The Managing E-Learning course has been a huge learning curve for me! Unfortunately, I have not kept pace with the rapid changes in information and communication technologies (ICTs) and was very naive, until undertaking this course, of all the great technology and collaborative tools available for promoting communication and enhancing lesson experiences for students in education.
Throughout the course I have encountered some difficulties, as most of the technology presented has been foreign to me. However, I have found adequate support and encouragement from our lecturer and peers, through my blog, the online forums, Mahara, email and Skype. Skype has been a very useful collaborative tool when it is working, but unfortunately, I have had to reinstal the application after experiencing conflicts with other programs. Conversations with peers through Skype, have also given me valuable information to expand my knowledge and have assisted me when dealing with new applications and resources. Thankfully, I have also been alerted to design faults and mistakes within my blog, such as the inability of one peer to post a comment (see Appendix A), and another peer who notified me through Skype that one of my blog postings was illegible. Wherever possible I have also tried to alert my peers to problems that I have encountered in their blogs (See Appendix B).
Before this course, I was only using ICTs as a source for obtaining information for course topics, emails and use as a word processing tool. I now realise, after studying each topic area, opening links and undertaking activities in the Managing e-learning course, the great potential that ICTs possess for supporting and enhancing learning in all subject areas. Also employing learning engagement theory principles, in conjunction with ICTs in the classroom, can provide and engage students with learning that is creative, meaningful, and authentic (Kearsley & Shneiderman, 1999). Furthermore, ICTs contain a huge amount of great resources for designing interesting and meaningful active learning activities for students to enrich their lesson experiences (Kearsley & Shneiderman, 1999). While I would make use of all of the technologies presented, I envisage using the following technologies more frequently, and have indicated how I would implement them in my students' learning experiences. At the top of my list in Web 2 technologies are blogs, wikis and digital stories.
There are so many endless possibilities for using blogs, wikis and digital storytelling in all subject areas to enhance students’ learning in the classroom (Aldred, 2010). I believe any method teachers can employ to encourage students to read, write and express feelings and ideas is beneficial to students’ learning and growth! Blogs and wikis also provide a great opportunity for teachers to instruct students about “netiquette”, copyright breach issues, the dangers of unsafe usage and reporting of inappropriate material on the internet (Aldred, 2010). I believe students need frequent reminders of these important issues (even though most schools have very strict filtering methods). Fortunately, when students are using blogs and wikis, teachers can address the above concerns, by enabling Really Simple Syndication (RSS) feeds to students’ blogs and wikis. This practice then allows teachers to monitor both incoming and outgoing edits and posts to students’ blogs and wikis (Richardson, 2004; DETWA, 2010).
I envisage using blogs and wikis regularly in my students’ learning. I would like students to use blogs for reflective journals of their learning, ideally at the end of each day. I believe blogs should also be used in the classroom for endorsing an intercultural exchange of ideas about topics with students from both Australia and the world, thus promoting students’ respect and understanding of diversity. Furthermore, I would utilise blogs for book reviews; homework (Aldred, 2010); showcasing students’ artwork; and keeping parents and the local community informed of their children’s learning as well as encouraging their comments and suggestions (Aldred, 2010). Wikis could also be utilised in these ways, but wikis provide a more suitable platform for students to engage in collaborative groupwork.
I believe wikis can provide a stimulating, creative “active learning” environment where all students can be engaged in collaborative groupwork, and higher order thinking skills of problem solving and critical thinking (Kearsley, & Shneiderman, 1999; Aldred, 2010). Wikis further support “active learning” and “Learning Engagement Theory” as wikis provide an interactive platform where students are able to research and reflect on information published on the wiki by their peers and others, ask questions and publish their own opinions. Such activities can promote students’ ownership of learning and foster deeper learning and understanding of diverse views (Kearsley, & Shneiderman, 1999). Because wikis make student group collaboration an easy task, I envisage my students using wikis for “brainstorming” (Education Queensland, 2010 ), organising information, assembling drama scripts or presentations, and sharing knowledge, information and research on topics. I also posted an idea for a wiki to my blog, to assist teachers in planning active learning activities for students. The idea attracted a comment which further improved my original concept (see Appendix C).
Digital storytelling not only appeals to a wide range of intelligences (Gardner, 1975, as cited in Aldred, 2010 ), but is a powerful tool for engaging students in meaningful and authentic learning experiences. Digital storytelling also supports the basic principles of “active learning” and "engagement theory", as students can be involved in an activity where they can "relate" (collaborating in groups), "create" (stories that are meaningful and authentic to themselves and their community), and donate (share) their stories online to audiences both inside and outside their community (Kearsley & Shneiderman, 1999). I believe an authentic focus to learning is one of the best methods for engaging students in a learning activity. Therefore I would encourage students in my classroom to tell their own stories or stories they believe are important to be told and shared online with the wider community. I would also encourage the use of digital storytelling to facilitate discussions about current issues effecting students' lives such as bullying, race, global warming, conservation and work experience.
Students can view and upload (being aware of copyright infringement issues), a wide range of multimedia resources on wikis, blogs, and digital stories, including pictures, videos, avatars, audio and video podcasts. I found Picnik (link) a quick and easy way to resize, manipulate and enhance photos ready for downloading. I would reguarly use these resources in learning activities as they promote active learning and engage students’ audio, visual and tactile learning styles (Felder & Solomon, cited in Aldred, 2010). Strict school filtering of websites may prevent students from accessing and uploading resources. However, the Learning Place provides a safe on-line environment for students where they could readily access a bank of images, audio, and videos for enhancing their learning projects. Students can even collaborate with experts in their field of study and receive authentic responses to their questions. The Learning Place also provides a repository full of wonderful e-learning resources for teachers promoting on-line learning and assistance in designing engaging learning experiences for students.
Powerpoint is another great tool for organising and presenting keypoints in topics. I believe in presenting powerpoints that are not only informative, but appealing and engaging to both visual and auditory learners by inserting images, links to videos and music. Because powerpoint is very quick and easy to use my students and I would use this technology frequently in the classroom for presentations in a range of topics. Furthermore students could embed their powerpoint presentations to their blogs or wikis using a program called Slideshare. Slideshare also allows an MP3 narration audio file to be uploaded which can then be synchronised to the powerpoint slides turning the powerpoint into a video file (Aldred, 2010). I have found a user-friendly program called Audacity for narrating an audio file, and in conjunction with another program called Lame, I can convert the audio file to an MP3 file ready for uploading to Slideshare. I believe Slideshare would save teachers valuable time, as they could set up presentations or further explanations of key concepts for topics discussed in class, that students could watch and listen to at their own leisure and review if necessary. Students could even download presentations to their own USB for revision purposes. However, I would only use Slideshare for simple powerpoint presentations as I, along with a couple of my peers, encountered a problems when converting my powerpoint (see Appendix D).
ICTs provide a multitude of resources for supporting students’ learning. For example, there is a multitude of animations and simulations available for supporting and reinforcing students’ understanding and learning in a diverse range of topics. I would use this amazing technology wherever I could in lesson experiences, as I believe the activities appeal to a range of different learning styles by offering a multitude of engaging, hands-on, visual and auditory activities (Gardner, 1975, as cited in Aldred, 2010).
Undertaking the Managing E-learning course has been my greatest challenge to date. This course has opened my eyes to the wonderful technological resources we have available at our fingertips, for enhancing and engaging students in active learning experiences across all subject areas. I now realise how imperative it is for teachers to keep up with the rapid changes in technology as there will always be new and engaging technology that can assist us to provide up-to-date and exciting learning experiences for students. I am very excited by the prospect of integrating ICTs and Web 2 technology into all subject areas of my teaching, as I definitely believe this technology is the key to effective learning and connecting, collaborating and motivating learners of the 21st century.
REFERENCES
Aldred, S. (2010). Active learning: The issues. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Aldred, S. (2010). Internet safety: The issues. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44151
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Aldred, S. (2010). Multiple Intelligence. Retrieved from CQ University e-courses, FAHE11001 Managing E-Learning,
http://moodle.cqu.edu.au/mod/resource/view.php?id=44149 /view.php?id=44149 e Intelligence.
Department of Education and Training, Western Australia (DETWA). (2010). Resourcing the curriculum: Wikis in the classroom. Curriculum Materials Information Service (CMIS). Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/
Education Queensland. (2010). Interactive learning in the early phase: Brainstorming with ICTs. Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=36073
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Richardson, W. (2004). Blogging and RSS - The "What's It?" and "How To" of Powerful New Web Tools for Educators. In Multimedia & Internet@Schools (vol. 11), http://www.infotoday.com/MMSchools/jan04/richardson.shtml
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Appendix A
Zelina said:
Meryl, lets see if I can post this! Last time I got a message that I wasn't able to because I wasn't a member of your blog, I think that the idea you've started here is something to work on once we've graduated. I have heard of quite a few teachers who, once they are told who is going to be in there class send out letters introducing themselves to the children and ask for an introduction in return. In addition to your learning styles quiz you could add in personal questions, interests, hobbies, that kind of thing. So that on that first day of school you can have a reference to work from for conversation starters and you can have the best strategies possible for settling your class in. Gee that was a lot!
Meryl said:
Hi Zelina,
Thanks for reposting your comment. All seems well now thanks to you!:-)
I really like your add-ons. I believe any help the teacher can get in know her students gives teachers a head start both in planning and communicating with students, especially at the beginning of a school year. I believe the students would also be happy knowing that their teacher was interested in them personally, their learning styles, interests etc.
Cheers
Meryl
Sylvia said:
Just seeing if I can comment....looks fine to me.
April 23, 2010 7:46 AM
Meryl said:
Hi Sylvia,
Thanks for checking my blog to see if you could comment. Looks like the problem is fixed.
Cheers
Meryl
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Appendix B
Aussie teacher said:
Hello Meryl,
I also agree that this form of technology can save time for teachers over a term, particularly, as you alluded to, by allowing students the opportunity to review the material at their own time and place. Allowing a student to learn how to learn (higher order of thinking) is essential to their future.
I also experienced the same issues as you. As I previously stated, I agree that this form of technology will be extremely useful; however, believe that this may not be the ideal program to perform the task effectively. Considering the thousands of high quality PowerPoint presentations available on the net, there has to be a better way; although, it may come at a small cost. When I find a suitable source I will post it to my blog and share it with others.
I like your blog and hope you continue to expand upon it.
Kindest regards
Peter Spencer
Meryl said:
Hi Peter,
Thanks for your feedback and encouragement! I will keep my eyes peeled to your blog to see if you discover a better program for uploading powerpoints. I thought the losses of animation, links etc. were just an unavoidable occurrence when the file is being converted. Obviously you don't get nothing for nothing!
I have been enjoying your blog and comments on the forums as well. Your comments always seem to hit the nail right on the head. Were you aware that your blog is only accessible for comments from your team members? I went to post a comment last night and wasn't able to. I just thought I should mention this as my blog was inaccessible to other students too, until I was made aware of the fact, and changed the settings.
Cheers
Meryl
Aussie teacher said:
Hi Meryl,
Your a champion. Try leaving a comment on my blog if you like. I was not aware that I had restricted comments to only members.
Thank you and kindest regards,
Peter Spencer
Meryl said:
Hi Peter,
You're very welcome! I will go back in and try again.
Thanks
Meryl
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Appendix C
Monday, March 29, 2010
An idea for a wiki
At the beginning of the school year, when teachers are faced with a classroom of new students, I felt that a wiki would be a most useful way for teachers to determine their students’ personalities and learning styles. Students could undertake personality and learning style quizzes, as we did in the beginning of the Managing E-learning course, (either at home or school) and record their results on a table especially set up in a wiki. The feedback would hopefully assist the teacher when planning further learning activities for the students. Just an idea! What do you think?
Posted by Meryl at 5:37 PM 2 comments Links to this post
Zelina said...
Meryl, lets see if I can post this! Last time I got a message that I wasn't able to because I wasn't a member of your blog, I think that the idea you've started here is something to work on once we've graduated. I have heard of quite a few teachers who, once they are told who is going to be in there class send out letters introducing themselves to the children and ask for an introduction in return. In addition to your learning styles quiz you could add in personal questions, interests, hobbies, that kind of thing. So that on that first day of school you can have a reference to work from for conversation starters and you can have the best strategies possible for settling your class in. Gee that was a lot!
April 22, 2010 11:08 PM
Meryl said...
Hi Zelina,
Thanks for reposting your comment. All seems well now thanks to you!:-)
I really like your add-ons. I believe any help the teacher can get in know her students gives teachers a head start both in planning and communicating with students, especially at the beginning of a school year. I believe the students would also be happy knowing that their teacher was interested in them personally, their learning styles, interests etc.
Cheers
Meryl
April 23, 2010 12:20 AM
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Appendix D
AussieTeacher said...
Hello Meryl,
I also agree that this form of technology can save time for teachers over a term, particularly, as you alluded to, by allowing students the opportunity to review the material at their own time and place. Allowing a student to learn how to learn (higher order of thinking) is essential to their future.
I also experienced the same issues as you. As I previously stated, I agree that this form of technology will be extremely useful; however, believe that this may not be the ideal program to perform the task effectively. Considering the thousands of high quality PowerPoint presentations available on the net, there has to be a better way; although, it may come at a small cost. When I find a suitable source I will post it to my blog and share it with others.
I like your blog and hope you continue to expand upon it.
Kindest regards
Peter Spencer
April 27, 2010 6:26 PM
Meryl said...
Hi Peter,
Thanks for your feedback and encouragement! I will keep my eyes peeled to your blog to see if you discover a better program for uploading powerpoints. I thought the losses of animation, links etc. were just an unavoidable occurrence when the file is being converted. Obviously you don't get nothing for nothing!
I have been enjoying your blog and comments on the forums as well. Your comments always seem to hit the nail right on the head. Were you aware that your blog is only accessible for comments from your team members? I went to post a comment last night and wasn't able to. I just thought I should mention this as my blog was inaccessible to other students too, until I was made aware of the fact, and changed the settings.
Cheers
Meryl
April 27, 2010 10:53 PM
April 28, 2010 12:17 AM
Bec said...
Hi Meryl,
With using SlideShare to upload presentations is in some ways useful but I found it's not the best as with all the work that is put into some presentation doesn't seem to show when uploaded through SlideShare. The reason I found this was when I completed my PowerPoint presentation I was trying to find a way to upload it to my Blog and I came across SlideShare. This was before I seen it was in our week 7 of learning. Therefore with using this yes it was quick and easy but I found the most disappointing part was that I had animations and sound effects which just went unnoticed. Therefore not allowing any viewers to experience the full quality of the designed presentation and leaving my presentation looking very plain and boring. But this is only my opion and think that if you are just wanting to upload a ordinary file with know animations ect, then SlideShare is a great program to do so in and children will be able to use this program with ease.
May 2, 2010 6:14 PM
Meryl said...
Hi Bec,
I totally agree with you. Slideshare would be very useful for simple presentations where there are no animations, YouTube links etc.
Another feature Slideshare erased from my powerpoint was colour. One of my slides was very eyecatching and when Slideshare converted my powerpoint file the colours were also erased. It is a shame this happens but the text, was unaffected and therefore the key points of the presentation were still apparent. I am sure we can overcome these obstacles by making other areas of our presentation more appealing. For instance I ran a couple of memory games during my presentation (using a couple of the memory strategies outlined in the presentation), which the other students seem to really enjoy.
If I am using Slideshare in the future, I would make sure that any YouTube video links associated with the uploaded powerpoint were separately noted in a text box so that students could click on the links and still access the videos as well.
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