ICT’s for learning design is a journey, which really for me didn’t collate until I stepped into the modern learning environment. I mean I could read the readings, attend the classes and express an opinion on the subject matter but the real correlation between subject matter and practical application took till about week 5. I’d hear tens times a week about the benefits of an IWB, the amazing ways these ICT programs we were being shown could be used within the LE and how ownership becomes such a big thing for learners through engagement theory (1). But until I saw it and understood it, I couldn’t believe it, but now I’m a convert although my handwriting on the IWB leaves a little to be desired.
This journey has been challenging from the start with the focus on student centred learning(2) taxing my own beliefs on my education and my strident defence of my teachers and their methodologies. Something which fostered for me a greater understanding and purpose was said by Scott Aldred(3)
‘for some students, they’ll excel no matter how you teach but for most, to excel they need the stimulation, the imagination and the focus; which student centred learning encourages in our teachers’.
In confronting my own education experiences, the activities associated with Dale’s cone(4), and Maslow’s pyramid(5) A cone, a pyramid and some really strong memories, were great comfort along with the contributions of others to the learning forum and I followed this up with my blog. The other learning devices taught me a lot about my learning styles, and sometimes its obvious contradictions. This assisted me to find ways to best learn and my natural bias. Although I never found the answer to how to insert an extra hour in the day, somewhere between 9 am and 10 am would be nice. I’m most productive in the mornings.
The learning engagement model (6) with its clear causal link between; relate, create and donate has within my own learning environment produced high level thinking, a deeper level of commitment to task and behaviour and generally improved learners outcomes. Thus demonstrating how far the modern classroom has come from chalk & talk, although my blog on Does/Should/Would examination effect teaching styl... clearly challenges the expectation that learners are solely taught that way or that today’s teachers are 100% convinced of it’s effectiveness.
The dimensions of learning (7) as a framework has been very beneficial, especially now within the context of writing learning experience plans (LEP’s). In my DoL - In practice makes perfect blog post I discussed this and took the opportunity offered for some real life reflection of those practices within the LE. The 8 Learning Management Questions(8) are another tool which makes the process of developing LEP’s easier, and makes you think just that little bit more about what we’re really trying to achieve broadly and its outcomes.
Discussing the ICT platforms; in the broadest sense my posts including ICT's struggle, failures and lessons. The World Wide Web & sorting the good, the bad and... and Cross Matching - A world of choice, a web of distr...outline my misconceptions about my use and the some perceived difficulties in using ICT in the classroom. Although it’s hasn’t been my experience yet to produce a fantastic LEP based on ICT’s to then arrive at school and have significant electrical problems.
My other posts The Interactive White Board , Mapping Skills - descriptive language and high fre... , Ellie on her Bike - Flickr, Mahara E Portfolio, Youtube- Balloon Animals, 'Voki to teach my class - how extraordinary' and An Avatar in Education hopefully reflect more fully my learning experiences, practical trials and theoretical conceptualisation of what’s possible and what I have/want to do with these technologies.
For purely superficial reasons of comfort in operation, I like the use of PowerPoint, blogger and the interactive white board. All the technologies are usable but when you feel less certain/comfortable it’s very hard to retain the interest and attention of 25 learners while your figure it out, and it can become very time intensive as a preparatory exercise if you do struggle and become intimidated by it’s functions. ICT’s are too improved the LE not reduce it, through inefficiencies.
To overcome such problems I envisage undertaking practise and professional development activities during the holidays before I start doing UOW planning, giving me the time to learn and enjoy rather then rush and wobble. Meaning I’ll be able to share the positive experience rather then the nervous with my class.
In terms of communication, I’ve found the courseware and the wider web quiet overwhelming. I’ve enjoyed my blog with it’s ability to follow individuals, and the use of Google reader as described previously in The World Wide Web & sorting the good, the bad and the un-necessary has assisted in limiting the refuse produced, but still there is so much content and so many worthy interactions I’ve failed to engage in both with fellow learners and lecturers. I initially tried to ensure I didn’t post on first view of something, as I felt it was often producing an emotional rather then superior logical response, but this really meant by the time I was ready, the argument had shifted. There are at least three posts where I’m simply agreeing with the previous participants, not high level thinking by any means. Ultimately this reduced the quality of my contribution, yet of oral debates there was many and they were often quiet substantive. It’s almost a quasi-technophobic response.
From week two I recognised within myself a necessity for further face to face contact especially in thinking about the technologies and their uses within broader curriculum contexts. Our study group has fostered supportive learning practices, promoted positive peer teaching models and helped me at least become more skilled in observation and review. To those fine people, I offer my sincerest thanks. Professional discourse and the ability to confidently engage in such discussion is so important to building strong links within the learning community.
ICT’s are all about enhancing the learning experience and achieving efficiencies. For practical purposes, I can’t argue enough that any platform can be a negative one if used outside the bounds of the student centred model of thinking. Educators can have personal favourites and skill sets which do influence their considerations but the impact on the learners is by far the greatest when learners influence the direction and platform. Efficiencies through ICT can only be achieved by all participations placing a positive value on its achievement. Anything else it’s could well just be chalk & talk.
(1) Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 28 March, 2010 from http://e-courses.cqu.edu.au/.
(2) Student Centred Learning
(3) Personal Communication: Scott Aldred
(4) Active Learning Online http://www.acu.edu/cte/activelearning/whyuseal2.htm
(5) Kunc, K. (1992) The Need to Belong: Rediscovering Maslow’s Heirarchy of Needs. http://www.normemma.com/armaslow.htm
(6) Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 28 March, 2010 from http://e-courses.cqu.edu.au/.
(7) Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.
(8) The Learning Design Process
http://eschool.cdu.edu.au/downloads/The%20Learning%20Design%20Process%2017%2011%2006.doc
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