The purpose of this synopsis is to provide a brief explanation of e-learning and why it is important, to provide information of e-learning in my context, the barriers and opportunities of e-learning in my context and to reflect upon four different teaching tools that have been explored over the last several weeks.
What is e learning and why is it important?
Clark and Mayer (2007) define e-learning as learning that is implemented using a computer, whether it is through the Internet, Intranet or from a CD-ROM that has been designed to support individual learning. E-learning gives the students opportunities to learn through a medium that they come in contact with everyday, that they are engaged in and that will be a vital tool throughout the 21st century. The Queensland Studies Authority (QSA) (2007, p.1) states “students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations.” Because of this, it is important that we, as Learning Managers provide opportunities for our students to learn through and use a range of different ICTs throughout classroom instruction.
By incorporating e-learning into the classroom:
Students explore and experiment with the use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs on society. (QSA, 2007, p.1)
E-Learning in my context.
I have contact once a week with a grade 3/2 composite class. The students in this class show general computer skills, being able to create basic word documents and can go on to the internet to play learning games. All students are engaged when participating in ICT activities. Students tend to work well collaboratively, although when it comes to computers, they do prefer to work individually.
What are the barriers of E-Learning in my context?
The barriers of e-learning in my context include a classroom with only 3 computers for a class of 23 students and only 1 hour per week allocated for computer lab. This allocated time slot is part of their library visit and they do not necessarily use the computers every time.
What are the opportunities of E-Learning in my context?
The classroom next door contains a Smart Board and has no allocated use except as a visual arts classroom for the older years one day a week. For the rest of the week the classroom is available for use by the grade 3/2 class. This allows the Learning Manager to have use of the Smart Board for whole class collaborative e-learning. Time could be allocated for the students to work on the 3 computers available in the classroom in pairs on collaborative tasks.
Access / gain information – Learning Objects.
Consolidate and refine information – Concept Maps Online.
Learning Objects
Learning objects are a great online tool that can be used in any classroom and with any aged student. Learning objects are defined by Wiley (2000, p.7, as cited in Bratina, Hayes & Blumsack, 2002, p. 1) as "any digital resource that can be reused to support learning.” Learning objects can be used to either acquire knew knowledge or extend previously learnt knowledge. They can be sourced from anywhere on the Internet, a great website is The Curriculum Exchange. One of the great things about Learning Objects is that they are available for a wide range of topics throughout most of the Key Learning Areas (KLAs).
In my class context I would use Learning Objects in the first learning experience of a new topic. After teaching the students the knowledge and skills, I would use the Learning Object as a conclusion to the lesson for them to store the knowledge.
Most Learning Objects can be reused for the higher grades as a diagnostic tool to see if they have the basic knowledge and skills for the upcoming unit of work. You can than plan from the results of the Learning Object where you need to start the learning.
In reference to the Dimensions of Learning Framework, I would class this e-learning tool as Dimension 2: Acquire and Integrate Knowledge – Store. According to Marzano and Pickering, 2006) it is believed that there should be a deemphasizing of memorizing throughout the learning process. This is because “it is more important for students to focus on understanding (not recalling) information, to learn where to find information and to learn how to access it” (Marzano & Pickering, 2006, p. 73). By using a Learning Object to store new information, the students are focusing less on “memorizing” what they have learnt and more on understanding and using the knowledge.
Concept Maps Online
Concept Maps have been used in classrooms for as long as I can remember. They are a great way of organizing information or brainstorming to bring out prior knowledge. In Dimensions of Learning Teachers Manual, Marzano and Pickering (2006) provide six patterns in which information can be organized. One of these six patterns is a concept map. Marzano and Pickering (200, p. 62) state that graphic organizers, such as concept maps, “can be used in the classroom in two ways: in teacher structured and student structured lessons.”
In my classroom I have seen concept maps used as a way to get the students’ prior knowledge before the beginning of a new unit. This was very effective and the students got to share ideas and collaborate with one another. Although I have seen this, I have never seen an online concept map used within a classroom learning experience. When first exploring this tool, I did not think I would use it in my classroom, as it seems to be quite time consuming. However, I do believe that you could collaboratively create a whole class concept map using this e-learning tool.
When using this tool for organizing new information, I do believe that it would be effective if the learners were doing so using the online version as the students would be engaged and captivated by the technology they are using. In my classroom context, I would have the students working in pairs or small groups of 3. My reason for this is time. When creating my own concept map online it took me quite a while to do. I believe if students were to work collaboratively time would not be such a big issue.
I would place this tool in The Dimensions of Learning Framework under Dimension 2: Acquire and Integrate Knowledge – organize. According to Marzano and Pickering (2006) “learning declarative knowledge involves organizing information”. This e-learning tool is a great way to organize new information and would do so in an effective way.
Blogs
A blog (or web log) is an online tool that allows users to display postings on particular topics in chronological order (Education Queensland, 2010). Blogs are a fantastic resource to use in the classroom, as they are very effective and easy to use. According to the Department of Education (WA) (2001) “blogs provide a communication space that teachers can utilize with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.”
There are many uses for blogs in the classroom. Small selections of these uses are:
- · Reflecting.
- · Analysis.
- · Evaluation.
- · Collaborative learning.
Students could use blogs as a reflective journal, uploading posts on what they have learnt throughout the day or week or writing from a topic given by the Learning Manager.
Students could use a blog to analyse and evaluate certain topics, information or (like myself over the past few weeks) different tools.
One of the best things about blogs is that they encourage collaborative learning by allowing students to post comments on their own and each other’s blogs and participate in professional conversation with their peers. According to Bruner, 1996, p.84, cited in Brady, 2006, p. 3) “learning should be participatory, proactive, communal, collaborative, and given over to the construction of meaning.” Brady (2006) believes that learning happens when students are actively engaged and through communication and collaboration with peers, teachers and the wider community. Using a blog in classroom learning experiences allows this to occur.
Depending on how the blog is being used within the classroom, I would place this tool under the ‘Comprehension’ stage of Blooms Taxonomy or the ‘Evaluation’ state. Throughout the comprehension stage, the “student translates, comprehends, or interprets information based on prior learning” (Vieyra, 2006).
Digital Video
Digital video is a tool that allows students to create their own video, whether using still or moving images, on the computer to present their knowledge to a particular audience. Digital video is a great tool for classroom use as it benefits students in such ways:
Digital video can be used in the classroom as a way for students to present their knowledge to an audience. Ultimately, it can be used as an engaging assessment tool. In my context students have used digital video to construct claymation movies using their alebrijis that they created throughout the term. The students were so engaged with this assessment item throughout the whole term and could not wait to present their movies to the class and wider school community.
Comments
Throughout the last few weeks, while keeping my blog, I have made comments and have had professional conversations with my peers. You can read these comments and conversations by clicking on the links below.
The BIG 6 - Comments on Teagan's and Renee's blog.
Images - Comment on Renee's blog.
WIKIs - Comments on Jessica's and Renee's blog.
Concept Maps - Comment on Teagan's blog.
Blogs - Comment on Teagan's blog.
Conversation with Renee on my blog posting - Concepts maps.
Comment left by Teagan on my blog posting - Digital Video.
References
Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest, NSW: Pearson Education Australia
Bratina, T., Hayes, D., & Blumsack, S. (2002). Preparing Teachers to Use Learning Objects. Retrieved from: http://technologysource.org/article/preparing_teachers_to_use_learning_objects/
Clark, R.C., & Mayer, R.E. (2007). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Retrieved from: http://books.google.com.au/books?hl=en&lr=&id=MOutGGET2VwC&oi=fnd&pg=PR15&dq=E-learning+&ots=XJscDdBZEh&sig=3WadErN-FqbNGA_hhmuD4U0jhz8#v=onepage&q&f=true
Department of Education. (2010). Resourcing the curriculum: Blogs in education. Retrieved from: http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/#value
Education Queensland. (2010). The learning Place: About blogs. Retrieved from: http://education.qld.gov.au/learningplace/communication/blogs/aboutblogs.html
Marzano, R., & Pickering, D. J. (2006). Dimensions of Learning Teacher's Manual 2nd Edition. Victoria: HawkerBrownlow Education.
Schuck, S., & Kearney, M. (2004). Students in the director’s seat: Teaching and learning across the school curriculum with student-generated video. Retrieved from: http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf
Story - Huffman, R. (2007). Big6 Stage 5: Synthesis of Information. Retrieved from: http://www.big6.com/2007/09/30/big6-stage-5-synthesis-of-information/
Vieyra, G. (2007). A Dialectical Interpretation of Factual Knowledge in Vygotskyan Terms vs. Bloom ́s Taxonomy as Interpreted by the Teaching Staff at 75th Street Elementary School (LAUSD). Retrieved from: http://www.gestaltdialektik.com/content/Factual_Knowledge_in_Vygotskyan_Terms.pdf
Queensland Studies Authority (QSA).(2007). Information and Communication Technologies: Cross Curriculum priority by the end of year 3. Retrieved from: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf
