Design Rationale

Learning Theory in the Digital Age

Video Presentation with Design Rationale

The reasoning for my video is to promote the benefits of E-learning to fellow teachers in the Business and Finance Faculty, SWSi TAFE, the context is VET.  The concept behind the clip is to introduce facilitators to e‑learning using Web 2.0 technology. My intention is to demonstrate the link between soft skills in VET pedagogy and aligning them with e-learning theories. 

The motivation for my video is how we, as facilitators, can help learners develop soft skills for the 21^st Century workplace, and at the same time, identifying the tools we can use to transform the learning.  I believe this approach is more beneficial as I was identifying the facilitator’s real life experience and how they can apply these ideas to their current teaching.  It outlines the changing role of the teacher to a learner-focussed approach.  I will address the ideas presented throughout the video and link them to principles of constructivist and connectivist.  

Why Video?

The use of video was the prescribed technology to be used for the presentation.  The benefits of using video as a promotion tool is to support facilitator’s understanding of how to transform learning using Web 2.0 technologies.  The information was created in PowerPoint which was then saved as a movie using the inbuilt “save as movie” feature.  The music style chosen is upbeat to grab their attention from the start.

The Title – “Preparing our Learners for their tomorrow”

I wanted a title that would have facilitator’s reflecting from the beginning on current teaching practices and how we are preparing our learners to enter the current workplace.  In essence, this approach is cognitive constructivism (Harisim) as teachers reflect on what it is they know of adult pedagogy; independent, self-directed and self-motivated.

Required skills for the 21^st Century

The next few slides present current positions vacant with key words such as; team leader, team player, working together, communication skills, willing to learn, exceptional organisation skill, additional studies and career goals.  All these skills in some form link to constructivist and connectivist principles of e-learning; autonomy, connectedness, diversity, past experiences and openness.

Transforming Teaching

Flipped classroom is introduced here.  A description is provided which describes flipped learning and the transformation of a class lecture (behaviourism) to an activity based, learner-centred approach.  The image shows the role of the teacher shifting from the fountain of knowledge to the facilitator of learning.  By providing the learners with the learning resources out of class, they are given the opportunity to view, construct their knowledge and connect with their peers if needed either through forums, web conference, etc. 

Working in Teams – Collaboration/Socialising

Adult education has for many years focussed on learners working in teams.  Here I have introduced the positive points of having them working in teams using web 2.0 technologies to problem solve and collaborate to reach a goal.  A brief commentary is provided outlining the benefits of sharing, collaborating, anywhere/anytime learning, creating and managing.  It brings to the fore how this technology has transformed the learning from teacher-centred to a learner-centred approach, while keeping in line with constructing knowledge independently and sharing and connecting with their peers.

Gathering – Constructing – Bookmarking

Some of the required skills in our context are: information technology skills to store and retrieve relevant workplace information and data, analyse data and problem solving.  By showing the importance of bookmarking, it gives facilitators an overview of how this tool can be used to not only mark a web page for future reference, but also how this technology can be used to annotate points of reference for future referral and note-taking on web pages.  Learning is transformed as learners are able to share this information with their peers in groups. Constructing and connecting is evident as sources of information are bookmarked and content is highlighted as points of interest or importance.

Connecting

Facebook, LinkedIn and Twitter are all connecting technologies.  My aim here was to describe how we can use these tools to give learners the opportunity to connect with people who are specialist in the field of their study.  Transformation of learning takes place here as learners can reach outside of the class into across the globe.  Connections are also being made which will stay with the learners as they enter the workplace.  These connections can be called upon if the now worker is looking for information to problem solve, gather information or acquiring knowledge.

Creating – Curating – Storytelling

The outcome of the learning journey.  What would is commonly known to most of our facilitators as the assessment event.  I outlined here how there are many tools available that could transform the outcome from a report or test, to a collection of artefacts, or reflections in a blog, scoop.it, flickr.  Learners will also contribute to the learning experience of others by commenting and/or critiquing on their artefacts.  This slide identifies the principal of constructing and connecting.

The remaining slides again prompts the facilitator on how we can use these tools to effectively prepare our learners for the 21^st century workplace.

Conclusion

Many of my colleagues are finding it difficult to move away from the teacher-centred approach.  This could be fear of the unknown, not willing to change and not understanding the needs of our learners.  As business is our context, it is becoming more apparent these soft skills should be included in our delivery methods.  The principle’s of constructing, connecting, collaborating, creating and socialising is core to our context.  Therefore, my aim in this video is to encourage teachers to use web 2.0 technologies to transform the learning experience. 

Learning Sequence

Welcome to Topic 1 - Work Safety

Before we start

There are some general housekeeping rules we would like you to attend to before participating in the online learning.

You are required to establish the following accounts: 

• A Blog. There is no rule about which Blog you use.  It will be used primarily for a reflection of your learning.  Please provide a link to your blog in the comments section.
• A TEDEd account.  This will be used to participate in the activities.
• A flickr account. This will be used to participate in the activities.
• A VoiceThread account. This will be used to participate in the activities.

1. Please be aware of copyright laws when you are adapting images, audio or video as part of your presentations.  Please read the information at: Using CC Licence or licenced material
2. Please be aware of The Core Rules of Netiquette when posting comments or participating in discussions. 
3. All considerations have been made to ensure all activities have provided for accessibility.  Please contact your facilitator if you are unable to access the activity.

Work Instructions

There is a series of tasks for you to complete.  These will involve:

• watching information on workplace safety
• completing four activities
• reflecting on what you have discovered

Task 1 - WHS in the Workplace

Let's have look at health and safety in the workplace and how the recent reform in laws has changed.

• Go to the Create a Safe Work Environmentactivity and watch the YouTube clip, answer the questions in Think, Dig Deeper to find some more useful information on this topic and interactive activities, join the Discussion on workplace hazards. Reflect on the final thought and return to this page. 

• Create your first blog by writing a short passage on WHS in the workplace. Include information on the workplace hazards you identified in the Discussion and write a reflection on the final thought. Scan the blogs of your fellow learners and identify similarities with your own experiences.

Task 2 - Identifying Hazards

In this next activity you will look at some hazards in different work environments. Your task is to identify how these hazards could have been avoided.

• Go to Safety First and complete the short quiz.
• Add to your blog your thoughts on the impact hazards can have on your work environment. 
• Search in YouTube for short clips on workplace hazards and add the link to your blog with a short explanation of why you chose this clip.  (Clip to be no more than 10 minutes in length.) 

Task 3 - Duty of Care

Every employer and employee has a duty of care to workers, co-workers, volunteers and visitors to the workplace.

• This activity provides you with a summary of duty of care and asks you to add your own thoughts.
• Add your comments from the VoiceThread to the blog and reflect further on the responsibilities of employers and employees in regards to Duty of Care.  Give at least two examples of incidences of neglect you are aware of and how these incidences could have been avoided.

Task 4 - Personal Protective Equipment (PPE)

Some types of work require you to wear protective clothing while performing certain tasks. The following activity looks at a welding workplace and some of the issues surrounding PPE. 

• Personal Protective Equipment. You are required to read the comments at each image and provide your thoughts in the comment area.  
• The next step is to create your own album of approximately 3 to 4 images of PPE relevant to your workplace or a workplace you are familiar with.  Remember to attribute any image you use from the internet.
• Add your comments as to how the chosen PPE on each image is used in your workplace. 
• Return to your blog and provide a brief background of the chosen workplace and why you chose the particular images for your album. Provide a link so your peers can access the album and provide their insight into your selection.

Foundation Technical Knowledge

Technical knowledge is a topic which requires a lot of investigation and play time.  Exploration was carried out on current Web 2.0 technologies, including but not limited to; flickr, VoiceThread, YouTube, Blubbr, Videonot.es, Wikispaces and Blogger.  Research was conducted on the affordances of these technologies in an e-learning environment, linking with Technological Pedagogical Content Knowledge Framework and VET Pedagogy. A reflection of my own learning experience within the course is also provided.

From my research, it had become apparent careful selection of images, videos and audio was needed when used in the online learning environment.  Gibson (1977, 1979) argues that affordances in an environment lead to some course of action. Affordances are perceived by an individual and are culturally based. Gavid (1991) further argues that the perception of affordances will be in part determined by the observers culture, social setting, experience and intentions, eg a button is for pushing, a knob is for turning and a handle is for pushing.

Although in their most simplistic form these tools are quite useful and can be easily incorporated in the e-learning environment.  It is when I contemplated on the VET Pedagogy - constructivism, authentic problem based learning, social support and theories of 21^st Century Pedagogy – connectivity, content creation, knowledge of information and content modification that I delved further.  The research of all these Web 2.0 technologies was centred on the topic WHS (Workplace Health and Safety) at Certificate 2 level. This topic was chosen as it is a core unit across most disciplines within Business and Finance.

Adapting Images to Learning

I chose flickr as the preferred technology. I created an album on the subject "Welding Safety", which has various pictures with a commentary on how learners are expected to participate.

Welding Safety

With the added commentary from the teacher the affordance is heightened as learners are required to think about the image, conduct some research on the topic and then provide a comment.  This encourages higher level thinking as learners are required to analyse and problem solve, before adding their comments.  

The next step in this process would be to have learners develop their own album on safety in their workplace or an environment they are familiar, provide a commentary and share with their peers.  

Affordances: This provides for collaborating/constructivism as learners are gathering and adding their thoughts on the images, and perhaps thoughts on other comments. In creating their own album they are able to create, organise and bring in real world samples for others to share and share with others (connectivism). 

In my pedagogical context the learning is problem based as learners need to analyse the image, research and provide solutions.

In regards to TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, ie different images referring to welding safety, they are asked to collaborate using comments.  They will then construct their own album based on their workplace or workplace they are familiar with. This event can be adapted to new technologies as they emerge, for example this could also be used in a forum where images are posted and comments are posted by learners.

Adapting Audio to Learning

Audio took a while to make a decision on.  My initial thoughts were for the obvious Podcast, then I looked at Audacity for more editing options. My final thought on audio was VoiceThread, as you are able to record your audio, include an image to assist and most importantly, learners can respond via audio, this allows for collaboration, sharing content, constructing and connecting.  

In my sample, I started with a simple image and provided an explanation of the employers and employees responsibility in regards to duty of care.  I then asked learners to think about a workplace they are familiar with and comment accordingly.  They then moved to image two with an example of a workplace injury as a result of negligence.  Again I provided a commentary of how this accident happened and asked learners to reflect on a workplace they are familiar with to identify a workplace accident that occurred due to lack of Duty of Care by employer or employee.

Duty of Care

Affordances: In using VoiceThread it can be seen learners are collaborating and constructing their own learning with their peers as they gather information on Workplace Duty of Care from different workplaces, ethical backgrounds and cultures. Further learning occurs as learners are asked to share their past experiences or others in regards to workplace injuries.

In my pedagogical context the learning is authentic as they are identifying real life workplace events.

In regards to TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, collaborates with other learners and constructs their learning gained from their research and peers. This learning can be adapted to other technologies for example a wiki, where I would add the recording and images and learners develop the wiki with their comments and examples.

Adapting Video to Learning

Videos on their own can demonstrate a process, provide useful information on a topic, or utilised in the flipped classroom approach where learners view a lecture, a demonstration and come together in the classroom, a forum, or a wiki and explore the learning further.  

In my context we have been using teacher created YouTubes, student created videos and teacher created videos for quite a while. Some examples of how we have used video are: software development discipline, teachers create a captivate file showing step-by-step instructions on the process, learners can work towards achieving this goal.  Learners are also encouraged to find other examples of YouTubes to share with the cohort.  

The following clip I created by using the inbuilt recorder in Windows.  The process was quick and easy. It was then uploaded to YouTube for use as an instructional demonstration for teachers new to Moodle and Cohorts.  

Cohortenrolments

Affordances: Video with particular attention to YouTube provides learners with the opportunity to watch, reflect, collect information, prepare for further collaboration in classroom or online.  As learners start to develop their own videos, they have moved towards content creation. Sharing their ideas, and their experiences with others, the opportunity could also arise for peer assessment.

In pedagogical context the learning is problem based, learners view the content, collaborate with peers and teacher.

When I looked at the TPCK framework, I felt this technology only encompasses Technological, Content and Knowledge as the learner is presented with the content, collaborates with their peers and constructs their learning gained from their viewing and peers. 

This learning can be adapted to other technologies for example a forum, where I would add the recording and learners would post their comments and comment on other learners. They could even provide a link to their own video.

I wanted to find a way I could encompass all features of TPCK framework which lead me to delve beyond the obvious use of video in learning and find a Web 2.0 application which would assist the learner while watching clips. I explored Videonot.es, learners can load a clip, take notes to match timing of the clip.  They are then able to share their notes in Google Drive, and collaborate with other learners on content.  

I experimented with Blubbr, which was identified earlier in EDEL2001.  I created a short interactive quiz using YouTube.  Learners are provided with immediate feedback. 

SafetyFirst

This task has taken me beyond what was required.  But I have found these to be a learning curve which I will adapt to my current practices. 

Adapting Wikispaces and blogs to learning

It was quite difficult for me to validate the pedagogical affordances of Wikis and Blogs, as my area in e-learning has always been in Moodle development. I would usually use these tools as an appendage to the LMS, and not as e-learning in its entirety.  

Wikis

I created a Wiki Classroom as a building exercise to encompass the full use of this Web 2.0 technology.  This task has given me a new insight to Wikis and how it can be used as a total learning experience, incorporating content, collaboration, content sharing, content creation, connecting, authentic learning and problem solving.  (Membership can be granted by emailing a request to: suzy.romanelli@det.nsw.edu.au)

Its use in VET Pedagogy can be seen as it provides for real world samples are given, learners work together for a real organisation.  They can tap into their networks for assistance in solving problems, or work independently and construct their knowledge from their own contributions and contributions of others.  Learners develop higher order thinking skills as they are required to locate sample documents and then evaluate the design of the documents.  A decision is made which design best suits the groups’ requirements.  Story-telling – the learners adds an artefact, learners build a storyline around the artefact contributing to the Wiki.

Affordances: Wikis, incorporating teacher instruction and examples, provides the learner with the opportunities to collaborate, construct, share content, create content, connect with their peers and decision making.

On reflection of TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, collaborates with other learners and constructs their learning gained from their research and peers. This learning can be adapted to other technologies for example a forum, where I would post a comment, links, etc ask learners to work through these tasks on a post by post basis, still ultimately developing the required outcome of a User’s guide.

Blogs

After researching and reviewing all the features of blogger, I have discovered many opportunities for constructive learning as not only is the facilitator the provider of information, but the learners also become the suppliers of information.  They can decide what content they want to add to their learning experience. Learners may also use the links and information that their peers have added to their learning (connectivity).

Blogs increase learner motivation as most people learn by engaging in a topic, rather than listening to a lecture.  Students can view artefacts in their own time, and have the chance to reflect on the presentation before they respond. This enables a deeper level of thinking, as learners have time to analyse and hypothesis on content. They construct their own knowledge, connect with other learners, conceptualise their thinking and reflect on their own learning.

Affordances: Collaborate and construct knowledge by using a post to start the initial stages of a discussion (eg a YouTube clip of WHS hazards in a workplace) and asking learners to review their workplace or working environment they are familiar with and comment on similarities in their own workplace.  Developing higher order thinking skills as learners hypothesis and analyse.  Learners are given the opportunity to predict, observe and evaluate artefacts and share what they believe will happen next.  The facilitator can add artefacts, learners build a storyline around the artefact adding to each comment.

On reflection of TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, collaborates with other learners and constructs their learning gained from their research and peers. This learning can be adapted to other technologies for example a wiki, where learners will build on artefacts, comments, links, etc.

My reflection

On reflection of all these Web 2.0 technologies I have found many tools that I believe would enhance the learning in an online environment. 

• A picture can tell a thousand words, depending on many factors, including culture and experiences. 
• Videos are useful for content learning or demonstrations.
• Audio is also useful for content learning. 
• Wikis aid in learner content creation, sharing, editing.
• Blogs assist in the building or stories and reflection.

My appreciation for these tools now is how we can use them for collaboration, sharing, content creation, connecting, authentic based learning and social support.

On reflection of my own learning, I have not really participated to the full potential in this course to facilitate and construct my own learning.  Although there are different pedagogies shared in our group, the thoughts and ideas are similar.

Functionality of Technologies

It has become apparent careful selection of images, videos and audio is needed when using in the online learning environment.  Gibson (1977, 1979) argues that affordances in an environment lead to some course of action. Affordances are perceived by an individual and are culturally based. Gavid (1991) further argues that the perception of affordances will be in part determined by the observers culture, social setting, experience and intentions, eg a button is for pushing, a knob is for turning and a handle is for pushing.

I have researched and reviewed various web 2.0 technologies, ie images, audio and video  and their affordances for use in my personal pedagogy.  The research is centred around the topic of WHS (Workplace Health and Safety). This topic was chosen as there is a great deal of information available free to share and use.

Adapting Images to Learning

I chose flickr as the preferred technology. I created an album on the subject "Welding Safety", which has various pictures with a commentary on how learners are expected to participate.

Welding Safety

With the added commentary from the teacher the affordance is heightened as learners are required to think about the image, conduct some research on the topic and then provide a comment.  This encourages higher level thinking as learners are required to analyse and problem solve, before adding their comments.  

The next step in this process would be to have learners develop their own album on safety in their workplace or an environment they are familiar, provide a commentary and share with their peers.  

Affordances: This provides for collaborating/constructivism as learners are gathering and adding their thoughts on the images, and perhaps thoughts on other comments. In creating their own album they are able to create, organise and bring in real world samples for others to share and share with others (connectivism). 

In my pedagogical context the learning is problem based as learners need to analyse the image, research and provide solutions.

In regards to TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, ie different images referring to welding safety, they are asked to collaborate using comments.  They will then construct their own album based on their workplace or workplace they are familiar with. This event can can be adapted to new technologies as they emerge, for example this could also be used in a forum where images are posted and comments are posted by learners.

Adapting Audio to Learning

Audio had me stumped for a while, my initial thoughts were for the obvious podcast, then I looked at Audacity for more editing options. My final thought on audio was VoiceThread, as you are able to record your audio, include an image or two to assist and most importantly, learners can respond via audio.  

In my sample, I started with a simple image and provided an explanation of the employers and employees responsibility in regards to duty of care.  I then asked learners to think about a workplace they are familiar with and comment accordingly.  They then moved to image two with an example of a workplace injury as a result of negligence.  Again I provided a commentary of how this accident happened and asked learners to reflect on a workplace they are familiar with to identify a workplace accident that occurred due to lack of Duty of Care by employer or employee.

Duty of Care

Affordances: In using VoiceThread it can be seen learners are collaborating and constructing their own learning with their peers as they gather information on Workplace Duty of Care from different workplaces, ethical backgrounds and cultures. Further learning occurs as learners are asked to share their past experiences or others in regards to workplace injuries.

In my pedagogical context the learning is authentic as they are identifying real life workplace events.

In regards to TPCK framework, this technology encompasses Technological, Pedagogical, Content and Knowledge as the learner is presented with the subject matter, collaborates with other learners and constructs their learning gained from their research and peers. This learning can be adapted to other technologies for example a wiki, where I would add the recording and images and learners develop the wiki with their comments and examples.

Adapting Video to Learning

Videos on their own can demonstrate a process, provide useful information on a topic, or utilised in the flipped classroom approach where learners view a lecture, a demonstration and come together in the classroom, a forum, or a wiki and explore the learning further.  

In my context we have been using YouTube, student created videos and teacher created videos for quite a while. Some examples of how we have used video are: software development discipline, teachers create a captivate file showing step-by-step instructions on the process, learners can work towards achieving this goal.  Learners are also encourage to find other examples of YouTubes for further clarification if required.  

The following clip was created by using the inbuilt recorder in Windows.  The process was quick and easy. It was then uploaded to YouTube for use by teachers new to Moodle and Cohorts.  

Cohort enrolments

Affordances: Video with particular attention to YouTube provides learners with the opportunity to watch, reflect, collect information, prepare for further collaboration in classroom or electronically. As learners start to develop their own videos, they have moved towards content creation. Sharing their ideas, and their experiences with others, the opportunity could also arise for peer assessment.

In pedagogical context the learning is problem based, learners view the content, collaborate with peers and teacher.

When I looked at the TPCK framework, I felt this technology only encompasses Technological, Content and Knowledge as the learner is presented with the content, collaborates with their peers and constructs their learning gained from their viewing and peers. 

This learning can be adapted to other technologies for example a forum, where I would add the recording and learners would post their comments and comment on other learners. They could even provide a link to their own video.

I wanted to find a way I could encompass all features of TPCK framework which lead me to delve beyond the obvious use of video in learning and find a Web 2.0 application which would assist the learner while watching clips. I explored Videonot.es, learners can load a clip, take notes to match timing of the clip.  They are then able to share their notes in Google Drive, and collaborate with other learners on content.  

I experimented with Blubbr, which was identified earlier in EDEL20001.  I created a short interactive quiz using YouTube. Learners are provided with immediate feedback. 

Safety First

This task has taken me beyond what was required.  But I have found these to be a learning curve which I will adapt to my current practices.  So desperate wishing I was teaching again to try out all of these new found web 2.0 technologies.

Affordances of Wikis - Wikispaces

I must state, that I am finding it extremely difficult to discuss the pedagoical affordances of Wikis and Blogs, as my area in e-learning has always been in Moodle development.  I would usually use these tools as an appendage to the LMS, and not as e-learning in its entirety.  

I started to work on a Wiki Classroom as a building exercise, and became very frustrated.  The editing functions and tools are limited.  I trudged along determined to get the full experience of this tool.  

Here is the link to my work in progress for Assessment 2

Pedagogical Affordances

How to you use wiki as your e-classroom?

Some of the features of wikispaces includes:

• You can make announcements, schedule tasks and assignments, and discuss in your newsfeed at the bottom of the page
• Projects can be created, having optional start and end dates, for assignments and topic areas
• Pages with weblinks, YouTubes, a plethora of information can be added
• Files for learners use and sharing can be added
• Comments and discussions to be added asssisting in socialisation

Technical features, affordances and pedagogy - wikis – analysis of technology

Features of the technology	Affordances (activities and practices)	Affordances (examples of pedagogy and designs)
Ability to organise information and make it easily accessible	Learners able to add to the wiki, review other learners additions to wiki, choose their own learning.	Collaborative (working in groups to construct knowledge): Using an TED activity to start the initial stages of a discussion and asking learners to review their workplace or working environment they are familiar with and comment on similarities in their own workplace Conceptual (developing higher order thinking skills: eg hypothesis analysis): Learners to locate sample documents and then evaluate the design of the documents.  Decision which design best suits the groups requirements. Construct their knowledge of a given topic from information of other learners and bloggers. Story-telling – the learners adds an artefact, learners build a storyline around the artefact contributing to the Wiki.
Ability to share ideas and resources	Learners able to collect information from learners in relation to the set criteria.
Foster collaborative and group work with students	Learners collaborate with other learners and develop a Safety User’s Guide
Ability to encourage independent and learner-led learning	Learners will work independently on tasks initially and then work with team to develop user’s guide.
Artefact (ie the subject of the discussion) can be made accessible online	Learners are able to participate in wikis space or can work independently.

My opinion of Wikis has changed, and I can now see the use in 21st Century Pedagogy.  

21st Century Collaboration has givens learners the opportunity to work across the country and further across the world.  Real world samples are provided, learners work together for a real organisation.  They can tap into their networks for assistance in solving problems, or work independently and construct their knowlegde from their own contributions and contributions of others.

After many of my recent readings I felt motivated on how I could use these technologies to enhance learners collaborate, share, connect with their peers.  Some ideas were quite obvious, working on groups tasks, developing policies and procedures, project plans, guidelines, marketing plans, decision making.

I wanted to then see what other teachers thought of this idea.  As an activity with a group of online facilitators whom I have monthly adobe connect sessions with I posed the question "can your learners use a wiki or blog as an assessment item?".  Besides one colleague they did not believe this was possible. I asked them to delve into the technology, think of an outcome and apply the technology.  The ideas flowed a  little easier.

Fortunate for me, I am learning so much more and have found many more applications to use, but in reality not many of our teachers are willing to try these ideas.  The struggle would be to convince that the unknown is really OK.  

Technology (blogger) and the affordance of learning

After researching and reviewing all the features of blogger, I have discovered I have not really used it to the full potential in this course to facilitate and construct my own learning.  Although there are different pedagogies shared in our group, the thoughts and ideas are similar.

The following YouTube clip was pushed into my blogger account, by simply sharing.  This technology allows learners to easily insert YouTubes into their blog, with minimal effort.  Learners decide how they will use this information.



Blogs have opened up the opportunity for constructive learning as not only is the facilitator the provider of information, but the learners also become the suppliers of information, they can decide what content they want to add to their learning experience. Learners may also use the links and information that their peers have added to their learning.

Blogs increase learner motivation as most people learn by engaging in a topic, rather than listening to a lecture.  Students can view artefacts in their own time, and have the chance to reflect on the presentation before they respond. This enables a deeper level of thinking, as learners have time to analyse and hypothesis on content. They construct their own knowledge, connect with other learners, conceptualise their thnking and reflect on their own learning.

Some ideas for using blogs in 21st century pedagogy are:

• enables learners to have other learners critic their assignments before they submit 
• facilitator guides learner on their story-telling journey, commenting, hinting, redirecting when needed
• knowledge is constructed as learners add information, weblinks, images, audio, video to a problem based enquiry
• authentic learning is achieved as learners collaboratively work together to problem solve
• artefacts can be embedded or linked from SlideShare.

The technology and affordances were based on a WHS course.

Features of the technology	Affordances (activities and practice)	Affordances (examples of pedagogy and designs)
Ability to add comments to artefacts, images, videos	Feedback can be provided from learners and facilitators in regards to artefacts at a level, attached to specific aspects or points of the object itself. Chance for feedback on related work prior to formal assessment	Collaborative (working in groups to construct knowledge): Using a post to start the initial stages of a discussion (eg a YouTube clip of WHS hazards in a workplace) and asking learners to review their workplace or working environment they are familiar with and comment on similarities in their own workplace Conceptual (developing higher order thinking skills: eg hypothesis, analysis): Predict, observe and evaluate design: Upload an artefact and ask learners to think about what they have just seen and comment on what they believe is going to happen next in the story.  Once responses received, add the next artefact enabling learners to enhance their original thoughts. Construct their knowledge of a given topic from information of other learners and bloggers. Story-telling – the facilitator adds an artefact, learners build a storyline around the artefact adding to each comment.
Ability to post asynchronous comments related to other comments	Communities of learners can see and respond to the cumulative postings and ‘collective wisdom’
Ability to control who can comment on your blog; anyone, registered user, user with Google account or only members of the blog.	Comments can be managed by the facilitator and/or learner and is relevant to the content.
Ability to add a transliteration option? A button is added to the toolbar for converting words from English to the selected language.	Promotes collaboration from ESL learners who can translate and view as well as respond to postings and comments.
Following widget connects with learners and bloggers of same interest.	Feedback from other learners and sharing of information. Learning from other learners and/or bloggers.
Learning is independent of time and place.	All learners can post, comment and provide feedback can be at a time that suits them.
Full discussion is captured in one post.	The entire learning conversation can be capture in one post through the use of comments.
Blogging helps improve critical thinking skills.	Promotes reflective learning as learners are forced to reflectct on their learning.

21st Century Pedagogy and VET

The 21st Centrury pedagogy is needed in VET to ensure that the learners are responsive, creative, critical-thinkers and have entrepreneurial qualities.  As an institute we should reflect on how we can plan our teachings so that the learner is confident to set their own journey to learn and more importantly have the learners become individuals who know how to learn. If our learners are to survive in this every changing world, we must equip our learners with not only the technological skills but ensure they are developed to meet the requirements of our 21st century workforce of adaptability and transference of skills, thinkers not followers, empowerers of their own learning.

On reflection of my personal pedagogy in alignment with VET pedagogy, I find myself in a place where I thought I had encompassed the use of technology to transform the learning experience.  I do believe I have to a degree, but have found the future learning environments of Twitter, Blogger and Flickr identified by Chris Dede's 2007 report on solutions to meet the 21st century demand are quite new to me. I use Moodle for resource, activities, information building and collaboration, with links to other technology, such as Google+, Answer Garden (brainstorming), wiki was never used to its full potential only as a repository.

When reflecting on Andrew Churches map of the 21st Century Pedagogy, I had to consider what is it I do or could do to ensure my learners emerge into the 21st century with a set of skills that enable them to adapt to the ever changing world they are in.

He discusses the building of technological, information and media influences - an area where I need to consider my personal pedagogy and how I can incorporate this into my current practices.  

When developing thinking skills, I encourage learners to find answers, this is a struggle with NESB as they find it difficult to comprehend what it is we are asking for, I assist with clues, ideas, etc. 

Project based learning has always been preferred, it encompasses many of the techniques used in my facilitating. Learners work in groups to solve problems, continually assessed through both peer feedback and teacher feedback, collaboration with student-to-student and teacher-to-student, contextual learning where information is provided (lower order thinking skills) and students scaffold on this to create/construct their own knowledge (higher order thinking skills).