Well, what an interesting start for the first week of ICTS for Learning Design. It took a while but my blog is up and running. This post has the copied questions (thanks Wendy) and my thoughts regarding the engagement activities for Week 1. I wonder if there is such a term as "over-blogging"? The answer may be yes when you get to the bottom of my reflections for the week. So, take and breath...............and continue.
Learning Styles
Access the Felder and
Solomon website and take the online questionnaire (optional but highly
recommended activity). Then respond to the following scaffolded reflection
questions:
1.
What is your learning style? What sorts of
learning experiences would suit you best with your learning style?
I am very much a sensing learner,
tending towards facts than intuitive practices of possibilities and relationships. Specific details on examples that are abstract or theoretical
will aid in my learning. Finding how concepts apply in practice, also aid in my
understanding of a topic. I am also more
a visual learner than a verbal learner and with this in mind, diagrams,
pictures, flow charts, time lines, films and demonstrations will help me retain
my learning. Concept maps with key points and colour coding topics are other
visual cues to facilitate my learning.
2.
In a traditional classroom of 25 students, how
would you support the range of learning styles each lesson?
By
including a combination of learning styles within the lesson structure will
enable a range of learners to have their needs met. This means using material
that stimulate visual, audial, factual and evidence based learning.
3.
With your current knowledge of ICT, how could
your design and digital pedagogy support your learners better?
With my very limited knowledge if
ICT I could include brainstorming activities on the electronic whiteboard, power
point presentations, youtube clips, as well as pictures, charts etc to
demonstrate the concept being taught.
4.
What sorts of profiling questions would you be
asking about your learners to ensure you cater for everyone's preferences?
Questions similar to the ones in this activity would gauge
the learning types in the class.
5.
How does ICT support differences in learning
styles?
ICT puts a variety of learning
models eg, video clips, charts and graphs, music, interactive sites, at the
disposal of the learner and the instructor and can deliver a number of teaching
strategies within an area of teaching. This will increase the ability for
information to be transferred to the working memory within the brain of the
learner because of the varied inputs of information.
6.
You may wish to post an OPTIONAL posting in your
blog identifying your own learning style, the accuracy of the test, and a
reflection on the implication for online learning design.
This activity identified my sensing
and visual preferences to learning. I found this activity to be very accurate
to my way of learning, more so than activities previously completed at
Residential School. For my learning experience to be as successful as possible,
the use of visual aids such as concept maps, diagrams and timelines along with
relating concepts to practical uses will be invaluable for online learning
design.
Multiple Intelligences
1. Undertake the multiple intelligence test at
this Website (optional but recommended activity)
The highest scores for this test were achieved in the areas
of Intrapersonal, Logical, Linguistic, Naturalistic, Interpersonal, visual,
musical and kinaesthetic scored lower.
2. How would you use this information to
inform your learning design?
Choose methods of study that relate closely to
the types of intelligences indicated as strongest characteristics.
3. You may wish to post an OPTIONAL reflection
in your blog about the potential in your learning design with ICT to support
multiple intelligences
The results from this test proved different to the previous
test in activity one. Having a balance of different learning methods will be
achieved through ICT learning design. Once I feel more comfortable with the
variety of ICT tools, I believe they will be invaluable to my learning. I am
feeling more excited about understanding technology than I have in the past.
Reflection on Prensky's engage me or enrage me ideas
1. Consider the articles in the Learning
materials, by Prensky and those who seek to clarify his position through
research. Optional Activity: Post
your answers and thoughts to your blog.
To summarise my thoughts from Prensky and those who are looking to clarify his position, today's learners are technologically savvy, so why "cut their heads off" at the door of the classroom, by not allowing the use of technology in their lessons (Projectmobilise, 2010).
References:
Prensky, M. 2005. Engage me or enrage me: What today's learners demand. Educause review, Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Projectmobilise. 2010, Sept. Mobile learning and the classroom - Michael Coghlan visits NZ - #1, Retrieved from CQUniversity Moodle EDED20491ICTs for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115248
2. What is your belief and understanding of
the nature of today's learners? Do they really "demand" technology in
the classroom?
Learners in today’s classrooms would welcome use of iPods,
iPhones or other smart phone devices as a tool to engage them and enhance their
learning. My belief is the opportunity would exist for inappropriate use of
these devices and the problems this may bring to the classroom and the
playground. Careful consideration to dealing with the negative impact that
could come with these devises needs to be actioned. As educators it is in our
interest to engage children as best we can and if that means using technology
then that can be one pedagogical strategy. As a Digital Immigrant I understand
there will be many instances where the learner will be more able than me to use
these devices (Prensky, 2001). There will also be the need to use explicit methods of
instruction to aid in teaching literacy and numeracy skills. A balance between
the old and the new methodologies needs to be attained.
References:
Prensky, M. 2001. Digital natives, digital immigrants. On the Horizon, MCB University Press, Vol. 9, no. 5, Retrieved from
3. Is there substance to the "engage or
enrage" argument?
Definitely! There are a few areas that substantiate this
argument. For instance, learning difficulties are diagnosed more frequently
today than when I was a high school student. I still recall students who were
considered “Naughty” and who would not engage in learning on a regular basis.
Today, these same students would be labelled with a syndrome and more than
likely achieve better results than back in the day. Today, technology is used
within classrooms from prep to engage these students.
Reflection on Connectivism
1. A number of authors contest Siemens' ideas.
It is unsettling to be challenged about existing perceptions of
"knowing", in particular, the lack of purpose in asking our students
to KNOW and be able to RECALL what they know in assessment. Many academics contest
these ideas because they are not yet supported by research, rather, they are a
position about the nature of learning. They also contend that learning is a
state within the individual, and therefore connectivism cannot be regarded as a
theory of learning, rather a theory about how learning is best supported.
2. Do you agree with them? Can you see
Siemen's point of view? What is your position?
Connectivism is very apt to today’s
learning environment regardless of whether it is in a classroom, workplace or
office. If a young learner was asked to look up a phone number, they would turn
to Google before they would reach for the phone book. This is an example of
knowing where to find the information is as important as knowing the
information. Let’s face it, we cannot learn all the phone numbers in the Yellow
Pages off by heart and because the information is readily available, we have no
need to. Where I believe connectivism is not appropriate is in the basic
literacy and numeracy teachings that lay the foundation for all future
learning. Yes there are calculators and online dictionaries available at
everyone’s fingertips, but I would hate to think that a generation from now
were not able to complete simple mathematical equations or spell a street name
due to lack of practice, practice, practice.
3. Give an example of ways in which you could
use this theory in your classroom/learning context? Optional Blog posting - add
your reflection to your blog.
As a pre-service history teacher, I can see connectivism as a
valuable teaching tool for researching all things historical. I personally find
remembering dates a challenge but than in my studies the internet was at my
fingertips and dates of historical events could be easily found. There are also
a lot of approximations in regards to dates due to interpretations of such
historical events which occurred pre modern era. Applications of other teaching
methods are also necessary to ensure understanding of the concept is achieved.
