Conclusion: Assignment 1

Prensky (2001) asks, ‘Should the digital native students learn the old ways, or should their digital immigrant educators learn the new?’ Digital natives represent those born and bred in the world of technology, while those like myself, not born into the digital world and fascinated by the aspects of new technology represent digital immigrants (Prensky, 2001). The answer is obvious, there’s no going back. It is through technology that 21^st century learners are engaged, so if that is how they best learn, then that is how we must teach. And so, the last three weeks brought the discovery of Information and Communications Technologies (ICTs) for learning design.

Digital pedagogy incorporates contemporary teaching and learning strategies, aiming to engage the digital generation (Education Queensland, 2008). However, although all students are of the same generation, each learner has a unique combination of prior experience, prior knowledge, perceptions and attitudes, learning style, intelligence and personality (CQUniversity 2011). When considering prior experience and knowledge it is important to remember not all students are digitally active.  Thrupp (2009) identifies research that indicates a divide exists that actually increases diversity in a classroom. Additionally, further diversities within the classroom emerge when considering Felder and Solomon’s (1991) learning styles as well Gardner’s (1975) multiple intelligences. The diversity between learners indicates that no two learn in the same way. Therefore, the design of learning experiences needs to consider the increasing range of diversity within the classroom. ICT is well positioned to cater to all learners, tech-savvy or not, when the infinite combinations available of individual and collaborative work, visual, auditory, and interactive resources, colour and multiple formatting opportunities is considered (CQUniversity 2011). All work towards enhancing the experience of all learners.

So, for those digital immigrant educators, reality hits, with ICT’s being discovered to be the best way to engage the diverse range of learners in this 21^st century. The question that then arose was how could this be done? Merely introducing technology to the educational process is not enough; the primary focus is how the technology is used (Mishra & Koehler, 2006). Introduced is the technological pedagogical content knowledge (TPCK) framework, which adds Technology (ICT) to the Pedagogical Content Knowledge (PCK) framework of Shulman (1986). The PCK framework acknowledges that subject area experts know their content, and teachers of this content have specific pedagogies that they use to support its learning, but knowing how to use technology in pedagogically sound ways for the learning of specific content is the basis of the TPACK framework (CQUniversity 2011).

Online course activities were structured within a wiki, enabling an introduction to eLearning spaces, online sites that enable the creation of formal and informal spaces to design, create, innovate, share and learn (Education Queensland, 2008). The online learning space wiki, is a fully editable website where any user can read, edit or add content. Therefore, wikis have two states, read and edit. The read state enables the user to gain knowledge and information posted by other users, while the edit state permits the user to contribute their own ideas to the forum for others to read. This functionality means that wikis are an excellent tool for collaboration and communication in an online environment (Augar, Raitman & Zhou, 2004). They can initiate conversation and discussion to exchange ideas, seek assistance, negotiate problems and discuss solutions (Parker & Chao, 2007). It is here where the increasing relevance of the constructivist learning theory in designing eLearning became evident. In the Constructivist school of thought, learners take an active role in the learning process, acquiring information for themselves and processing that information in a subjective way, leading to deeper understanding of the material (CQUniversity, 2011). Merrill, 1991 raises multiple assumptions of constructivism, one of which indicates that conceptual growth comes from the sharing of multiple perspectives through collaborative learning. Therefore, online collaboration tools such as wikis, blogs and discussion forums, also web-conferencing (Vyew) and other communication tools, are valuable in constructivist learning (CQUniversity 2011). The collaborative features of a wiki make the eLearning tool particularly well suited for cooperative learning (Schaffert, Bischof, et al., 2006 as cited in Parker & Chao, 2007), which can lead to positive interdependence of group members, individual accountability and appropriate use of collaborative skills (Schaffert, Bischof, et al., 2006, as cited in Parker & Chao, 2007).  It has been found that cooperative teams achieve higher levels of thought and retain information longer than students who do their work individually (blog ref). Furthermore, tasks demanding high levels of processing are frequently learned with strategies advanced by the constructivist perspective (Ertmer & Newby, 1993). Constructivism informs most of our online design for learning.

Online learning spaces also enhance collaborative construction of knowledge through the use of networking strategies. The first of the activities, the profile wiki unearthed the importance of the networked student. Although the online space, where fellow students share aspects of themselves and their experiences so other students could match likenesses, encouraged collaborative learning, it also prompted the beginning of network development. As each student has knowledge and skills in a range of different areas, one could begin to develop a network by seeking assistance from those with more expertise and experience in areas of weakness. People love to share knowledge and expertise, and as a result may provide vital assistance to the learning of others. Learning, knowledge and understanding through the extension of a personal network is the heart of connectivism (Siemens 2004). We derive our competence from forming connections. Online spaces such as wikis and blogs can open students to a range of networks. Siemens (2004) stated that it is no longer possible to know everything, it is more important to identify how and where to find knowledge. The 21^st century student network includes a wide range of connections each one a new learning opportunity.

Course activities slightly revealed the learning theory of Behaviourism in action. Behaviourism indicates that students learn through external stimuli, for example practice and positive or negative reinforcement (CQUniversity 2011). As each activity incorporated the use of a wiki, the opportunity to practice and master its use was provided. On first attempt at use of a wiki, it was necessary to follow the step-by-step instructions, which were repeated at each contribution to the multiple wikis. So, learning through behaviourism was reflected through practice and in receiving feedback each time any part of the process succeeded, or failed (what worked, what went wrong, what can be changed for next time?). Therefore, the behaviourism approach to eLearning can become particularly relevant when learning to use new technologies, by the process or repetition and practice. Additionally use of a wiki allowed the user to receive feedback by allowing other users to edit topics directly (Parker & Chao, 2007).

Meanwhile, the implementation of cognitive theories in eLearning often involves the use of schema, or mental maps to help organise the learning content (CQUniversity, 2011). Therefore, cognitivism in action was also seen throughout the activities, particularly through analytical thinking routines such as PMI and De Bonos (1985) six hats. Also, the information in the wiki can be used as a schema to help organise the content.

It can be seen that adopting digital pedagogies to facilitate learning can be beneficial, but appropriate learning approaches must be taken (CQUniversity 2011). Through course activities, the importance of scaffolding eLearning spaces appropriately for planned learning outcomes was clear. Scaffolding directs learning, it lead can the student to think in pre-determined ways and ensures that different perspectives are being considered. Lipscomb et al. (2004) as cited in Hardjito (2010), defined scaffolding as ‘a bridge used to build upon what students already know to arrive at something they do not’. When students’ gradually develop their mastery, teachers start the process of gradual removal of the temporary support (Hardjito, 2010). Using this approach, students are encouraged to discover the knowledge and to gain the skills by themselves (Hardjito, 2010). Through guided activities, students express characteristics of self-efficiency and self-confidence after acquiring some knowledge by themselves providing a sense of ownership. Over the three weeks, course activities were scaffolded online using analytical thinking routines including PMI and De Bonos (1985) six thinking hats which lead to analytical and evaluative thinking in pre-determined ways, ensuring that different perspectives were being considered. Additionally, scaffolding provides students with a sense of direction and a clearer understanding of what is required. It may increase motivation, reduce task complexity, provide structure and reduce a lot of frustration.

The participation in the course activities over the three weeks was provided an invaluable learning experience, where some things worked, and others didn’t. Therefore, learning may be problematic, it can often be messy and ill defined (CQUniversity 2011), this can be part of the lesson, problem-solving and overcoming barriers in order to reach a final result and successfully do the job. It can be concluded that, it is important to select appropriate content knowledge and processes for the purpose of student learning, know what pedagogies will best support great learning, and consider the ICT and digital tools that will best combine with the pedagogy and content to transform learning.

References

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http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf 

CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved March 2011 from CQUniversity e-courses, EDED20491 ICTs for Learning Design. http://moodle.cqu.edu.au/course/view.php?id=17135

De Bono, E. (1985). Six Thinking Hats: An Essential Approach to Business Management. Retrieved March 2011 from CQUniversity Course Resources Online EDED20491 http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htmesources

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Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Siemens, G (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved March 2011 from CQUniversity Course Resources Online EDED20491 http://www.elearnspace.org/Articles/connectivism.htm

Thrupp, R. (2010). ICT created diversity in the classroom: the contemporary learner. Retrieved March 2011 from CQUniversity Course Resources Online EDED20491.