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.
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.
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