Using the technologies and digital tools that are available to learning managers in this day and age not only transforms and enhances traditional lessons, but supports and facilitates engaging, authentic and real-world learning experiences from which students can be immersed in the learning journey. As referred to in the blog entry, Learning Engagement Theory, for students to be truly engaged in their learning in an information communication technology learning environment they need to relate to a real-world, authentic problem scenario that is messy and ill-structured. That is they need to create solutions to problems and then donate the solutions back into the real-world, making the learning journey real and authentic. Such learning experiences are fostered by the use of digital tools and effective teaching frameworks, some of which are outlined in this synopsis.
Web logs, more commonly referred to as blogs, are a powerful educational tool which have the ability to stimulate and generate effective and productive learning experiences. We are seeing that more and more teachers are evolving their learning experiences to align with the ever-changing world of technology. This practice of including blogs within a learning experience has been shown to provide an added level of encouragement to the students to not only participate more in but make records of their learning journey. Florida (2002, p. 68) explains that the creative class consists of people who add economic value through their creativity, and I believe that such ICT’s as blogs give students the ability to achieve this.
As outlined in the blog entry, Blogs!, blogs are very effective tools in transforming student’s knowledge to develop new understandings by participating and engaging in professional conversations with their peers and quite often ‘experts’ in the field. This benefit of blogs means that they are very productive for students to employ when constructing assignments or assessment pieces. Web logs provide an opportunity for learning managers and students alike to present their knowledge and findings to an audience. Whether that audience is their class members in a secure group blog, or the vast world in an open blog.
Blogs can be used in many different ways to enhance and transform learning. Whereas in the past students could only hear the views and opinions of their immediate class members, with the introduction of blogs, students can now develop expert jigsaws and inform each other’s learning. This can be achieved through the use of a group blog set up and monitored by the learning manager. To ensure the accuracy of information found within the blog it is vital for the learning manager to regularly access and review the student’s posts. Regular review of the blog also highlights to the learning manager any issues or concerns that their students may be having. The utilisation of blogs also fosters creative writing and gives the students a greater sense of ownership. As a result they have their very own blog and look forward to adding to it which encourages writing in many different forms.
PowerPoint is another very effective tool used in the delivery of information to students within a learning experience. PowerPoint creates an interactive resource which can be moulded and transformed to suit every learning style and can be changed to meet the specific needs of various learners. Another advantageous aspect to PowerPoint which supports and facilitates the learning journey is that it is very simple to use and has a very straightforward help tutorial to guide new users through the process. This is very important because as Turner-Bisset (2001, p. 6) explains, ‘subject knowledge is a key quality to expert teaching’ and for the students to gain the most from the learning experience this component is paramount.
PowerPoint provides opportunity for students to develop creative and informative presentations which add an extra dimension to school work, from assessment and project work to a simple show and tell exercise. This ICT provides an avenue for students to organise knowledge in a way that is sensible and flowing and also gives and opening to adapt the presentation, and the knowledge within, to suit a wide range of target audiences. Digital tools, such as PowerPoint, enrich the learning experience by provided an added level of participation and student engagement which, in turn creates a positive classroom environment and eliminates several ‘off-task’ behaviours.
PowerPoint is a very versatile tool for learning managers to employ and can be transformed to suit a variety of learning experiences. It can be used to create automated presentations which guide the class through an activity which frees up the learning manager to be available to assist any students who may be struggling or unable to gain a full understanding of the concept being taught. PowerPoint is also effective for students to use when presenting information from research or a report conduct for assessment. It is able to be used within groups or individually to give what would be a mundane recount or report a fourth dimension to engage the audience in the learning journey.
Another useful digital tool that can be implemented across numerous learning experiences is Pod casts. As explained in the blog entry, Applying Digital Tools, pod casts are content that a listener can subscribe to and can cover anything from an mP3 on iTunes, to the latest Hamish and Andy radio show. It is sound content on the Internet that can be downloaded and listened to. An added benefit to pod casts is that the listener can save the audio file onto their computer and listen to the content at a later date, some web pages also archive their pod casts which makes review each one even easier. Once again, pod casting provides students with yet another avenue to relate, create and donate using technologies which build on and enrich the learning process.
Pod casts can be implemented to compliment a number of teaching and learning strategies wchi include, self-guided or walk-through tours of a new topic or idea; training modules which may need to be revisited through a unit of work; and also stories can be effectively presented using a podcast and enable the listener to review or hear again an aspect of the story they have either missed or need clarification with. Pod casts facilitate learning in most environments and are particularly effective when working with students who have learning difficulties, for example, visually impaired. Not only do pod casts facilitate learning but they also enhance learning experiences by giving students the opportunity to consolidate and refine the knowledge within a learning experience. This is achieved through the ability of pod casts to be able to revisit topic and ideas with the learning experience. Having this ability means that the knowledge students receive is strengthened through greater understanding.
There are a number of teaching and learning models which not only align with, but demand the use of information and communication technologies (ICT’s) throughout the planning, implementation and reflection stages of a learning journey. One such framework is known as active learning and is described in the blog entry, Utilising Active Learning, as understanding and knowing your learner and then using that information to correctly implement a theory or framework that best suits their learning style. Ensuring that this information is used to inform the planning creates learning experiences that meet all the needs of the diverse range of students within every classroom. Applying active learning provides learning managers with the foundation information required to meet the needs of each student in their class and ensure that the learning experiences are engaging productive and successful for all involved.
Alternatively, the Dimensions of Learning (DoL) also encourages and outlines the use of ICT’s in the learning journey. We read in the blog entry, DoL Framework, that this model for teaching and learning brings to light the importance of information and how if it is not delivered in a meaningful and authentic way then it is difficult for students to put into practice, and after all, information is not knowledge until you can use it. The idea that information is not knowledge until it can be used highlights the vital role that active learning and the use of digital tools plays in the delivery of information and that if not closely and correctly identified can cause the best laid learning experience plans fall on deaf ears.
In conclusion, the blog entry, Incorporating the Online Environment in Classrooms, outlines that in today's society there is a heavy focus on technology and the use of these technologies in developing and shaping our learning experiences. And so, in order to successfully incorporate these technologies into our teaching practices we must first understand why it is important, what context should we employ them, and what benefits the use of these educational tools give us. When all of these aspects are taken into account and planned and implemented correctly we will discover that ICT's 'build the field' and provide learning managers with an extended set of tools in which to ensure student success.
Appendix
Karen Fox said...
Hi Jared,
In my experience I have not seen blogs being used at schools although the research by Downs(2004)certainly indicates that it is used regularly and is of benefit to students. I understand how it engages students and teaches them how to read effectively and write meaningfully if the tool is used efficiently.
The ownership of the blog is important as students control what is written and edited, who has access to their site and who they follow.
I agree that the positives outweigh the negatives when blogging and if used properly students should make learning gains whenever they are connected according to Downs (2004).
How do you as a Learning Manager see yourself using this tool in the classroom?
Karen.
Jason said...
Hi Jared
I would agree with Karen on this one, blogs as blogs are not for education in the mainstream. I agree there are many students that would appreciate and use blogs for learning. I think you would find that these students are not mainstream, have good access to computers at home, and would generally be good learners no matter what learning materials were used. I am not saying that blogs should be allocated to the waste basket, far from it. What we need to do as learning managers is use blogs in new and creative ways. For example a blog could be used as a platform for group work, within the classroom situation, they could be used as a learning management system, or even as a forum platform. Teachers could give students administrator rights and get them to produce a class blog as groups, posting blogs and making comments on each other's blog. This means they will work together on one project and it will be easily monitored. I am sure our lecturers rue the day they sit down to look at all our blogs as each one is a creation in its own right. (The University of Warwick, 2010)
Jason.
jared_thomsen said...
Thanks for the comments Karen and Jason, I can see where you are coming from and I agree. Blogs as they are without any constraints or guidelines, I believe, don't have a place in educational settings. But in contrast, when this digital tool is utilised successfully, that is, with close monitoring and clear guidelines, it can be quite an effective teaching tool.
jared_thomsen said...
Bryce, I strongly agree with your statement that teachers and learning managers alike are implementing numerous theories and frameworks within their learning experiences on a day to day basis.
Having spoken with quite a few in-service teachers it has been clearly seen that, although they may not realise it, they are fostering frameworks such as Marzano and Pickering's Dimensions of Learning in their teaching styles.
We as current students of learning management are very lucky to be exposed to so many strategies and frameworks which can be used as foundations for developing excellent learning experiences. Teachers who were teaching 10 or more years ago we not so lucky as these teaching and learning theories and models were not so readily available and in turn they have not received the comprehensive understandings and explanations as we have.
jared_thomsen said...
Doug, I have to agree with you that websites do encourage and increase interest in a learning experience.
I believe there are some constraints with using the world wide web within this environment but when planned for and carefully thought out by the learning manager these issues can be resolved to ensure seamless use of this ICT, and others, within a learning experience.
The challenge is now back to us, as future learning managers, to be skilled and informed enough to be able to harness this great educational tool that is at our fingertips.
jared_thomsen said...
Charleen, that is a very interesting view on a technologically literate student.
Having looked quite closely in previous terms at university, as I know you have, defining whether or not someone is literate in a particular area is quite a in-depth task.
I agree that technology has moved away from being an isolated subject to an integrated component that has been embedded within all essential learning’s. And I believe that so too have our teaching models and frameworks which will ensure relevant and meaningful experiences for our students and in turn, success.
References
Florida, R. (2002). Creative Class. New York: Basic Books.
Hargreaves, D. (1998). Creative Professionalism: the role of teachers in the knowledge society. London: Demos.
Kearsley, G. & Schneirderman, B. (1998). Engagement Theory: a framework for technology0-based teaching and learning. Version 4.5
Marzano, R. & Pickering, D. (1997). Dimensions of Learning. Colorado: McREL.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Turner-Bisset, R. (2001). What is Expert Teaching?. London: David Fulton.
Thursday, August 26, 2010
Wednesday, August 25, 2010
DoL Framework
Marzano and Pickering's Dimensions of Learning (DoL) model provides a very effective foundation for learning managers to build learning experiences from. This framework involves 5 dimensions of learning and explicitly outlines the importance of each, individually and collaboratively. The 5 dimensions are Attitudes and Perceptions, Acquire and Integrate Knowledge, Extend and Refine Knowledge, Use Knowledge Meaningfully, and Habits of Mind. DoL focuses the learning managers attention on the learning process and how they can most effectively plan, implement and assess their students.
Dimensions 1 and 5 (Attitudes and Perceptions, Habits of Mind) are the cornerstones of this framework and encourage the learning manager to foster a positive classroom climate and ensure students engage in positive classroom tasks. These two particular dimensions also highlight the importance of critical, creative and self-regulated thinking and instruct the learning manager on how to develop learning experiences in which the students can be involved in these processes.
Dimensions 2, 3 and 4 (Acquire and Integrate Knowledge, Extend and Refine Knowledge, Use Knowledge Meaningfully) bring to light the importance of information and how if it is not delivered in a meaningful and authentic way then it is difficult for students to put into practice, after all, information is not knowledge until you can use it. These dimensions give the learning manager the tools needed to equip students with strategies to develop higher-order thinking patterns and build in-depth understandings through real-world practices.
Applying Marzano and Pickering's DoL into learning experiences is both simple and effective. Implementing this framework means that both the learning manager and students are involved in the active learning process and ensures relevant and meaningful learning experiences for all involved. This model also aligns well with the use of ICT's in the classroom and provides many opportunities for learning managers to employ these useful educational tools.
Dimensions 1 and 5 (Attitudes and Perceptions, Habits of Mind) are the cornerstones of this framework and encourage the learning manager to foster a positive classroom climate and ensure students engage in positive classroom tasks. These two particular dimensions also highlight the importance of critical, creative and self-regulated thinking and instruct the learning manager on how to develop learning experiences in which the students can be involved in these processes.
Dimensions 2, 3 and 4 (Acquire and Integrate Knowledge, Extend and Refine Knowledge, Use Knowledge Meaningfully) bring to light the importance of information and how if it is not delivered in a meaningful and authentic way then it is difficult for students to put into practice, after all, information is not knowledge until you can use it. These dimensions give the learning manager the tools needed to equip students with strategies to develop higher-order thinking patterns and build in-depth understandings through real-world practices.
Applying Marzano and Pickering's DoL into learning experiences is both simple and effective. Implementing this framework means that both the learning manager and students are involved in the active learning process and ensures relevant and meaningful learning experiences for all involved. This model also aligns well with the use of ICT's in the classroom and provides many opportunities for learning managers to employ these useful educational tools.
Tuesday, August 24, 2010
Applying Digital Tools
The term Digital Tools covers a wide range of devices and instruments that learning managers can apply in their learning experiences and include, but are not limited to, blogs, images, pod casting, videos, animation and wikis. When applied correctly these tools create and foster enriched and meaningful learning experiences which engage the learner.
But how are these tools applied and utilised within a learning experience? Let's start with pod casting. Pod casting is content that a listener can subscribe to and covers anything from an mP3 on iTunes, to the latest Hamish and Andy radio show. It is sound content on the Internet that can be downloaded and listened to. Pod casting can be used in the classroom for self-guided learning tasks, accessing training modules, and listening to stories. This tool can also be used to create and develop class projects such as a talk show or story which integrates the skills and knowledge they have learnt with the ability and enjoyment of pod casting.
Blogs are also growing in popularity amongst learner managers as a means to engage students in such simple tasks as developing typing skills right through to connecting and interacting with students from the other side of the world. Blogs give the students an outlet to create their own web page and comment, or blog, on aspects and experiences from the days lessons. It encourages students to use 'netiquette' to give and receive contrasting points of view. Blogs also provide learning managers with the ability to monitor and track their students' journey and may highlight any areas of concern or confusion that their students may have.
Applying these digital tools into the planning and implementation of our learning experiences is not a hard task and is very beneficial to the learner. When a learning manager provides students with these tools in creates an environment of self-guided, peer-motivated learning and each student has an ownership of their work which, once again, makes the learning journey engaging and meaningful.
But how are these tools applied and utilised within a learning experience? Let's start with pod casting. Pod casting is content that a listener can subscribe to and covers anything from an mP3 on iTunes, to the latest Hamish and Andy radio show. It is sound content on the Internet that can be downloaded and listened to. Pod casting can be used in the classroom for self-guided learning tasks, accessing training modules, and listening to stories. This tool can also be used to create and develop class projects such as a talk show or story which integrates the skills and knowledge they have learnt with the ability and enjoyment of pod casting.
Blogs are also growing in popularity amongst learner managers as a means to engage students in such simple tasks as developing typing skills right through to connecting and interacting with students from the other side of the world. Blogs give the students an outlet to create their own web page and comment, or blog, on aspects and experiences from the days lessons. It encourages students to use 'netiquette' to give and receive contrasting points of view. Blogs also provide learning managers with the ability to monitor and track their students' journey and may highlight any areas of concern or confusion that their students may have.
Applying these digital tools into the planning and implementation of our learning experiences is not a hard task and is very beneficial to the learner. When a learning manager provides students with these tools in creates an environment of self-guided, peer-motivated learning and each student has an ownership of their work which, once again, makes the learning journey engaging and meaningful.
Utilising Active Learning
Active learning incorporates understanding and knowing your learner and then using that information to correctly implement a theory or framework that best suits their learning style. Ensuring that this information is used to inform the planning creates learning experiences that meet all the needs of the diverse range of students within every classrooms.
The first step in knowing your learner is ascertaining and understanding their individual learning style. This information along with the multiple intelligences the students engages in and whether or not they are a digital immigrant or native provides us with the foundation information needed to decipher the correct learning theory for the student. It is vital to ensure that this information is accurate and it is often best to collect the information through a range of activities and, if possible, at different times of the day over a few days to provide the most accurate understandings.
From here the information can be used to plan and implement learning experiences which align with the most effective and productive learning theory for that individual. Determining the most effective theory means that the learning experiences planned with be relevant, authentic and meaningful to the learner.
Following this simple guide to active learning will provide learning managers with the foundation information required to meet the needs of each student in their class and ensure that the learning experiences are engaging and successful.
The first step in knowing your learner is ascertaining and understanding their individual learning style. This information along with the multiple intelligences the students engages in and whether or not they are a digital immigrant or native provides us with the foundation information needed to decipher the correct learning theory for the student. It is vital to ensure that this information is accurate and it is often best to collect the information through a range of activities and, if possible, at different times of the day over a few days to provide the most accurate understandings.
From here the information can be used to plan and implement learning experiences which align with the most effective and productive learning theory for that individual. Determining the most effective theory means that the learning experiences planned with be relevant, authentic and meaningful to the learner.
Following this simple guide to active learning will provide learning managers with the foundation information required to meet the needs of each student in their class and ensure that the learning experiences are engaging and successful.
Learning Engagement Theory
Kearsley and Schneiderman (1998) constructed the Learning Engagement Theory which summarises that for learners to be truely engaged in their learning in an information communication technology learning environment they need to relate to a real-world, authentic problem scenario that is messy and ill-structured. That is they need to create solutions to problems and then donate the solutions back into the real-world, making the learning journey real and authentic.
Kearsley and Schneiderman go on to explain that this theory has three main components: relate, create, donate. For example, the students are required to relate the the person or real-world problem and understand the context of it, create and design a solution to the problem, and then donate or give the solution back to the person.
The learning engagement theory also promotes students to communicate and interact within small groups to collaboratively solve the problem. It encourages students to be active members of a group and teaches respect, responsibility and manners. This approach also fosters authentic focus, providing students with the tools and mindsets to meet the challenges of a problem with effective solutions. More often than not students are engaging in learning processes without even realising it.
This learning theory outlines three primary means to accomplish engagement, they are, emphasis on collaborative efforts; project based assignments; and non-academic focus. Kearsley and Schneiderman believe that the use of this theory emphasises the positive role that technology can play in human interaction and the learning journey.
Kearsley and Schneiderman go on to explain that this theory has three main components: relate, create, donate. For example, the students are required to relate the the person or real-world problem and understand the context of it, create and design a solution to the problem, and then donate or give the solution back to the person.
The learning engagement theory also promotes students to communicate and interact within small groups to collaboratively solve the problem. It encourages students to be active members of a group and teaches respect, responsibility and manners. This approach also fosters authentic focus, providing students with the tools and mindsets to meet the challenges of a problem with effective solutions. More often than not students are engaging in learning processes without even realising it.
This learning theory outlines three primary means to accomplish engagement, they are, emphasis on collaborative efforts; project based assignments; and non-academic focus. Kearsley and Schneiderman believe that the use of this theory emphasises the positive role that technology can play in human interaction and the learning journey.
Incorporating the Online Environment in Classrooms
In today's society there is a heavy focus on technology and the use of these technologies in developing and shaping our learning experiences. In order to successfully incorporate these technologies into our teaching practices we must first understand why it is important, what context should we employ them, and what benefits the use of these educational tools give us.
Technologies (ICT's) are important because not only do they give a learning experience an added dimension, they open the learner up to a vast new world where guided and shared learning alike can be fostered and built on. It is critical for a learning manager to incorporate ICT's in all areas of the learning design process, from planning through to implementation, this creates seamless development of real-world, authentic scenarios and experiences for the learner to engage in.
It is clear that ICT's should be used throughout learning experiences but are they required in every aspect of a learning experience? To be able to accurately answer this question the learning manager must be aware of the scope, context and environment of the learning experience. In addition, they must be able to know when these technologies will be effective and also when they may get in the way of the learners arriving at the planned outcomes.
The benefits of incorporating these ICT's into our learning experiences are numerous. It connects the students with relevant information from all over the world and enables the learner to engage in productive networking with other students, teachers, and experts from places they have may not even heard of before. ICT's, and more specifically the Internet, encourages students to develop and utilise multi-modal resources and join in on collaborative assessment pieces with flexibility and ease.
So when implemented successfully ICT's are not only enjoyable for the learner to use but creates a learning experience that is rich with meaningful concepts and scenarios. ICT's 'build the field' and provide learning managers with an extended set of tools in which to ensure student success.
Technologies (ICT's) are important because not only do they give a learning experience an added dimension, they open the learner up to a vast new world where guided and shared learning alike can be fostered and built on. It is critical for a learning manager to incorporate ICT's in all areas of the learning design process, from planning through to implementation, this creates seamless development of real-world, authentic scenarios and experiences for the learner to engage in.
It is clear that ICT's should be used throughout learning experiences but are they required in every aspect of a learning experience? To be able to accurately answer this question the learning manager must be aware of the scope, context and environment of the learning experience. In addition, they must be able to know when these technologies will be effective and also when they may get in the way of the learners arriving at the planned outcomes.
The benefits of incorporating these ICT's into our learning experiences are numerous. It connects the students with relevant information from all over the world and enables the learner to engage in productive networking with other students, teachers, and experts from places they have may not even heard of before. ICT's, and more specifically the Internet, encourages students to develop and utilise multi-modal resources and join in on collaborative assessment pieces with flexibility and ease.
So when implemented successfully ICT's are not only enjoyable for the learner to use but creates a learning experience that is rich with meaningful concepts and scenarios. ICT's 'build the field' and provide learning managers with an extended set of tools in which to ensure student success.
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