Reflective Synopsis

Blog Synopsis

It is inevitable that in today’s society, students are highly influenced and motivated through the use of digital technologies. As educators, it is important that we implement these technologies throughout students learning experiences to ensure they are attaining the knowledge and skills necessary in becoming ‘digitally literate’. In order to do this, we need to use Information Communication Technologies (ICT’s) in and across all Key Learning Areas (KLA’s) within everyday classroom situations. It is through this that we can encourage active learning, offer supportive environments, engage students in classroom tasks, enhance students learning needs and assist in the development of becoming a lifelong learner.

However before beginning to use digital technology it is important that students are aware of netiquette. Netiquette involves using the appropriate rules and regulations to effectively communicate with online users. These rules and regulations need to be followed in order to prevent conflict and ensure students are establishing positive and supportive teaching and learning environments. Learning mangers and students must also follow legal, safe and ethical practices while participating in online learning.

The purpose of this synopsis is to analyse the usefulness of four digital tools and their association with a range of learning theories and frameworks. These four digital tools include PowerPoint, Images, MovieMaker and Learning Objects. This task will also provide links to the writer’s participation, relevant to the course being undertaken.

The first digital tool being explored is PowerPoint. In a classroom context, teachers and students are constantly being introduced to new topics that contain large amounts of information. PowerPoint is a highly effective digital tool in which this information can be stored and retrieved at various stages through a wide range of learning experiences. This form of technology allows both teachers and students to present and convey key messages about various topics relevant to their audience. Within a PowerPoint, teachers and students have the opportunity to create intriguing presentations as they incorporate the use of multimodal designs. These designs include images, animations, music, videos and links to other reputable resources. CISCO (2008, p. 14) highlights that by using multimodal designs, learning is enhanced and one’s higher-order thinking skills becomes increasingly apparent.

For teachers, this digital tool is a great way to engage students in classroom tasks and scaffold learning processes. For students, PowerPoint is extremely useful when demonstrating, arranging and sequencing the information learnt within a particular topic. This is related to the learning theory, ‘cognitivism’ as students ‘structure, organize and sequence information to facilitate optimal processing’ (Instructional Design Knowledge Base 2006, p.2)

This digital tool also allows each individual to participate in an inclusive and interactive environment. This is because, it caters for visual, auditory and kinesthetic learning needs, provides the basis for which debates can be formed, allows students to work collaboratively to find out new information, enables students to communicate their own thoughts and ideas and contributes to class discussions. Another advantage of PowerPoint is that it can be used for future educational and workplace purposes that in turn, lead to attaining the attributes of a lifelong learner. To view comments mentioned on PowerPoint please view writer’s blog.

The second digital tool is Images. Images are a useful learning tool when introducing and engaging students in a new topic. When using this digital tool, learning managers can form discussions, pose higher-order thinking questions, create and portray key messages and identify students’ prior knowledge within a specific topic. In agreement with this, Jonasson 1991, as cited in Mergel (1998), comments that when analysing and interpreting the meaning of an image one will reflect on their previous knowledge and experiences. Combining the use of images with text, can also increase students learning capabilities and help reinforce what is has taught and/or learnt. According to JISC Digital Media (2010, p. 1), ‘establishing a better balance between the use of images and the use of words, educators can increase the learning potential of their students’.

The learning theory that is being utilized while using this digital tool is constructivism. This is because students are reflecting on real-life experiences to generate their own interpretation of what the image is portraying (Instructional Design Knowledge Base, 2006, p. 1). By using images in a classroom environment, learning managers can create ‘authentic’ tasks for students in a wide range of learning areas. From this students will be able to adapt optimistic attitudes towards various tasks as the purpose for learning becomes evident. Marzano & Pickering (1997) coincide with this when mentioning that students are more likely to become engaged in tasks that are ‘authentic’.

Furthermore, this digital tool can be applied to future learning experiences and enhance students learning as they develop new understandings towards their previous experiences and apply them to new situations. To Access another blog in which the writer has learnt from view Professional Learning Journey. Also see appendix 1 under writer’s comments on images.

The next digital tool to be discussed is MovieMaker. MovieMaker is a digital tool used to create movies from still images. Similar to PowerPoint, MovieMaker allows students/learning mangers to use multimedia. They are able to import music, images and other videos from their own computer and/or the web. This program also contains features such as adding titles, special effects, and transitions on and between each slide/image. The final product can then further be shared on the internet, sent to others and saved on the computer. Cognitivism can be interwoven in this learning tool as students ‘communicate or transfer knowledge in an efficient and effective manner’ (Instructional Design Knowledge Base, 2006, p. 2)

As part of the Department of Education and Training (2001, p. 1) the elements of productive pedagogy that are being attained through this tool are; ‘Intellectual quality, Higher-order thinking, deep knowledge, deep understandings, substantive conversation, knowledge as problematic and metalanguage, as well as Connectedness aspects knowledge integration and connectedness to the world.

In a learning context, this form of digital technology could be useful for capturing moments on excursions, undertaking science experiments (showing the lifecycle of a plant) and reflecting on learning experiences. Schuck & Kearney (2004, p.10) comment that the three major modes of digital videos are ‘communicating, observing and reflecting’. These skills can be used in situations outside of the classroom environment and assist in the development of a lifelong learner. In order to view the comments left on the writer’s blog about MovieMaker please view writer’s blog

The final digital tool being explored is Learning Objects. Learning Objects can be used across all Key Learning Areas (KLA) for all year levels. The purpose of a learning object is to assist and enhance students learning by providing them with a range of engaging activities. Education Queensland (2010, p. 2) comments that ‘digital resources such as learning objects, aims to enhance the learning process and models good teaching and learning’.

It is through these tasks that students are required to use their critical thinking skills as they analyse, interpret and collect information relevant to the topic being utilized. Cosstick (2010), makes a valid point when stating ‘learning objects are most useful in extending and refining knowledge after the basis of a topic has already been established and understood’. (To view this comment please visit this link) By incorporating learning objects into a subject matter that has already been discussed students can then determine what information is relevant to the learning experiences they have previously undertaken and how to apply this knowledge to new situations.

Cognitivism is interwoven within this digital tool as students use a range of appropriate learning strategies to successfully complete the task at hand (Instructional Design Knowledge Base, 2006). The productive pedagogy in which this tool is addressing are intellectual quality; higher-order thinking, deep knowledge, deep understanding, substantive conversation, knowledge as problematic and metalanguage as well as connectedness elements including knowledge integration, Background knowledge, connectedness to the world and problem-based curriculum (Department of Education and training, 2001). Learning objects contribute to developing the skills associated with 21st century learning and therefore provide the link to lifelong learning.

It can be seen that the above digital tools are all necessary in enhancing the skills in which students need in becoming ‘digitally literate’. Learning managers need to continue to use Information Communication Technologies (ICTs) in their everyday curriculum activities to ensure students are acquiring the Knowledge and Understandings used to effectively function in the 21st century. These knowledge and understandings also demonstrate that students are attainting the attributes of a lifelong learner. Using digital technology in the classroom will aid in the process of creating supportive teaching and learning environments as learning managers and students’ experience a range of inclusive, engaging and authentic tasks. By adapting the use of learning theories and frameworks to these digital tools, learning managers can optimise students learning and prepare them for future learning experiences.


























References

Cisco systems Inc. (2008) Multimodal Learning Through Media:
What the Research Says. Cisco: USA.
Cosstick, J. (2010). E-learning on the go 2.0. Retrieved from
http://www.elearningonthego.blogspot.com/
Department of Education and Training (2001) Elements of productive pedagogies.
Brisbane, Queensland Government.
Education Queensland (2010). The Learning Place. Retrieved July 31, 2010, from
http://education.qld.gov.au/learningplace/
Instructional Design Knowledge Base. (2002-06). Select Instructional Models/ Theories to Develop Instructional Prototypes. Retrieved 22 August, 2010, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
JISC Digital Media (2010). Using images to reinforce Learning. Retrieved from
http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-to-reinforce-learning/
Mazarno, RJ. & Pickering, DJ (1997). Dimensions of Learning: teachers manual (2nd
Ed.). Aurora, Colorado USA: MCREL
Mergel, B. (1998). Learning Theories & Instructional Design. Retrieved 22 August, 2010, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Ryan, K. (2010). My E-Learning Professional Journal. Retrieved from
http://kbmryan.blogspot.com/
Schuck, S., & Kearney, M (2004). Teaching and Learning across the School Curriculum
with Student- generated Video . Students in the Director’s Seat. University of Technology. Sydney, Australia.
Turner, C. (2010). Professional Learning Journey. Retrieved from
http://cmturner.blogspot.com/2010/08/digital-tool-of-pictures-can-be.html?showComment=1282445438269_AIe9_BESWBcw64WuqQMBmoDsEcLIFlVqEgF1_83yVxSiqVgF1oWkjUDKV65LAM-8DP7spqdmobDgujW47KALoGO3lea2-BjSvCIql4X9NPQnQtQ_ziENjSBxvaQVe3h81R7MXNZB5SF7Bby4YuJX2GvfCt1L






















Appendix 1

Kym

Jennah, I agree that students can use MovieMaker to reflect on their learning journey but, I also believe movies can be used for students to observe an investigate class activities which show their knowledge and understanding of the content being studied.


Writer’s comments

I agree that images are useful when establishing students’ prior knowledge and understandings within a topic. I also believe they are useful when engaging visual learners.
In my experience as a learning manager, concept maps are an excellent way to determine students’ prior knowledge. These maps can then be revisited later in order to determine the growth in students knowledge and understanding of particular learning area.

Week 6- Learning Objects

Learning Objects are an excellent digital tool that can be easily accessed by teachers and students for all year levels (k-12). They can be used across all Key Learning Areas (KLAs) including SOSE, Science, HPE, English, Maths and Art. One advantage of Learning objects is that they assist and enhance students learning by providing them with a range of engaging activities. The features incoporated in Learning Objects also address visual, auditory and kinesthic learning needs. This is because students have the opportunity to view many viusal images, listen and read various texts and be actively involved in a variety of 'hands on' tasks.

Overall Learning Objects provide students with a range of skills through the use of engaging activities. This digital tool I believe, are an excellent way for students to get involved in real-life educational tasks and develop deep understandings on particular topics.

Week 5- MovieMaker

I found making the below movie an exciting, yet challenging task. In a school context, I believe this form of techonolgy would be extremely beneficial towards students after being on an excursion. This is because, students would be able to reflect on their learning experiences and capture images relevant to the purpose of the designed trip. However I would recommend guidance from learning managers (teachers) as the program, to some students, may be difficult to grasp.

(I created it as a youtube clip because I was experiencing difficulty with MovieMaker)



Please Note: This movie was not created for educational purposes but for entertainment. Music is by Louis Armstrong, song ' What a Wonderful World'.

Week 5- Youtube Video

The following is a youtube clip on the lifecycle of a butterfly. I believe that this would be used for educational purposes as students learn about the lifecycle of plants and animals within the Key Learning Area (KLA), Science.Youtube videos are also great for 'hooking' the students when introducing them to a new topic.

Lifecycle of a Butterfly

Week 4- Images and Podcasts

Images are useful when engaging students in a new topic. They can support students’ critical and creative thinking skills as they analyse and interpret the meaning of various visual representations. This learning tool can also benefit visual learners as well as reinforce what the learner has been taught and/or learnt.

(Image from Flickr)
http://www.flickr.com/photos/44340545@N05/4175730573/sizes/s/in/photostream/

I believe the above image could be used for educational purposes when informing students about different cultures and embracing diversity. In a classroom setting, I would display this image on an interactive whiteboard or data projector in order to form a discussion about what this picture represents. (This would be used to gain students knowledge on ‘Culture and Diversity’ as part of a unit plan). To record students’ thoughts on this image I would begin constructing a concept map in which I could refer to at a later date.

Podcasts

Unfortunately, I was not able to access the website for the podcast task.

Week 3 - PowerPoint

PowerPoint is a simple, highly useful and engaging learning tool. In a school context, students are usually exposed to PowerPoint presentations when learning about a particular topic that contains a wide range of research/information.

It is extremely useful when participating in oral presentations as students are able to emphasize on key aspects within a topic while keeping others engaged and assisting the 'flow' of how a task is presented. Another strength in powerpoint, is that it can allow students to display visual images, add animations for further appeal and can be connected to data projecters and interactive whiteboards to enable an inclusive learning environment. Using this form multimodal designs will assist in the focus of the subject matter and therfore aid in students learning. According to the CISCO (2008, p. 13), 'students engaged in learning that incorporates multimodal desgins, on average, outperform students who learn using traditional approaches with single modes'. The animination feature however does need to be used wisely as many students can get carried away with how a PowerPoint can look rather than the content.

As part of a group, for one of my university courses, I was required to do an oral presentation on Digital Literacy. To inform my fellow peers about this topic my group decided to construct a PowerPoint. We found that this learning tool was the most appropriate way to convey key messages to our audience. We also incorporated images, quotes from reputable sources and instructions to follow in order to access specific websites. This was a successful learning experience as our audience maintained focus on the task at hand and the 'take home message' was clearly established.

Overall, I believe that this tool can enhance students learning as they become more engaged with tasks, feel supported when forming oral presentations and can connect with thier audience using multimodal designs.

Week 2- Big Six framework

Big Six theory

1. Task Definition

1.1 Define the information problem
1.2 Identify information needed

2. Information Seeking Strategies

2.1 Determine all possible sources
2.2 select the best sources

3. Location and Access

3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

4. Use of Information

4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information

5. Synthesis

5.1 Organize from multiple sources
5.2 Present the information

6. Evaluation

6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)

The big six framework would be an effective learning tool when undertaking a step-by-step process to complete an assignment. For example when researching a particular topic this framework could be used to assist students in analysisng the importance of information.

Week 2- The learning engagement theory

The learning engagement theory

• Linked to constructivism, as it emphasizes on collaborative learning and a community of learners.
• Uses creating, problem-solving, reasoning, decision-making, and evaluation.
• Self-directed learning

Summarized as Relate – Create – Donate

Learning activities:

1. occur in a group context (i.e., collaborative teams)
2. are project-based
3. have an outside (authentic) focus

Relate

• emphasizes team efforts through communication, planning, management and social skills
• collaborative learning

Create

• makes learning creative and purposeful
• Problem-based learning
• Student focused

Donate

• Focuses on the value of making a useful contribution while learning
• Authentic learning
• Involves outside school communities, groups etc

An effective learning tool when participating in group work activities/projects. Relating theory to real-life situations and communicating with people in the surrounding community is a great way for students to become engaged in learning as it gives tasks a purpose.

Week 2- Comparing Wiki’s, Websites and Blogs

The following information discusses the differences and similarities between a wiki, blog and a website

Wiki, Website & Blog : Similarities

• Form of digital technology
• An effective learning tool
• Used for various reasons
• Can contain links to other resources i.e. websites
• Can have/add images
• Updated at any point

Wiki : Differences

• Can be edited by anyone
• Can add, remove words and change
structure at any point in time
• Focused on collaborative learning
Similarities

Website: Differences

• Usually backed up by current/relevant information
• Factual
• Can be used to promote items, events and places

Blog: Differences

• Personal opinions/reflections
• Can only be edited by author
• Written in the form of a journal
• Updated frequently


It can be seen that wikis, blogs and websites have many similarities and differences. I believe however all benefit 21st century learners as they are technologically savvy.

A wiki serves a valid purpose through the use of collaborative learning. In my opinion Collaborative learning is a key aspect in which students need to establish in order for ongoing learning to occur in the classroom, and for future workplace experiences. As part of the Smart classrooms strategy, from the Department of Education, training and Arts (2008, p. 10), ‘effective digital learners continually develop communication and collaboration skills’.

In a learning context, a website may be a useful tool when required to research a particular topic. Students would be able to provide specific information that shows their knowledge and understandings within a subject matter and could therefore address the current curriculum, Essential Learnings document. For example, in English students would be able to demonstrate their ability to analyse, interpret and investigate various texts.

A blog would be an effective learning tool when ‘reflecting’ on learning experiences. It would assist teachers in recognising the process in which students followed when completely tasks. An example that comes to mind would be when a student is required to undertake a science related task that involves observing the life cycle of a plant. Students could write a blog discussing what happened at various points and reflect on why it was important to do certain things and could also provide links to other resources that may be of use.

Week 2- Wiki and Website links

Here is the link to my wiki:

http://jmrmel.wikispaces.com/

Here is the link to my weebly:

http://jmrmel.weebly.com/