Introduction
The value and appropriateness in using ICTs within the learning environment was introduced in our previous assessment. An exploration of ICTs in the context of providing sound constructivist learning experiences revealed that the well-scaffolded ICT element can facilitate a meaningful learning experience for students. It also highlighted for learning managers the commitment that Education Queensland has made towards providing opportunities to improve multi-literacies in the classroom through the utilisation of ICTs.
This assessment has provided the opportunity to explore in more detail a variety of digital tools that can be used to create an ICT experience. The appropriateness of a particular tool is dependent upon both the subject material or content being presented to the students, as well as the type of ICT experience that the learning manager is trying to create.
Also of importance is keeping in mind the learning styles of your students. It may be that some ICTs may favour some particular types of learning, for example visual learners, etc. Where this is the case it is important to ensure that additional materials are provided to ensure that all students benefit from the experience.
Group 1: Wikis, Websites and Blogs
Wikis, websites and blogs are all tools that can be used, in addition to classroom time, as a tool for dispersing information to students, and allowing a forum for discussion to continue after the school bell has rung for the end of the lesson. Depending on the type of information being disseminated, and the purposes for disseminating that information, will guide me as to which tool is most appropriate to use.
Creating and maintaining wikis are very simple, as I found out through our assessment tasks. It is easy to make contributions, embed podcasts and video links, and links to other websites. I see my wiki as a valuable tool in encouraging students to contribute collaboratively in their learning experience. A wiki could be created for a particular subject with a page created for each week or lesson, depending on the depth of detail that is being covered. Scaffolded tools such as PMIs, SWOTs, Six Thinking Hats, etc can get students to contribute further to discussions that were held in class time. Further collaboration can be enhanced through providing discussion forums where students can suggest to each other resources that they have found that could assist their classmates. The collaborative process can be enhanced through using the wiki as a site to contribute research on topics, definitions, etc. A class of 30 could collaboratively research 15 definitions by pairing students together and assigning them a definition to research. Each student can then contribute into the relevant line in a table containing all the definitions the information they have researched. The resulting body of knowledge is then available to all students in that class. (My wiki can be accessed at: http://wikithicki.wikispaces.com/ ).
A website, while harder to set up initially, is another tool that can be used to disseminate information to the class outside the classroom. I found it difficult to set up my webpage (and hope that you can actually get to it at: http://www.weebly.com/weebly/main.php ). The website however has a number of advantages over the wiki in relation to the dissemination of some types of information. The information on a website is more secure than that in a wiki as the website manager is the only one able to change or contribute information to the site. This makes this tool a more appropriate place to make accessible to students information such as subject or course outlines, descriptions of assessment tasks, class resources required, information on field trips, etc.
A blog on the other hand is useful as a tool which is ‘owned’ by the individual student and allows them a space for introspective personal reflection on their course work. There is some debate as to the value of blogs in relation to the strict definition of what makes a blog. Downes (2004) sees a downside to using blogs in an assessable arena. As a blog by definition is supposed to be the contributor’s personal feelings on a particular issue, as soon as a blogs is used in order to satisfy the requirements of an assessable task there are immediate constraints put upon the contributor in terms of the content they will contribute. Williams and Jacobs (2004, p. 233) highlight amongst the blog’s benefits the fact that it is inexpensive, easily accessible, and allow for the capturing of a wealth of knowledge in one place though the contributions from many. Keeping this in mind however, I feel that I would probably utilise the wiki to facilitate and guide contributions made by students, and would encourage students to maintain their own blog for the purposes of their own ruminations. For example, I might suggest that they utilise their blog to express their thoughts on a field excursion the day after the trip, and encourage them to read back on their blog for ideas and inspiration later in the term as they are preparing an assessment submission. (My blog can be accessed at: http://belhooperblog.blogspot.com/ ).
My blogs exploring the pluses and minuses of both wikis and websites and the strengths, weaknesses, opportunities and threats associated with the use of blogs can be accessed through Appendix A.
Group 2: Podcasts, Digital Images
The use of multimedia within education is now accepted as a valid method of imparting knowledge to students. Mayer (2005, pp. 2-3) asserts that multimedia tools are successfully used to present to students words and pictures from which the student then constructs mental representations and subsequently meaning. This is in line with constructivist learning theory as discussed in our first assessment item (refer to Assessment One Blog in Appendix B). The Felder-Silverman model of learning (Felder & Soloman) capitulates Mayer’s assertion. This model of learning recognises that individuals learn in many different ways. One of these ways is through identifying whether or not the learner is a visual or verbal learner, where a visual learner optimises learning where information is available in written and pictorial form and where a verbal learner optimises learning through listening. It is clear then that the presentation of information in both written and verbal formats can enhance the learning experience of both types of learners.
This was made evident through the task set for us which involved creating podcasts. The technology associated with this tool is very user friendly, however the end result presented a few issues which need to be kept in mind by the learning manager. It is important that the finished podcast is clear and able to be heard, something that was very apparent when I recorded my very basic podcast. (My podcast can be accessed at: http://podcast19044.podomatic.com/entry/2011-04-11T18_37_23-07_00 ). Even after listening to my vert short podcast, it became immediately apparent that the experience would be enriched if some visual material was available to look at while listening to the podcast.
In my teaching context I can see great potential for the use of podcasts, however in each case there would be the need to supplement this tool with visual aids. There is a wealth of information available through podcasts available on the BBC World and ABC websites which can provide additional background information to students. Maps and digital images of artefacts, people, etc could be used to enhance these podcasts. There is also the ability for me as a learning manager to record my own podcasts in order to impart information to students; assessment task instructions can be presented in more detail than the written format provided to students and PowerPoint presentations could be run simultaneously with a podcast. Students could also produce their own podcasts to verbally present assessment items along with a hardcopy.
In any case, in order to make these digitals tools meaningful in a learning context the focus must be on the knowledge that is imparted through the use of the tool, not on the use of the tool itself. My blog exploring the pluses and minuses of podcasts accessed through Appendix B.
Group 3: PowerPoint
Interactive PowerPoint presentations can be a scaffold for creating graphic organisers for navigating through the unit outline of a course or class as used in Dimension of Learning Three, Extend and Refine Knowledge (Marzano & Pickering, 1997, p. 127). For example, the unit outline for a history unit may look at the changes that have been brought about through revolutions against political ideologies and how nations have changed as a result, as occurred through the French and American Revolutions. While both are separate historical events, they share similarities through the processes of civil unrest, recognition of revolutionary leaders, upheaval against the ruling forces, and a change in the ideological perspective of resultant leaderships. An example of how an interactive PowerPoint presentation in this context could be used follows:
· The first slide of the presentation could list the historical events being examined. From there, slides could be arranged in a hierarchical order which the student can navigate by picking a path through the event.
· The second level of slides could list factors which led to the political upheaval, the third level the lead characters involved in the event, the fourth details of the conflict that arose, the fifth the victors in the conflict and the sixth the long-lasting effects that have been felt as a result of the conflict.
· At each level the student could drill down further to other slides which give more detailed information, for example on the third level the student could click on an individual involved in the conflict and find out more about that person. These drill-down slides could provide access to podcasts, videos and timelines. When the student is finished with the drill-down slide they could click on a button, choosing whether to return to the first slide of that level or to the very first slide of the presentation.
This process could result in a very large and cumbersome presentation, so the same process could be followed in order to create a number of smaller presentations focussing on a particular level of the above suggested presentation. Each presentation could link to a week in the unit outline so as to create a graphic organiser for the material covered in that week.
I spent a little time creating a basic interactive PowerPoint presentation utilising some of these features so that I could explore how the presentation tool could be utilised. (My interactive PowerPoint presentation can be accessed at: http://www.scribd.com/doc/53217494/Interactive-Power-Point-Sample ). My blog on producing and using this presentation can be accessed through Appendix C.
Group 4: Google Earth, Google Maps, Online Timelines
Google Earth and Google Maps provide a unique opportunity for me as a learning manager to provide a spatially oriented aspect to my history students. Google Earth is able to give students an aerial fly-by around the world to different sites, while Google Maps provides an opportunity for me as the learning manager to guide them on a specific itinerary designed for them.
Google Earth could be the basis of a basic research task for students. They could be given a list of famous sites and landmarks, for example Egypt’s pyramids, to explore. It is as simple as the student typing in the name of the site they wish to visit and they will be taken directly to that site. A digitised view of the site is provided, along with a range of different views plus additional information.
Google Maps could be used as an assessment tool where a student is asked to create an itinerary which takes the user to a number of sites. Each site can be flagged and the student is then able to provide narrative information as well as links to other sites and URLs to enhance their own contribution. (My Google Maps interinary can be accessed at: http://maps.google.com.au/maps/ms?ie=UTF8&hl=en&msa=0&msid=212222602276515747820.0004a125acbb4b4eadf99&ll=-23.383229,150.488319&spn=0.297794,0.330276&z=12 ).
Dipity Timeline is another great tool to allow for collaborative research opportunities for students. A timeline could be created by the learning manager with events already included. Each student could be assigned to, or elect to be assigned to, a particular event which they need to research. They can upload to their event links to other websites, digital images supporting the event as well as their own narrative. The end result would then be a wealth of knowledge spread across the entire timeline that students would all be able to access and read. (My very basic Dipity Timeline can be accessed at: http://www.dipity.com/q8903142/Bels-Timeline/ ).
My blog on the pluses and minuses of Google Earth and Maps as well as Dipity Timelines can be accessed through Appendix D.
Conclusion
Whichever multimedia tool is chosen, each offers a unique way in which to combine audio and / or visual information in an interesting and informative manner. They enhance the learning experience of students as well as allow a collaborative learning journey for a cohort of students.
Downes, S. (2004). Educational Blogging. EDUCAUSE Review, 39(5), pp. 14-26). Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920
Felder & Soloman, Learning styles.
Retrieved from CQUniversity e-courses, EDED20491 Information Communication Technologies, http://e-courses.cqu.edu.au
Marzano, R. J. & Pickering, D. J. (1997). Dimensions of learning: teacher’s manual (2nd ed.). Virginia, USA: ASCD.
Mayer, R. E. (2005). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 2-16). Retrieved from http://books.google.com.au/books
Williams, J.B. & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), pp. 232-247. Retrieved from http://eprints.qut.edu.au/13066/
APPENDIX A
Blog SWOT Analysis
Wiki & Website Plus and Minuses
APPENDIX B
Assessment One Blog
Podcasts Blog
APPENDIX C
PowerPoint Pluses
APPENDIX D
Google Tools
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