Introduction
E-Learning has become an integral component of education. The Internet has profoundly improved communication lines between information, knowledge and people, therefore adding a whole new dimension to teaching and learning (Holmes, 2006). The introduction of such learning has been facilitated through digital pedagogies and has encouraged us to look beyond ICTs to a way of working in the digital world (DETA, 2008, p.3). E-Learning has enhanced the constructivist and connectivism theories, which are most relevant to twenty first century learners. This enhancement has been facilitated through the abundance of tools, information and knowledge the Internet has made available. The constructivist theory via ICTs has seen a proliferation in student experiences. The globalization of the Internet has allowed students to connect with experiences that forty years ago would not be possible. ICTs have enhanced and enriched learning experiences and provided students with tools for interpreting objects and events in meaningful and creative ways (Lein, 2012). The most recent learning theory, connectivism, is based around the emergence of the Internet, ICTs and the chaos it has created. Connectivism has seen the Internet and ICTs revolutionise the connections that enable us to learn and that these connections are now more important than our current state of knowing (Siemens, 2004).
E-Learning has become an integral component of education. The Internet has profoundly improved communication lines between information, knowledge and people, therefore adding a whole new dimension to teaching and learning (Holmes, 2006). The introduction of such learning has been facilitated through digital pedagogies and has encouraged us to look beyond ICTs to a way of working in the digital world (DETA, 2008, p.3). E-Learning has enhanced the constructivist and connectivism theories, which are most relevant to twenty first century learners. This enhancement has been facilitated through the abundance of tools, information and knowledge the Internet has made available. The constructivist theory via ICTs has seen a proliferation in student experiences. The globalization of the Internet has allowed students to connect with experiences that forty years ago would not be possible. ICTs have enhanced and enriched learning experiences and provided students with tools for interpreting objects and events in meaningful and creative ways (Lein, 2012). The most recent learning theory, connectivism, is based around the emergence of the Internet, ICTs and the chaos it has created. Connectivism has seen the Internet and ICTs revolutionise the connections that enable us to learn and that these connections are now more important than our current state of knowing (Siemens, 2004).
Group Wiki
The wiki exercise completed in week 2 was based on developing a class discussion on the use of mobile phones in the classroom. De Bono’s Six Thinking Hats was used as scaffolding as each colour hat represents a different perspective that must be considered when writing entries. This activity supported the constructivist theory of learning, as students were a part of an activity where ideas were gathered from a group of people within the wiki, students were able to use the wiki as a tool to interpret and evaluate the use of mobiles in the classroom. Each hat and perspective was given its own area and students were asked to colour code their entries thus, creating an organized space for collaboration. The outcomes of this activity was a melding pot of opinions, as each student was afforded equality in presenting their opinions and through the use of scaffolding students had to consider varied perspectives. From this activity future analysis was enabled as a wide range of perspectives had been gathered that could be used to inform further decision-making and aid in the construction of a well-rounded argument. To read more on the opportunities that wiki's provide for different learning theories click here.
The wiki exercise completed in week 2 was based on developing a class discussion on the use of mobile phones in the classroom. De Bono’s Six Thinking Hats was used as scaffolding as each colour hat represents a different perspective that must be considered when writing entries. This activity supported the constructivist theory of learning, as students were a part of an activity where ideas were gathered from a group of people within the wiki, students were able to use the wiki as a tool to interpret and evaluate the use of mobiles in the classroom. Each hat and perspective was given its own area and students were asked to colour code their entries thus, creating an organized space for collaboration. The outcomes of this activity was a melding pot of opinions, as each student was afforded equality in presenting their opinions and through the use of scaffolding students had to consider varied perspectives. From this activity future analysis was enabled as a wide range of perspectives had been gathered that could be used to inform further decision-making and aid in the construction of a well-rounded argument. To read more on the opportunities that wiki's provide for different learning theories click here.
Group 1 Tools
The Group 1 tool that will be explored is Blogs. Blogs are websites that are commonly maintained by one person and usually contain commentaries, descriptions, graphics and video. Some interactive features of Blogs include the ability to leave comments on postings allowing dialogue between individuals. Other Group 1 tools that were explored were wiki’s and websites. These were not selected, as the wiki concept would be harder for younger grades to comprehend and felt the websites were too static and didn’t allow for student input. Blogs were selected as my teaching specialty is Primary and feel that blogs would be most suitable for younger students to use, as they allow interactivity, without being too complex and would be useful for all grades. This Group 1 tool allows students to share their ideas with not just their immediate environment but also with the rest of the world. Additionally, students using blogs become more versed in writing online for an audience, a skill that is invaluable in their further studies. The ability to leave comments, link, post images and video additionally encourages self-learning as it creates a learning community that goes beyond the classroom (Downes, 2004). A Plus Minus Interesting (PMI) graphic organizer has been used in addition to some creative ways to use blogging in the classroom can be seen on my blog. To ensure that blogs are used ethically and safely in the classroom, student blogs should not be open to the general public. To ensure this is the case, when setting up educational blogs make sure that the ‘only people I choose’ check box is selected in Settings> Permission> Blog Readers. Additionally, it should be made clear that any content used on your or the students blogs that is not yours should be referenced and given credit. Encouragement to include links rather that copying materials to the blog should also be given (NCU, 2012). For more information about using ICT's ethically and safely in the classroom click here.
The Group 1 tool that will be explored is Blogs. Blogs are websites that are commonly maintained by one person and usually contain commentaries, descriptions, graphics and video. Some interactive features of Blogs include the ability to leave comments on postings allowing dialogue between individuals. Other Group 1 tools that were explored were wiki’s and websites. These were not selected, as the wiki concept would be harder for younger grades to comprehend and felt the websites were too static and didn’t allow for student input. Blogs were selected as my teaching specialty is Primary and feel that blogs would be most suitable for younger students to use, as they allow interactivity, without being too complex and would be useful for all grades. This Group 1 tool allows students to share their ideas with not just their immediate environment but also with the rest of the world. Additionally, students using blogs become more versed in writing online for an audience, a skill that is invaluable in their further studies. The ability to leave comments, link, post images and video additionally encourages self-learning as it creates a learning community that goes beyond the classroom (Downes, 2004). A Plus Minus Interesting (PMI) graphic organizer has been used in addition to some creative ways to use blogging in the classroom can be seen on my blog. To ensure that blogs are used ethically and safely in the classroom, student blogs should not be open to the general public. To ensure this is the case, when setting up educational blogs make sure that the ‘only people I choose’ check box is selected in Settings> Permission> Blog Readers. Additionally, it should be made clear that any content used on your or the students blogs that is not yours should be referenced and given credit. Encouragement to include links rather that copying materials to the blog should also be given (NCU, 2012). For more information about using ICT's ethically and safely in the classroom click here.
Group 2 Tools
The Group 2 tool that has been selected for further analysis is digital video. Digital video in education has a range of uses, in particular for observation, to supports learning and to encourage analysis and reflection. Other Group 2 tools explored were images and audio which, can be seen on my blog. Digital video was selected as it combines both audio and images thus, creating a learning experience that is appealing to all learning styles. The uses of digital video in education are endless and subject to the teacher’s creativity. Recordings of individual students and/or the class could be used to analyse student’s abilities, student behaviours and teaching practices. Additionally it can be used as a presentation tool for simulation of events and to engage students with content being learnt. Digital video can also be student generated; students can develop a video that displays their learning on a particular topic. Digital video is great for teaching because it is superior at creating engagement and setting the stage for learning. Digital video aids in raising student interest thus, making them more enthusiastic to learning that follows. Furthermore, it creates a more complete learning experience as students are able to see and hear, helping them to relate learning to real world experiences (Hartman & Schwartz). To ensure that digital videos are used safely and ethically once again make sure that any content used that is not yours must be references and given credit to. Additionally if recordings of students are taken, it must be ensured that you have media releases and permission to use these recordings. If you are using YouTube in the classroom make sure that there are no commercial benefits obtained in displaying the video (NCU, 2012). Zamzar is an online product that can convert video files, which is ideal for the classroom as it eliminates pop-up advertising.
The Group 2 tool that has been selected for further analysis is digital video. Digital video in education has a range of uses, in particular for observation, to supports learning and to encourage analysis and reflection. Other Group 2 tools explored were images and audio which, can be seen on my blog. Digital video was selected as it combines both audio and images thus, creating a learning experience that is appealing to all learning styles. The uses of digital video in education are endless and subject to the teacher’s creativity. Recordings of individual students and/or the class could be used to analyse student’s abilities, student behaviours and teaching practices. Additionally it can be used as a presentation tool for simulation of events and to engage students with content being learnt. Digital video can also be student generated; students can develop a video that displays their learning on a particular topic. Digital video is great for teaching because it is superior at creating engagement and setting the stage for learning. Digital video aids in raising student interest thus, making them more enthusiastic to learning that follows. Furthermore, it creates a more complete learning experience as students are able to see and hear, helping them to relate learning to real world experiences (Hartman & Schwartz). To ensure that digital videos are used safely and ethically once again make sure that any content used that is not yours must be references and given credit to. Additionally if recordings of students are taken, it must be ensured that you have media releases and permission to use these recordings. If you are using YouTube in the classroom make sure that there are no commercial benefits obtained in displaying the video (NCU, 2012). Zamzar is an online product that can convert video files, which is ideal for the classroom as it eliminates pop-up advertising.
Group 3 Tools
The Group 3 tool selected is Prezi, an online Adobe Flash-based presentation program. Other Group 3 tools researched were Glogster, and Power Point, see my blog for further exploration. Prezi was selected as it removes many of the restrictions that traditional presentation programs have. The presentation is navigated by zooming in and out of different points on the ‘canvas’, as directed by the presenter. Prezi is great for teaching as the presenter is able to show relationships through the ability to alter size and the position of different elements. Therefore, relationships are easily displayed than they would be in traditional Power Point presentations. Students additionally have the ability to be collaborators and are more engaged in actively developing knowledge. Another means of getting students involved is to allow them to navigate the Prezi on their own. There is the option to deviate from the path on Prezi and students can navigate to look at information in a manner that best suits their learning type. Teachers are able to facilitate better engagement as students are using more of their senses when engaging with the presentation (Settle, 2011). Prezi is an online tool and therefore ethical use and student safety must be stressed. Any content or media that is being used in a Prezi presentation must be referenced. A great site for legally gathering different forms of media is the creative commons website.
The Group 3 tool selected is Prezi, an online Adobe Flash-based presentation program. Other Group 3 tools researched were Glogster, and Power Point, see my blog for further exploration. Prezi was selected as it removes many of the restrictions that traditional presentation programs have. The presentation is navigated by zooming in and out of different points on the ‘canvas’, as directed by the presenter. Prezi is great for teaching as the presenter is able to show relationships through the ability to alter size and the position of different elements. Therefore, relationships are easily displayed than they would be in traditional Power Point presentations. Students additionally have the ability to be collaborators and are more engaged in actively developing knowledge. Another means of getting students involved is to allow them to navigate the Prezi on their own. There is the option to deviate from the path on Prezi and students can navigate to look at information in a manner that best suits their learning type. Teachers are able to facilitate better engagement as students are using more of their senses when engaging with the presentation (Settle, 2011). Prezi is an online tool and therefore ethical use and student safety must be stressed. Any content or media that is being used in a Prezi presentation must be referenced. A great site for legally gathering different forms of media is the creative commons website.
Group 4 Tools
The Group 4 tool explored is Adobe Flash, which is industry-leading software that creates an environment for producing expressive interactive content. Other Group 4 tools that were explored were Google Earth and Google maps which are applications and websites that allow you to view specific locations around the world through online satellite imagery. Adobe Flash was chosen due to previous knowledge and experience prior to this course and it has endless possibilities in the classroom. Adobe Flash is great for teaching as there are a number of communication channels and attributes available. Audio, visual and interactivity can be used to create a very specific learning experience and as a point of difference to the other group tools it can be completely customised. Teachers can use Flash to create a learning experience that students can navigate autonomously, interact with and also obtain feedback. Students can also use this tool to create animations and simulations based on content learnt, thus, promoting the final stages of Blooms Taxonomy. Additionally there are many Flash based games available on the Internet that promote great learning experiences and could be utilised in the classroom. As Flash is an offline software program the dangers of the Internet can be avoided unlike the above-mentioned tools. To make sure that students use this program ethically, good role modeling should be used. If creating a presentation with this software make sure that any content that is not yours is referenced and credited, thus encouraging students to do the same.
The Group 4 tool explored is Adobe Flash, which is industry-leading software that creates an environment for producing expressive interactive content. Other Group 4 tools that were explored were Google Earth and Google maps which are applications and websites that allow you to view specific locations around the world through online satellite imagery. Adobe Flash was chosen due to previous knowledge and experience prior to this course and it has endless possibilities in the classroom. Adobe Flash is great for teaching as there are a number of communication channels and attributes available. Audio, visual and interactivity can be used to create a very specific learning experience and as a point of difference to the other group tools it can be completely customised. Teachers can use Flash to create a learning experience that students can navigate autonomously, interact with and also obtain feedback. Students can also use this tool to create animations and simulations based on content learnt, thus, promoting the final stages of Blooms Taxonomy. Additionally there are many Flash based games available on the Internet that promote great learning experiences and could be utilised in the classroom. As Flash is an offline software program the dangers of the Internet can be avoided unlike the above-mentioned tools. To make sure that students use this program ethically, good role modeling should be used. If creating a presentation with this software make sure that any content that is not yours is referenced and credited, thus encouraging students to do the same.
Conclusion
E-Learning is very important for engaging and educating the modern learner and teachers need to incorporate and adapt their pedagogy to allow for such learning. Wiki’s, blogs, digital video, Prezi and Adobe Flash are just some of the many tools that can and should be utilised ethically and safely in the classroom. These tools aid in creating learning experiences that pose new challenges preparing students for a world that is increasingly seeing human reliance on technology.
E-Learning is very important for engaging and educating the modern learner and teachers need to incorporate and adapt their pedagogy to allow for such learning. Wiki’s, blogs, digital video, Prezi and Adobe Flash are just some of the many tools that can and should be utilised ethically and safely in the classroom. These tools aid in creating learning experiences that pose new challenges preparing students for a world that is increasingly seeing human reliance on technology.
References
Department of Education, Training and the Arts (DETA). (2008). eLearning for Smart Classrooms. In Smart Classrooms Bytes. (August). Queensland Government. Retrieved from CQUniversity e-courses, EDED20491 ICTs For Learning Design, http://moodle.cqu.edu.au/
Department of Education, Training and the Arts (DETA). (2008). eLearning for Smart Classrooms. In Smart Classrooms Bytes. (August). Queensland Government. Retrieved from CQUniversity e-courses, EDED20491 ICTs For Learning Design, http://moodle.cqu.edu.au/
Downes, Stephen (2004). Educause Review. Educational Blogging. Septemper-October 2004. 14-26. Retrieved from: http://net.educause.edu/ir/library/pdf/ERM0450.pdf
Hartman, K & Schwartz, D. (date unknown), It is not television anymore:
Designing digital video for learning and assessment. (pp 1-23). Stanford University: School of Education. Retrieved from: http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf
Holmes, B., & Gardner, J. (2006). E-learning : concepts and practice / Bryn Holmes and John Gardner. London : SAGE, 2006.
Lein, K. (2012). Constructivist Approach. April 4. Retrieved from http://elearningpedagogy.com/constructivist.html
National Copyright Unit (NCU), Smartcopy. (2012). Tips for teachers using wikis and blogs. Retrieved from: http://www.smartcopying.edu.au/scw/go/pid/950
Settle, Q., Abrams, K. M., & Laurl M., B. (2011). Using Prezi in the Classroom. NACTA Journal, 55(4), 105-106. Retrieved from CQUni Library Discover it.
Siemens, G. (2004) Connectivisim: A learning Theory for the Digital Age. April 4 Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
