Brooke Linsket Synopsis - s0178737

After engaging in my own personal E-Learning journey, I have found myself to be an active member of the global society in which we now live. As a future Learning Manager I will be able to facilitate learning through the integration of the use of digital tools within the learning environment that have been properly scaffolded to develop deeper understanding and knowledge gathering opportunities. This will be achieved by focusing on the pedagogical value the tools bring to a specific learning experience rather than the tools themselves (Smith, Lynch & Knight, 2007).


Throughout this synopsis I will be discussing a number of these tools and analysing them through frameworks such as The Engagement Theory (Kearsley & Shneiderman, 1999), The Big6 (Eisenberg, Johnson & Berkowitz 2010) and Dimensions of Learning (Marzano & Pickering, 1997) to properly ascertain the benefits of using these tools to achieve learning outcomes within a classroom environment.
 As technology becomes more prevalent in a knowledge driven society, students must become highly motivated and independent thinkers who can use digital technologies to enhance their learning (Smith, Lynch & Knight, 2007). It is therefore the responsibility of the Learning Manager to correctly scaffold learning experiences by developing pedagogical strategies within the realm of ‘thinking digitally’ to ensure that learning remains the focus of any activity conducted through the use of these technologies (Smith, Lynch & Knight, 2007).

 With the World Wide Web being so accessible in today’s society, students are bombarded with content that has little or no educational value. By implementing digital pedagogies effectively students will learn through the use of frameworks such as the Big6 (Eisenberg, Johnson & Berkowitz, 2010) the necessary skills to gauge for themselves whether information is feasible or not.

Google Earth is a highly interactive tool that allows students to access and gain information on the one site that has gathered current and relevant information from a large range of sources. Students will feel connected globally whilst engaging in such activities as Lit Trips. This activity brings books to life by taking the students on an expedition to specific places within the text, allowing students to experience firsthand any cultural and geographical aspects that may not have become apparent to the reader through the traditional manner of engaging with books.


Learning objects such as those found in the Learning Place are another way for students to attain knowledge on a specific topic and because they are located within a password protected educational website they already comply with the curriculum guidelines pertaining to their content and age appropriateness. These learning objects sit in conjunction with some of The Engagement Theory’s basic principles through the inclusion of activities that “involve active cognitive processes such as creating, problem solving, reasoning, decision making and evaluation” (Kearsley & Shneiderman, 1999).

Marzano and Pickering (1997) believe that in order for positive attitudes and perceptions to be maintained when engaging in classroom tasks, the learners need to perceive the tasks they undertake as valuable and interesting. Students are often engaged more when they feel a part of the design process; this can be achieved through guided discovery (McInerney & McInerney, 2006). By involving the learners in predominately student directed but guided discussions information can be consolidated and refined (Education Queensland, 2002). Then introducing a tool such as bubbl.us to record the information, blended learning will occur. An interactive concept map can be created as opposed to brainstorming with a pen and paper, this can encourage students to delve deeper into their schema to access higher order thinking skills allowing them to effectively use and organise declarative knowledge. Thus reinforcing Bruner’s theory (as cited in McInerney & McInerney, 2006, p. 140) on personal constructivism through the emergence of patterns and connections that encourage analytical thinking. The tool wordle (see comments) could also be used to align with this theory.


Kearsley and Shneiderman (1999) state that “learners must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. Creating opportunities for students to actively participate in substantive conversations (Education Queensland, 2002) with their peers and the Learning Manager will draw out a deeper understanding of the knowledge they already have (McInerney & McInerney, 2006). This will also lay the foundation for learners to develop in "exhibiting active physical and mental involvement; posing questions and seeking their own answers; reconciling what is found at one time with what is found at another and comparing their findings with other learners", skills that Piaget (as cited in McInerney & McInerney, 2006, p. 38) deems essential to constructive learning.

Podcasts are a flexible tool in which I believe will aide in attaining these skills whether the students are listening to and analysing a podcast or creating one of their own, they are active participants of collaborative learning via the basis of two way communication and amalgamating multiple perspectives to reach an outcome (see comment). The Department of Education (2010) suggests that “Creating a podcast allows students to share learning experiences that make learning meaningful and assessment authentic. It also provides them with a world-wide audience to present this knowledge to”.

Digital images, PowerPoint, Movie Maker, YouTube and blogs are all examples of tools that can captivate an audience and allow for a creative and engaging way to present knowledge. In my opinion these tools all heavily align with the Big6 Skills. In order to present any findings in a meaningful, coherent and constructive manner, the learner must first approach each of the steps within the framework to scaffold the creation process (Eisenberg, Johnson & Berkowitz 2010). By encouraging the use of complex thinking and reasoning processes whilst working within the terrain of the Big6, Learning Mangers are also reiterating Marzano and Pickering’s (1997) Dimensions of Learning. By way of Dimension 2 - Acquire and integrate knowledge; Dimension 3- Extend and refine knowledge and Dimension 4- Use knowledge meaningfully; learners will be able to produce a piece of work that sits within the necessary criteria enabling tasks to be used as both summative and formative assessment items.

The Blog I feel is the most useful tool out of the technologies I explored for explicit use in all areas of the different learning purposes outlined in this synopsis. The ability to embed all of the tools within the blog itself is beneficial to have all the learning, interacting and reflecting in one neat, easily accessible and easy to use manner. Blogs allow for collaboration and the development of networking and partnerships on a global scale. If scaffolded correctly blogs create opportunities for reflective practices that can develop productive habits of mind through the use of self regulated, critical and creative thinking synonymous with Dimension 5 (Marzano & Pickering, 1997).

In conclusion as the new Australian Curriculum is phased into our schools greater emphasis is being placed on Learning Managers to develop “general capabilities that underpin flexible and analytical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise” (ACARA, 2010, p. 4) within their learners. The use of the aforementioned frameworks in conjunction with digital technologies and developing learning experiences will scaffold the learning of students in ways that will enable them to draw from the experiences and take the knowledge learnt with them to use in the real world. Furthermore instilling habits of mind will allow the students to adopt positive attitudes and perceptions when attempting tasks. By designing them in such a way where they are beneficial to the whole class whilst catering for the needs of each individual learner (Marzano & Pickering, 1997).

Technology has become an intrinsic part of society and as we make the move further into a knowledge based economy, keeping up with the pace of technology as it evolves is crucial for Learning Managers (Smith, Lynch & Knight, 2007). The scaffolding of blended learning experiences that have these technologies embedded effectively will ensure maximum learning potentials are achieved and will be beneficial to the development of digital literacies where children are concerned as we lay the foundations of academia by shaping the learners of the Twenty First century.


see additional collaboration evidence by clicking here

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2009). Curriculum design paper. Retrieved from http://www.acara.edu.au/verve/_resources/Curriculum_Design_Paper_.pdf

Department of Education. (2010). Resourcing the curriculum. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/#classroom

Education Queensland. (2002). Productive pedagogies classroom reflection manual. Brisbane, Qld: Department of Education.

Education Queensland. (2003). Queensland the smart state education and training reforms

for the future: ICTS for learning. Coorparoo, Qld: Department of Education

Eisenberg, M., Johnson, D., & Berkowitz. (2010). Information, communications, and technology (ICT) skills curriculum based on the big6 skills approach to information problem-solving. Retrieved from CQUniversity e-Courses http://e-courses.cqu.edu.au

Kearsley, G., & Shneiderman, B. (1999) Engagement theory: a framework for technology-based teaching and learning. Retrieved, from http://home.sprynet.com

Marzano, R. J., & Pickering, D. J. (1997). Dimensions of learning: Teachers manual (2nd ed). Alexandria: ASCD.

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (4th ed.). Frenchs Forest: Pearson Education Australia.

Smith, R., Lynch, D., & Knight, A. (2007). Learning Management. Transitioning teachers for national and international change. Frenchs Forest, NSW: Pearson Education Australia.

Google Maps

I found Google maps to be one of the more interesting tools that we explored, though extremely time consuming. After searching google for ways to use Google Earth in the classroom, I came across this interesting SlideShare... Perfect! So I experimented with a couple of these activities myself though not in the classroom yet.


This is a screen capture of the book We all went on safari by Laurie Krebs which is one of the many LitTrip's available to explore and is mentioned in the slide share

This is a screen capture of Parliament House in Canberra the Year 7 students in my prac class are currently doing a unit on Government and my mentor teacher brought this image up on the smart board to give a students a scope of how big it really is. The image brought about questions that probably would not have been asked if a simple photograph was shown to them. It was an interesting discussion that lead to other areas that the teacher actually wished to cover about the history of our nation's federation. I must admit I learnt things myself that I had not previously known about the topic.

Because Google Earth is updated Learning Managers can be assured that the information is current

The Big 6

The Big 6 is a process model developed by Mike Eisenburg and Bob Berkowitz, it is a framework that is applicable to the delivery of E-Learning in the classroom and also on a personal level to scaffold an approach to develop a deeper understanding of the tools associated with E-Learning.
The 6 steps are,

1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation

by sifting through these steps students can gain skills that will enable them to become active problem solvers and use this knowledge to aide them in the future. The skills can be used in indivual or collaborative learning experinces and could be seen as attributes of lifelong learners.

Images for the Imagination

http://www.lisisoft.com/imglisi/5/Themes/150980sun-over-the-ocean.jpg

This picture just makes me want to be there right now... for use in the classroom it can be used for many things, here are just a few off the top of my head

• 
  
  to stimulate a creative writing piece in English;
• 
  
  a lead in to weather and current patterns in Science;
• 
  
  as a start to crop and manipulate in a photoshop activity or
• 
  
  recreate in an Art using different mediums and textures.

I believe that images are a key part of everyday life, people pull memories from images in their heads, when children learn at the early years they associate pictures with words when they are learning to talk through such tools as flash cards. By having an image for the students to learn visible throughout the learning experience will shape the experience and keep the students on task especially visual learners.