critical, creative and self-regulated thinking.
It is with this information then, that I base my view that the learning and implementation of e-portfolios as a part of today's education is a very beneficial part of today's learning journey for all. We are all, including our children, living with technology all around us. The Mahara e-portfolio system is all encompassing, user friendly and certainly capable of meeting the demands of today's economic and educational needs. Its multifaceted purpose of allowing the space and long term storage of many types of files - audio, visual ,written; the ability and facilities to be creative; giving the opportunity for collaboration and reflection, allowing flexibility and having information and knowledge easily and readily accessible to anyone at anytime reflect this. Certainly it is a tool conducive to life-long learning.
The only question that ponders on my mind at the moment though is, what about the economically challenged? Use of ICTs at school would certainly open such learners up to things they would not ordinarily be exposed to at home. But is that enough if all of the other learners have these things at home? I know there are cafes and libraries where learners could go, and that is the perfect solution. However, many learners in this case may not have the motivation from home???
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Gibbons et. al (1994) in Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Kiersley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Mahara: http://cqu-mahara.netspot.com.au/.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
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