Reflective Synopsis

Reflective Synopsis

Expecting learning experiences to be robust and authentic without technology embedded in them is like teaching students core subjects in a foreign language. The conceptual framework of Kearsley and Shneiderman’s (1999) engagement theory involves the use of ICT’s if digital natives are to be actively engaged in

lifelong learning. In the subject areas of Home Economics and Hospitality the overarching framework is “Technology”. Enmeshing engagement theory concepts with ‘technology’ essentials is necessary and rewarding because of the practical and creative nature of the subject. During this e-learning journey, I have begun to learn a new language where the alphabet evolves daily and stories are waiting to be ‘written’ and published for the entire technological world to ‘read’.

There are so many tools available that it is really confusing trying to make sense of which ones will be most beneficial for my pedagogy. Understanding my own learning style (Felder & Soloman) and personality has helped me to understand to some extent which tools I feel most comfortable with and of which I will make the best use. Understanding my students learning styles will dictate the style and type of delivery and assessment focus.

Authentic tasks reinforce positive attitudes and perceptions (DoL 1) (Marzano & Pickering, 2006) which promotes a healthy learning environment. Using You-tube and Teacher-tube videos to instruct students in cookery classes is invaluable as this medium brings the expert into the classroom and is not confined to one viewing or one location. The instruction is authentic, with real people and real food. Placing the you-tube link on the class wiki allows students access to the information long after class has finished and provides opportunity for students to share knowledge with others. Blogs and wikis, flickr and picnik, hotpotato and classmarker, mediafire, incompetech, and voicethread, are just a few of the tools encountered in this course and most of them were new to me. Acknowledging that the learning environment is no longer confined to the classroom and access to knowledge is not confined to what the teacher knows opens up the world of learning. Developing strategies and frameworks to guide the learning of students who are digital natives has become essential as learning managers attempt to facilitate learning in this new resource-filled environment. Incorporating netiquette as normal technological culture requires learning managers to be conversant with cybersafety protocols.

I would use webquests extensively in my learning design because of the exciting and engaging nature of the tool. If every student I taught had access to a computer and the internet in every lesson, then webquest would be my unit plan, powerpoint my reuseable instructor, you-tube the engaging hook and mediafire my storage cabinet. Blogs would be the format for reflective journaling and individual instruction, while wikis would be group work. Voicethread would be used for audible discussions not confined to the time and space of the classroom and slidecasts would tell the story for students and teachers.

There are many great resources available on the world wide web, and Slideshare offers much for learning managers to access while providing the opportunity to “relate, create and donate” (Kearsley & Shneiderman, 1999) back to the learning environment. Hotpotato provides many opportunities to create in pre-designed templates and if mood or culturally authentic music is needed then Incompetch is freely available.

On-line storage is one of the most useful tools as not only documents but photographic evidence of students assessment can be stored and shared. Professionally, Mahara allows for up-to date resumes to be stored, accessed and circulated efficiently. Folders of student’s work which contain animated powerpoints, videos etc can also be stored in Mahara, accessed by panel and assessed on-line.

For efficiency in my teaching practice I would make use of webquest, mediafire, slideshare, you-tube, teacher-tube, flickr, hotpotato and classmarker. To develop digital skills I would subscribe to podcasts and wikis in recognition of the importance of lifelong learning, acquiring new skills and being encouraged. Using aggregators to keep track of student’s and peers contributions will also manage this process effectively.

Professional blogs like that experienced in this course provide the opportunity for collaborative learning, encouragement and engagement. Inviting people to comment on your blogs, commenting on theirs and learning together has been challenging and interesting. This process has highlighted the fact that the learning environment is now enormous and the student population is culturally very diverse. Time delay in conversations is one area of concern in this type of communication where interjection is missing and discussion is therefore more controlled, however, time delay allows for considered opinions to be posted.

E-learning is amazing! I feel privileged to have the opportunity to discover some of the tools and join in the journey. Fundamental education frameworks will now be overlayed with ICT’s because it is the global language of the future. What an exciting time to assist in managing the learning of students and their instructors!

Regards

Sue

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