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 21st 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.
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.
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.
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.
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.
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