Introduction
Elearning to me, is the use of technology, in particular, the internet, to study and to learn. I believe that eLearning gives us previously unknown tools in which to learn, in far more creative and innovative ways that we could ever have imagined. These tools, when studied, can give us an insight in to not only new emerging technologies, but also new types of learning, and in particular, learning in collaborative ways.
This reflective synopsis will reflect upon three items that I believe are examples of transformative technology – that is, technology that has transformed a tool we have previously used, into something significantly different and even those that will allow for tasks that were previously inconceivable to us, using our old methods.
To do this, I will be referencing the SAMR model. A link to the SAMR model can be found on my blog - http://myedel20001.blogspot.com.au/2013/04/week-4-transformation_7.html. The idea of the SAMR model gives reference to two levels of enhancement – whereby the technology simply is the same as the non-technological version, or with small additions in functionality. The transformation levels include modification – redesigning the task, and also redefinition – the creation of new tasks that were previously inconceivable.
I will also be discussing constructivist and objectivist theory and how this is demonstrated in the articles, and how this works to foster more collaborative and engaging learning. Constructivist theory involves the ideas each individual brings from their own experiences, with no set fact. Objectivist theory is set fact, where it is taught and learnt as fact, with no flexibility.
The context I use in this reflection is simply one of learning – particularly that of adult learning and new and interesting ways for everyone to learn.
Links for the Synopsis
For this reflective synopsis, I have included links to my blog, as well as links to my Scoop.it! collections, both my regular collection and the collection for the purposes of this reflection, taken from my regular collection.
The links for this synopsis are:
My blog
My reflective synopsis Scoop.it collection
My Scoop.it! collection
Wikischools 2012
The first article that I will be reflecting upon is that of the Glamwiki Experience: Introducing Wikischools 2012 - http://theglamwikiexperience.blogspot.fr/2012/03/introducing-wikischools-2012.html .
The basis of this article is that of using a wiki as a learning tool. The idea behind it was a course for teachers from different geographical areas and different areas of expertise to promote the use of Wikipedia (Catalan version). They learn about Wikipedia, and then create articles on a private wiki page, upon which they then collaborate and vote upon the best articles, which are uploaded on to Catalan Wikipedia. This gives a multitude of people a chance to collaborate with each other, and then learn and to create collaborative tools (the private wikis) and then to share them with others using the Catalan language wikipedia.
Wikipedia is a very transformative tool - instead of the simple paper editions of encyclopedias, it gives an open-ended tool that can be modified, edited and added to by a multitude of people in a multitude of ways, in many languages – and it is available instantly through the use of the internet!
However, this idea of learning and using private wiki pages, to promote learning from a different array of people, and then using what they have learnt by putting on the actual site gives a chance for much – needed collaboration. It not only gives the people themselves this, but also for others viewing, creating and adding to their work. This is modification – previously this level of interaction and collaboration was not possible. It allows for new tasks that were not able to be done before – however, I believe it will eventually reach the redefinition level as Wikischools continues to grow and change with its learners.
The constructivist learning theory is most dominant here – having learners from different backgrounds and levels working together, but creating differently allows each person to incorporate their past experiences, culture and ideas. This is the heart of constructivist theory – that of bringing their own experiences to learning as the facts are not set in stone, but open to multiple interpretations.
I feel the use of private wikipedia sites, and the ability to put these in to the real wikipedia pages, to be searched, viewed and added to by so many as they surf the web has real implications for my practice. It gives a familiar feel to those who may be learning how to keep up with new and emergent technologies, as well as a way to learn creatively and to express themselves but to be able to share this knowledge.
Wikischools 2012 has some very interesting implications for the future – for learning, for teaching and for collaborative work that can be shared with many web users, for years to come.
Access Grid
The second article I will be reflecting upon is Bridging the Gap Using Access Grid Video Collaboration Technology: A Case Study in Music Performance Education across Two Continents - http://www.educause.edu/ero/article/bridging-gap-using-access-grid-video-collaboration-technology-case-study-music-performance-education-across-two-c
This Scoop.it! article was a very interesting case study: was it possible, using technology, that a teacher would be able to teach and interact with her students when based in the UK and her students in Canada
It offers real time collaboration, use and share applications simultaneously, it can display live video streams as well as images of people and applications projected on to a large screen.
This to me is a fantastic example of transformational technology. It has taken a normal interaction – speaking face to face – and changed it in such a way to make it collaborative. Features such as live interaction whilst displaying applications at the same time, with groups of people across the world make this software very transformative – it has taken the base idea and transformed it in to a collaborative, interactive tool, one well designed for learning and education. In this way, I believe it is at the redefinition end of the scale – it changes the way we have previously done something, to make it interactive, collaborative, and in a way we never could have previously imagined.
The learning theory in software has a basis for both objectivist theory and constructivist. Objectivist will be used in this technology in the way that they learn (learning music, whilst creative, has certain facts that are not open to opinions or experience), but the way in which they learn with access grid has the opportunity to be constructivist – the different applications they use within it, the collaboration they have the opportunity to do – allows them to use the construcitivst approach whilst complementing the objectivist. To show the idea of a complementary approach can be found on my blog - http://myedel20001.blogspot.com.au/2013/04/week-3.html
The implication for my practice is learning that geographical boundaries can be overcome! The use of technology to bring people together to collaborate, especially in difficult circumstances such as music, which requires precise timing and equipment, is an innovative technology to be mindful of in my practice.
Evernote as a Portfolio: Promotes Lifelong Learning
My third topic from Scoop.it! is Evernote as a Portfolio: Promotes Lifelong Learning! http://notanotherhistoryteacher.edublogs.org/2013/03/29/evernote-as-a-portfolio-promotes-lifelong-learning/
When exploring this article, I found it to be of interest to me and my practice… I loved the idea of a single application, that could hold so many details, facts and documents. But what I hadn’t realized was its capacity for learning. Evernote as a Portfolio is an idea of creating, learning, collaborating and keeping the information you have worked on, learnt with and collected as your own portfolio of works and information. It can be used to document learning, progress and used by students, teachers and parents (if the case may be for younger learners… or in the case of older learners, their friends and colleagues).
You are able to create a notebook, share your notebook with others and they can comment on it, you can create a public link URL, send links to each others’ notebooks.
I feel this is a transformative example of technology – rather than simply being an enhancement of existing technology and ways we do things, it has revitalized it. If it were simply workbooks and task lists it would fall in to the enhancement category it would only give the same functionality with a few added extras. However, with the addition of being able to email direct workbooks, share them with each other via email or having it directly available to the public, it revolutionizes the way in which collaboration can be done! It is now available all the time, at the touch of a button – not only available on the internet, but quickly in an application, on phones and iPads – ready to be used on the move, in the workplace and schools!
This is a very collaborative technology, allowing others to view, comment, add information and notes and publish to the web. However, I feel it has a very constructivist way of thinking due to the way in which learning takes place.
The ability to use the workbooks gives each student the opportunity to think for themselves, and yet be able to work with and collaborate easily.
I feel that the relevance to my practice is for the abilities it has for students and teachers alike to communicate and collaborate quickly and easily, making it available all the time to work, and watch your progress. Rather than sending documents or emails, your teacher or student can read your work right away. For me, I feel that will have added benefits for learners, as they will feel connected to the course of study. They will also have access to workbooks of colleagues and friends, and be able to monitor their work accordingly.
I believe this will help students to take ownership of their study. As they embark on their learning journey, they will need certain skills with which to learn, including
Collaborative Learning Experience
My collaborative learning experience has been very positive and beneficial, not only by feeling more comfortable and confident within undertaking a new experience at university, but also within my practice. The experiences of others, vastly different to my own, has helped to expand my own way of thinking, through their comments on my work, my conversations with them, and even their own points of view in different exercises.
I feel there is great value for my context, as it gives me a more rounded view of the many different types of people and learners there are. It helps me to understand different points of view, often ones I haven’t thought of, and to see things from a new perspective.
I believe that collaboration with the others in my course has been very beneficial to both myself and to my practice, and I hope that in future, I will expand my level of collaboration with my colleagues in this course, and learn from them and their experiences to the best of my ability.
Conclusion
In conclusion, I feel that the three Scoop.it articles I have in my collection are good examples of transformative learning – they have gone from being simple technology tools, and have more on to become far more than the basic technology from which they started. They offer students a chance to learn in innovative ways, that are both interesting and allow the learner to learn in a constructivist way which I believe is the future of learning, particularly in our modern technological world.
The implications for my practice is that I need to develop my skills to be able to search for, find and incorporate these new ideas in to my own practice. The tools I have found and analysed are a great start for my practice in eLearning, and will help me to develop it as I continue and learn.
I have learned that there are so many amazing tools available that are being developed every day, that have an amazing potential for learning. I have learned that incorporating technology in to learning is something to be embraced, for both the benefit of the learners as well as the teacher. I realize that this is something that I want to learn more about and to search – for there are so many great technologies out there I want to know how to use them and incorporate them in to what I do.
References
Hinojo, J (2012) The Glamwiki Experience
Sykes, E & Skoczen, W (2013) Bridging the Gap Using Access Grid Video Collaboration Technology: A Case Study in Music Performance Education across Two Continents
Seideman, M (2013) Evernote as a Portfolio: Promotes Lifelong Learning
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