Sypnosis of e-learning tools & theories

There is little doubt that Information Communication Technologies (ICTs) have become an increasingly important aspect of modern day society. Their uses are vast but probably their greatest service is their utility in educational and learning contexts. Throughout the past six weeks we have covered a variety of e-learning tools and learning theories. In today’s information age, these technologies and concepts provide learning managers with a better understanding of how to improve and create more contemporary learning experiences for students.

Through an analysis of the learning theories we established that individual learners have unique preferences and capabilities in terms of their learning styles and are therefore suited to different teaching approaches. Consequently, the teaching style learning managers choose to pursue may privilege some students learning styles more than others, meaning it becomes almost impossible to satisfy every students needs, on every occasion, in today’s classroom settings (1).

However, after exploring the advantages and capacity of various e-learning tools we discovered how classroom material can be better tailored to students’ individual preferences and learning styles through the use of online learning software. These technologies provide a range of benefits for both students and teachers.

In terms of students, e-learning tools can be used to enhance their learning experiences enabling them to extend their capacity to perceive, understand and communicate. Technologies such as YouTube and podcasts give students the opportunity to listen and learn from some of the world’s best educators in various fields and subject areas. Moreover, because these learning tools are available through the internet students can access them at anytime, from anywhere in the world, and listen to them as many times as they want (2).

In addition to this, educational videos as well as technologies such as powerpoint presentations and other visually-orientated learning tools can be used to improve students’ engagement with course content. When incorporated into class lectures and discussion they allow for interesting, out-of-the-classroom learning experiences which can increase students’ attention spans and allow them to concentrate on extensive subject matter for longer periods of time (2).

Creating student engagement is probably one of the most important learning theories we covered during this course. It represents a new paradigm for learning and teaching in the information age which emphasises the positive role that technology can play in human interaction and evolution which fosters the kind of creativity and communication needed to nourish engagement (3). Voicethreads, blogs, and Mediafire file sharing software are just some of the tools we investigated that allow for greater collaboration between students and teachers in learning contexts. They enhance the collaborative relationships between groups and allow discussion to take place outside of the classroom which promotes deeper understanding of course content. Moreover, in flexible learning environments these tools, as well as Wikis, Skype, and email, among others, allow for more effective collaboration and better group outcomes (2).

Finally e-learning tools such as Wikipedia, YouTube, Google Earth, WebQuests, and various other informational websites provide a means of enhancing students’ knowledge and assist in the qualitative sourcing of information. Using these sources, students can access some of the most relevant and up-to-date information available which provides them with the tools necessary to construct better assignments and establish a deeper understanding of course content (2).

From a teaching perspective, e-learning tools provide a means of enhancing teachers’ educational approaches and constructing more appealing and informative student learning activities. However, technology alone will not ensure that effective student learning takes place. In this respect it is important for teachers to understand the learning mentality of modern students. It is widely accepted that the internet has transformed the learning styles of modern students. Today’s students represent the first generations to spend their entire lives surrounded by the toys and tools of the digital age. As a result, today’s students think and process information fundamentally differently from their predecessors (4).

These differences can be attributed to distinct learning experiences as a result of their upbringing. A person’s experience with technology has been identified as having a significant impact on their learning and/or teaching preferences. Moreover, these people can be categorised into one of two groups; digital natives or digital immigrants, based on their familiarity with technology and associated devices. ‘Digital natives’ is the term used to describe those who have grown up with technology and are competent in its use while the term ‘digital immigrants’ is used to describe those who do not exhibit this same level of experience (4).

The problem that arises in modern educational institutions for the digital native is that they are often being taught by the teaching styles preferred by digital immigrants. This often results in an uninspiring and irrelevant lesson for students. Consequently, today’s teachers must learn to communicate in a language and style that relates to the learning styles of their students. This doesn’t mean changing the meaning of what is important, rather adapting their current teaching methodologies to a more suitable and modern teaching approach (4). There ability to do this is enhanced through the capacity of e-learning tools, and with direct and purposeful instructions, these technologies do not discriminate against those who are less technologically savvy or have different learning approaches as we have found through the completion of this course.

Rather, and quite the opposite, these tools may assist students by providing them with a tailored learning journey. While traditional notions of schooling place the classroom as the centre of learning this theory suggests that most of a student's learning occurs in a fixed physical space. Secondly, it suggests a requirement/obligation to finish learning the course content within a designated time (5). This may not serve the interests of students who work at different paces.

Information and communication technologies (ICT) can help to broaden access to education and improve learning outcomes by providing students with a learning experience that is not bound by location, time, or students’ learning preferences (5). This means those who exhibit a range of learning styles, levels of intelligence, and technological competence can work through course material in a manner and speed that is more suited to their individual circumstances and capabilities.

Thus, from what we have covered so far we can conclude that the benefits available through the use of ICT’s are linked to their ability to facilitate increased collaboration, greater access to relevant and up-to-date information, the ability to create tailored student learning experiences, as well as the elimination of time and space constraints in traditional learning spheres. They also promote increased student engagement in course content through better information resources and the use of learning tools and teaching techniques which are relevant to the needs and preferences of contemporary students.

However, it is important to understand that these technologies and concepts are not a replacement for teachers. Rather, they should be considered as a teaching aid to assist learning managers in better understanding and utilising all the possibilities available to them to engage students in their learning experience. Learning managers need to recognise their students learning preferences and establish appropriate techniques to meet their needs and create an effective environment for learning. Having analysed a number e-learning tools and concepts through this blog I myself have achieved a better understanding of the infinite possibilities available through the use of these technologies in the classroom and how they might be applied to learning activities. Hopefully, other learning managers who come into contact with this blog will have the same experience as me and apply these theories to their own classroom settings.

References
1) http://moodle.cqu.edu.au/mod/resource/view.php?id=18262
2) http://moodle.cqu.edu.au/mod/resource/view.php?id=18307
3) Kearsley and Shneiderman 1998 Engagement Theory: A framework for technology-based teaching and learning, viewed online 15/11/09 http://home.sprynet.com/~gkearsley/engage.htm
4) Prensky, M 2001 Digital Natives, Digital Immigrants, viewed online 16/11/09, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
5) Furey, D & Murphy, E n.d., K-12 Virtual Schools and Schooling, viewed online 02/12/09, http://www.mun.ca/educ/faculty/mwatch/win05/MurphyFurey.htm

Flickr as a student-centred learning tool

Flickr represents a unique learning tool for students, allowing them to create more visually appealing work using copyright free imagery. As the old saying goes, a picture paints a thousand words. Using Flickr, students can express the individuality and creativity and share this with their class mates.

In an educational context I would use Flickr as a framework to construct some simple homework tasks. Pictures and imagery can have underlying themes and contexts that can enhance students’ critical thinking and observation skills. So, as part of a homework task I would ask students to choose an image related to a topic we are covering in class, describe the background behind the context of that image, and than discuss its relevance to the topic and share this with the class. By asking students to do their own investigative analysis, students develop better understanding of specific areas of the subject matter and by sharing it with the class they expose other students to what they have learnt. When all students do this it can result in covering an extremely wide scope of subject matter.

REFLECTIONS
How would you use Flickr in the classroom? What are some of the implications of students sharing their own personal photos on Flickr?

WIKIs as a student-centred learning tool

WIKIs can be used as an collaborative aid in group assessments to promote learning in an engaged and interactive forum. This e-learning tool is actually being used as the framework for an assessment piece in another subject I am studying this term. In this subject, we, as a class, are required to research and populate a wiki page with verifiable facts and information on the subject of communication in the digital age. The wiki page allows users to view their teammates’ contributions, the time and date that it was contributed, and how the page has changed from beginning to end. At the end of the prescribed time, we as individuals are to select our 3 best contributions and comment on their relevance to the wiki page, why we chose them, and their verifiability of fact. We also have to comment on the success of the wiki page as a whole.

As a learning manager, I would consider this as an appropriate way to use the learning tool in the classroom as a method of improving students’ teamwork skills. The only adaptations I would make would be to organise the assignment into smaller and more manageable teams. The above assessment piece is being completed as a class which consists of 20 or more people. To promote enhanced collaboration and the formation of group roles, groups of 3 to 4 people would be more preferable as this would allow for deeper discussion between team members on areas of concern and in the planning process. Increased responsibility of team members in the completion of the task would also better engage students. Furthermore, in the evaluation I would include an area where students can discuss team performance so the project doesn’t seem as “individualised” in its nature.

REFLECTIONS
What are the implications of using WIKIs in group-based assignments in the editing process?

Student-constructed Quizzes

While quizzes are often used to test students, giving students the opportunity to construct their own quiz as a learning tool for others can be just as effective at enhancing student knowledge of course content, if not more so (1). The process of constructing a quiz is obviously a lot more engaging for students than merely completing one due to the fact that there is an increased level of interaction required with course content in the development process. Moreover, because students are required to conduct research on their desired subject area and learn the content in the process of developing effective questions, their understanding of this topic must be much more extensive. Also, when asked to complete the quizzes of their classmates, students’ test their knowledge in areas of the topic matter that they may not have covered.

As a learning manager, I can see the benefits of this process where the mere practice of testing a students’ knowledge on a particular subject matter through a teacher-constructed quiz is insufficient. For example, it may be beneficial to have students research a topic and construct a quiz to promote a deeper understanding of the subject matter is covered extensively in the classroom. However, when the subject matter is not covered lengthily, the time required for students to construct their own quiz and test other students’ knowledge may not be feasible. Thus, I believe student-constructed quizzes are best used when the topic matter is widely covered and a deeper understanding of course content is necessary.

References
1)Quizzes, online http://moodle.cqu.edu.au/mod/resource/view.php?id=18313

REFLECTIONS
What is your opinion on the role and relative importance of student-constructed quizzes as oppose to teacher-constructed quizzes?

Digital Storytelling

Digital storytelling combines the ancient art of oral storytelling with modern multimedia tools to deliver tales using images, sound, music, and voice. In other words, the stories students have written on paper or have presented orally are transformed into digital format through the use of computers and digital cameras (1).

The whole process of developing a digital story requires students to exhibit a range of skills and/or talents including writing, technical, and artistic and creative skills (1). Because creating a digital story is a very interactive process, the e-learning tool has strong correlation to the learning engagement theory. Students’ involvement in the process encourages them to concentrate on the task and the objectives involved in its completion in an interactive fashion. Moreover, when collaborative groups are involved, the teamwork and communication required can improve students understanding of the requirements of the assessment and can create a deeper understanding of course content through discussion.

References
1)http://www.lubbockisd.org/sfirenza/storytelling/

REFLECTIONS
What feature of digital storytelling is most beneficial to student learning in your opinion?

Blogs

Blogs represent an innovative way for teachers to monitor their students learning experiences. They allow teachers to achieve a better idea of how much of the content covered in class has been understood by their students. Moreover, by posting comments to students’ blogs, teachers encourage deeper thought on specific subject matter which acts to enhance students’ learning experiences and understanding of the subject.

For students, blogs represent their own personal space which allows them to question their understanding of course content and share their thoughts with class members. In this respect, it encourages student collaboration outside the classroom, which means students’ learning experiences are not confined to typical 9am to 3pm school hours. They are encouraged to question their own understanding of subject matter after they leave school premises.

As a learning manager, I would consider blogs as an effective way to monitor students’ progress and understanding of course content. I would definitely use them as part of the educational courseware in any subject. By posting comments to students’ blogs teachers encourage students to think about subject matter from a range of perspectives. And, for those who need additional help, blogs provide an easily accessible forum that allows teachers to explain course concepts to students in simple and easy-to-understand terms that they can look back and reflect on at any time they want.

Powerpoint Quiz

I have never thought to use Powerpoint to design a quiz. To be honest, I didn’t even know this was a capability of the program. However, after creating my own rudimentary quiz (which can be accessed at the link below), I can see the program’s enormous potential as a learning tool in educational environments. It is a quick and easy way to develop students’ knowledge, promoting interaction with the course content.

http://www.mediafire.com/?jzuwiw5tkez

Using internet accessibility students can also be transported to online information sources such as informative web pages or YouTube videos during the quiz. Because it encourages students to become actively engaged in the quiz, it can promote a deeper understanding of the course content and can make their learning experience more enjoyable. Unfortunately, the system doesn’t allow for the tabulation of students’ results rather, when developed effectively, encouraging students to recognise areas for improvement and providing them with assistance and/or the information required to improve their knowledge.