Assessment 2 - Design Rationale

For our second assessment we were to produce a motivational video that demonstrated the benefits of e-learning but also relate it to our own teaching context.  My teaching context is for the library and information environment and my target audience are those that teach in the field but also those in management roles in the library and information profession. My personal experience of e-learning is mostly as an online learner but I have used my experience in this course and also in previous online courses to promote what I see as the benefits.

When designing the video I decided to keep things  simple and made use of a layout that allowed the viewer to concentrate on the text and hopefully as a consequence would have more impact. I did have some concerns that too much white background might not have as much appeal in video format but on the plus side it meant that there would not be too much distraction from the main message. One of the example videos in our lectures was my main inspiration, white text on black and using simple statistics to convey the message. I have also used animated graphics and clipart to add colour, humour and interest to the video and changed the colour of the text for variation. I have added music as I enjoy music when watching videos so long as it is pleasant music and suits the theme. As a child I was always put off from watching documentaries because of the type of music that usually accompanied them and didn't want to make the same mistake.

The message has been introduced in blocks, starting from simple, adding onto these first blocks then becoming more specific when relating to my own teaching context and audience. For content I have begun the presentation by introducing the basic learning theories behind e-learning, including objectivist, constructivist and connectivist and used the SAMR model to demonstrate how technology could transform learning. I have then gone into more depth by listing the benefits and the positive outcomes for learners.

When applying the benefits of e-learning to my own context I have then gone into specifics and outlined practical applications and benefits.  The challenge when producing the video was to decide what to include and what to leave out.  As the duration was to be 4-6 minutes decisions had to be made  about what was important.  For me and also for my context it was the power of technology in e-learning to redefine tasks, the global community of practice and learning, scaffolding and flexibility. I also wanted to convey how the attributes it developed had the potential to produce leaders in the field.

Music in video presentation attributed to

enoe / CC BY 3.0

Engagement Activity - Does E-learning require a new theory of learning

Andrews (2011) paper, ' Does e-learning require a new theory of learning? Some initial thoughts,'  suggests that e-learning has enough unique characteristics and differences to require its own learning theory. He identifies these as: the communities they operate in as different to conventional learning; that e-learning extends the capacity and scope of learning; that a more democratic, independent learning style is adopted; and digital technology's affect on the nature of knowledge allows for more transformed learning and redefinition not experienced in conventional learning.


References

Andrews, R. (2011). Does e-learning require a new theory of learning? Some initial thoughts. Journal for Educational Research Online, 3(1). Retrieved 15th May 2013 from www.j-e-r-o.com/index.php/jero/article/view/84

Assessment 1 - Reflective Synopsis

Introduction

For our reflective synopsis we are to draw links between knowledge relevant in our teaching area and relate this to learning theories we consider applicable for e-learning in our context. We are also to consider knowledge transformation in schools, higher education and the workplace and identify advances made through the adoption of technology. Then we are to select three Scoop-it items and discuss these in terms of learning in our own context and their ability to transform learning. Finally we are to critically reflect upon our own personal and collaborative learning experiences.

I have completed a Library & Information Management course at university degree level and work in a public library. As my teaching experience is minimal, for the purpose of this reflective synopsis I have elected to focus on potential future teaching areas. The two main areas will be teaching of Library and Information courses at university level and informal training of staff and library clients in a public library. When I need to reflect upon personal experiences I will draw upon my experiences as an online learner and delivery of informal library training.

Some of the required material has already been covered in previous posts and where necessary I will provide links to these posts.

My Scoop-it items are located at http://www.scoop.it/u/stephanie-mills

Relevant Knowledge and Learning Theories 

Much of my contextual teaching/learning area is covered in my first engagement activity located at http://librarianelearning.blogspot.com.au/2013/03/engagement-activity-12.html . However I will expand upon this by detailing more specific knowledge relevant in library studies. Much of what is taught in library studies draws upon a mixture of learning theories, some objectivism but mostly constructivism and in the rapidly changing library environment, connectivism. Knowledge in a cataloguing subject for example has 'structured lessons' and 'fixed knowledge' with set rules to apply, so does draw largely upon objectivist learning theory, where students are given repeated exercises until they have mastered the content.  See previous post http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-behaviourism-and.html . However, as not every possibility can realistically be covered in the exercises they do need to be able to think for themselves and adapt what they learn to another scenario in which case the learning goes from behaviourist objectivist approach to cognitive approach to constructivist learning. See reference to my blog post objectivist versus constructivism http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-objectivist-and.html.   In my work context this this type of teaching works well where the information being imparted is very basic and straightforward, how to get from A to B, the reward is when they reach B but other informal training sessions are very much constructivist - learner centred and contextual.

However most of the content taught draws upon constructivist theory, subjects such as Supervision & Management, Research, Community Histories, Reference and Information Literacy using both cognitive and social constructivist approach. See concept map located at http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-learning-theory.html. The social constructivist approach is engaged in these subjects using collaborative tools such as wikis, blogs, and forums as well as social media such as Facebook and Twitter. These tools are particularly useful in an e-learning environment as they can be accessed from anywhere at anytime enabling flexible learning. The principles of support and scaffolding used with collaborative tools in learning can be applied in work situations in collaborative work projects with other staff or when engaging clients through social media tools. Learning and assessments in the subjects listed above are often project-based or case based scenarios with real life applications. An example would be a task that asks how a supervisor would implement changes to workflows in the workplace with specific obstacles to overcome or to introduce a new technology to staff.

With the advent of the information and knowledge age schools, higher education and workplaces needed to produce learners capable of participating successfully in the current global knowledge economy environment. This meant producing students who were information savvy, knowing how to access, retrieve and evaluate information; and students who were tech savvy, enabling them to use technology that would allow them to communicate and collaborate globally as well as locally. As a result of this educational institutions now need to encourage students to take responsibility for their own learning, to help them adapt to the constant changes in technology and environment. As we have moved to a more global environment there is more demand for flexible learning to allow for busy lifestyles, different time zones and locations, and social inclusiveness. Work practices have changed allowing for communication across different locations and flexible work arrangements such as telecommuting are now in place in many organisations.

Technology in the form of  tools such as word processing,wikis, blogs, learning management systems,Youtube, social media, mobile devices and apps have made these changes possible by allowing flexibility in learning, as well as the possibility of global collaboration and communication. These tools  substitute, augment, modify, and redefine previous teaching and learning tools to transform learning in today's environment.


Scoop-it and Transformational Learning

My three Scoop-it items selected for discussion are: 3 Types of Project Based Learning; Xtranormal : Constructivism Vs Objectivism; and Free technology for Teachers, 5 ways you can use Wikis. In my discussion I will refer to the four transformational levels as described in the SAMR model. See blog post located at  http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-transforming.html.

Project based learning http://sco.lt/4x0upN is particularly applicable in my learning context as they allow students to participate in real-life learning situations. As part of my library studies we have had to imagine ourselves in real life scenarios, and how we would deal with them, particularly challenging or difficult management situations. This allows students to develop skills that they can apply practically in the workplace. Project based learning can transform learning by augmentation, using as a substitute with functional improvement or modification, allowing for collaboration and building upon other people's experiences.

Xtranormal http://sco.lt/4n7cR7 is a tool that would work well enabling students to act out scenarios or inform in an entertaining way.  In my context I could see it being useful for training students in reference desk techniques.  It has collaborative, sharing options where others can contribute, add to or the change. I consider it to be a transformational tool at redefinition level as the possibilities for its uses are endless and if the sharing capability is enabled then others from anywhere in the world can adopt, adapt or change to suit own needs, or add and build upon the original work to create something new. Other uses I can see for it in my own context are to use it in an informational context, informing library clients of new resources, where resources are located, basic 'how to' situations. As it is an entertaining way to transmit information it may be better received than other methods whether in the workplace or the classroom.

In my learning context wikis http://sco.lt/88JIkj  have been used for collaborative activities including a group activity compiling reference links to selected topics or subjects, a practical application similar to compiling reference resources in reference work. Embedding wiki-based activities into the course content serves a double purpose as being able to use the technology itself is useful in the library workplace as many library working or focus groups at State library level use wikis for collaboration and communication. As a transformational tool wikis operate at the modification level, allowing for significant task redesign. I also put blogs in the same category as they are in use in libraries for socially engaging and informing for reader's advisory activities and library events.

Critical Reflection

In evaluating my own personal and collaborative learning experience while studying this course I am happy to say that the outcome is of a positive nature, albeit at times that it was a steep learning curve.  My first concern that as a non-teacher I would find it difficult to understand the learning theories and put these into my own context. With minimal teaching experience I used my learning experiences mostly as an online university student studying library and information management. Please see my first blog post http://librarianelearning.blogspot.com.au/2013/03/engagement-activity-12.html.This helped put the theories in context but I admit to often subconsciously using this course as the basis for my context. Scaffolding and support assisted in my understanding of the learning theories as described in Engagement Activity 5 http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-5.html.

The course adopts the social constructivism learning approach whereas learning is very much learner-centred; independent and proactive; collaborative and interactive; contextual; and with scaffolding and support built into the content.

The technology tools used such as wikis, blogs, interactive tutorials, Elluminate and videos enabled the course to be interactive, collaborative and entertaining improving motivation and understanding.
  
I appreciated the flexibility of the course, being able to adapt the workload to suit the learner's needs;  and also found value in collaborative activities that were asynchronous, ideally suited to learners living in different time zones or working to different timeframes. This type of collaborative activity would work well in teaching online courses at university level where students are from different countries, some students are working, some not. The contextual nature of the course and the embedding of technological tools into the course content improved my learning experience substantially. Wikis, blogs, digital storytelling, social media, video and interactive tutorials are used extensively in libraries today. 

I found the transparency of posting my understanding and responses to a public blog a bit daunting but found that being able to view other learners' work improved my understanding as demonstrated in Engagement Activity 5 and also my voice thread collaborative activity located at http://librarianelearning.blogspot.com.au/2013/04/engagement-activity-transforming.html demonstrated collaboration and scaffolding at work.

The communication between teacher and learner was excellent, being timely, useful and supportive. I enjoyed being able to explore and take responsibility for my own learning and have found areas that relate to my own context that I would like to explore further.

Please note : As per a previous post - to comply with blogging etiquette I admit to having to change some typos, one recurring one in particular, so if you find the word obstructivism ( a freudian slip no doubt) I really meant to say objectivism.  For those that have read or linked to previous posts please note that I have now changed my ways and am not really obstructive, merely objective. 

References

http://www.xtranormal.com

http://www.xtranormal.com/watch/6179123/constructivism-vs-objectivism

http://www.freetech4teachers.com/2012/03/5-things-you-can-do-with-wikis.html

http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/

David H. Jonassen - Objectivism versus Constructivism: Do we need a new philosophical Paradigm?
https://docs.google.com/gview?url=http://edit451.pbworks.com/f/objectivism_vs_constructivism.pdf&embedded=true

Engagement Activity 5

After studying other learner's concept maps I have made changes to my own Concept Map.  I have adopted ideas from both Tracy's and Dominic's maps to improve upon my own. I found when creating the map it helped clarify understanding but also highlighted areas of weakness or gaps in understanding of the concepts. I personally had difficulty understanding the differences if there were any between cognitivism and cognitive constructivism and this meant going back to the lesson notes and viewing Dominic's concept map to improve my understanding. My understanding now is there are some similarities and some differences. Cognitivism is the link that leads away from behaviourist objectivist learning approaches towards constructivism. Similarities are that cognitivism and cognitive constructivism both rely on building new knowledge upon existing schemas. Differences appear to be that learning using the cognivitism approach teaching builds up step by step however with the constructivism approach students become more active constructors of knowledge with knowledge influenced by their own social experiences. Teachers also take a lesser role in the learning process becoming more facilitators of learning.

Engagement Activity - Transforming Learning

VoiceThread was used to discuss four levels of technology use for transforming learning based on the SAMR model.

When responding to the stimulus statements I found the distinctions between Augmentation and Modification a bit blurred. There appears to be some overlap as some answers could have slotted into either one, albeit for different reasons. This seems to be reflected too in other readings on the subject. However these two were the levels I found most relevant to my context.

Ruben R. Puentedura, Ph.D.SAMR model

Dominique's suggestion that 'the videoconference can act as a substitute for a classroom lecture but also has functional improvement' with the capability to be viewed synchronously or asynchronously and the ability to' pause, rewind and review the lecture' is on target because this is exactly what I found myself doing with the Elluminate recordings and I found this flexibility to be very beneficial.  I also relate to comments about online dictionaries, wikis and encylopaedias as these are very much in use in my work context for reference work in libraries and also in studies that I have undertaken. I can see an application for a reference wiki to be used to store all our resource links in one place instead of being in several locations on the reference desk computer, eg. the favourites folders, desktop shortcuts and library catalogues or manually filed. New items of topical interest can be added by librarians which would improve the workflow. Many libraries are looking to move to a roving reference model which means reference librarians will be mobile, not at a desk, and will use tablets (wireless access) to access information.  A wiki might suit this model. Wikis and blogs are also in use by libraries and associated working groups for reader's advisory, public library evaluation group and the State Library. 

My 'takeaway' from the activity ironically is that I can see a possible use for VoiceThread in an online book group discussion. I am not sure what the limitations are for this technology but I think it is worth investigating this and other technologies to find the most suitable. They would also be applicable in other situations. It certainly has made me enthusiastic about the technology available.

However as an Elearning student Redefinition is the area I am most interested in as it has many exciting possibilities. 

Engagement Activity - Learning Theory Concept Map

My Learning Theory Concept Map

Engagement Activity - Objectivist and Constructivist Approaches

 David Jonassen's article on comparing objectivist and constructivist teaching/learning approaches is very relevant in e-learning today. His views on objectivism state that the teacher instructs and the student receives; that the knowledge imparted is set, based on world reality and that similar understanding of a subject is achieved. Alternatively he states the constructivism approach is much more learner-centred and flexible, where students interpret knowledge based on their own perceptions and experiences; are largely responsible for own learning; teachers are coaches rather than instructors; goals and objectives are often negotiable and relate to the student's own context. However he also points out that which theory should underpin instructional design depends on the content that is being taught. This applies to online learning today as not all content delivered would be suitable for constructivism, even basic numeracy and literacy skills could be delivered online using interactive tools.

CONSTRUCTIVISM VS. OBJECTIVISM | Xtranormal


 Created by JKINTAN February 5, 2010
 (http://www.xtranormal.com/watch/6179123/constructivism-vs-objectivism )

In my own context course design would be best using a range of learning theories, drawn mostly from objectivist and constructivist theories and hopefully venturing into connectivism. If teaching a large number of students the constructivist approach may prove logistically difficult, for negotiating individual goals and objectives, and arranging collaborative activities. One way to reduce contextual influence on course design would be to make the objectives similar but allow flexibility in the process of reaching the goals. As David Jonassen points out constructivism is mostly about the process of learning.

To comply with blogging etiquette I admit to having to change some typos, one recurring one in particular, so if you find the word obstructivism ( a freudian slip no doubt) I really meant to say objectivism.  For those that have read or linked to previous posts please note that I have now changed my ways and am not really obstructive, merely objective.

References

David H. Jonassen - Objectivism versus Constructivism: Do we need a new philosophical Paradigm?
Downloaded 9th April 2013 from
https://docs.google.com/gview?url=http://edit451.pbworks.com/f/objectivism_vs_constructivism.pdf&embedded=true

Constructivism Vs Objectivism
Downloaded 14th April 2013 from
http://www.xtranormal.com/watch/6179123/constructivism-vs-objectivism

Engagement Activity - Gagne's Nine Steps

This engagement activity asks us to identify Gagne's Nine Steps in JD Lasica's 'Digital storytelling: A tutorial in 10 easy steps'. For Step 1 the author has used multimedia in the form of a video to gain the audience's attention; Step 2 - the objectives and intended audience are clearly stated at the beginning in the title; Step 4 - Present stimulus material and Step 5 - Provide Learner Guidance - both appear in the written material and links provided in the tutorials numbered steps; Step 6 - Elicit performance - is covered by suggestions or recommendations placed throughout or at the end of each of the ten steps, each building upon the previous one, until on successful completion of the final step a digital story is produced and published. The links and resources listed at the end would provide for Step 9 - Enhance Transfer opportunities - as well as the possibility that the learner would also choose to apply and improve their skills by practising and producing more digital stories.

 Like Ben in http://edel20001.blogspot.com.au/2013/03/engagement-activity-2-week-2.html  I am not sure that Step 3 Stimulate Recall of Previous Material is covered except that there is reference to the tutorial being one of an ongoing series but to me this isn't clear. Also there is no tutor or mechanism to provide feedback (Step 7) or assess performance (Step 8).

I see the main benefits of Gagne's approach to learners as the combination of having the objectives clearly laid out and provision of learner guidance. This gives structure to the lessons allowing learners to stay on track and maintain focus, but still allowing for independence in  learning. Attention getting tactics can help stimulate interest and increase motivation as does regular feedback. For me the ability to practically apply what has been learned is a major bonus.

In my own learning/teaching context having a basic structure to the lesson but allowing for flexibility works well as does applying learning to real life situations which ultimately is the learner's goal.

I think Gagne's nine steps would suit content delivered at adult learner, TAFE or university level particularly courses where students must meet certain requirements or industry standards to be accredited. I see its drawbacks as being that it is still mostly course-driven and not as learner-centred as some methods therefore the ability to deliver contextual learning to suit the learner's needs may be limited.

Engagement Activity - Behaviourism and Positive Reinforcement

After viewing the interactive tutorial about behaviourism and positive reinforcement I can see some areas where this approach would be beneficial. I think it is of value when teaching the basics, where the information being transferred is very definite, with set rules, with little variation and is mostly of a factual or proven nature. In my own learning/teaching context I can relate this to learning the maths times table where we wrote out our times table, and repeated the ones where mistakes were made until they were all correct. Knowing my maths times table still stands me in good stead today. In my work context this this type of teaching works well where the information being imparted is very straightforward, and very basic, how to get from A to B, the reward is when they reach B.

Pavlov's Classical conditioning

At university level I found positive reinforcement valuable when tutors who marked assignments highlighted areas where students did well. Knowing what you did right is just as valuable (if not more) as knowing areas that need improvement .

Mathematics, learning languages, basic English grammar and spelling would lend themselves to this type of learning. I think one of the drawbacks of this type of learning students don't necessarily have to have complete understanding of the subject, and when placed in a new situation where some factors or props have changed they might find themselves back to the beginning.

Engagement Activity 1.2

My experience as an educator is limited so my blog will reflect on my experiences as a learner as well as a trainer, ranging through from school, TAFE through to University education with particular focus on Library and Information studies.

When I say my experience is limited I mean that my training experiences have mostly been of an informal nature and are usually one-on-one situations. I have worked in a public library for several years and helping clients with both computer and information literacy is part of the job and one that I enjoy. The challenge is that you can be asked anything on any subject at any time! There is no set curriculum or lesson.  The desired outcome is that the client obtains whatever particular knowledge or information they need but hopefully during the exchange we have imparted some skills that will enable them to apply this knowledge to other situations - a value added-on.  Our clients’ ages, backgrounds and learning levels are across a wide range which presents its own set of challenges.

Recently I was one of a number selected to run one-on-one sessions in teaching clients to access the library's e-resources.  As the library's clients have a wide range of technological devices, it was a case of train the trainer first. Due to the wide variety of technology available today many libraries (and I assume other places as well) have what they call a ‘technology pet zoo’ whereas the library purchases devices enabling staff to keep up with the latest without having to personally buy the gadgets. I was able to familiarise myself with different devices including IPAD, Kindle, and Sony E-reader before the lessons. In teaching these lessons we first determine the client’s requirements, what software they have installed, then we give hands on training (they usually bring their own devices). Through demonstration and interaction with the client we impart the necessary knowledge to successfully use their devices to access the e-resources. Hopefully they will also be able to apply this knowledge to other situations. I consider the ability to inspire confidence a sought after trait, and believe that trainers need to be constantly evaluating their own work looking for opportunities to improve.

In my primary school years we learnt what the teacher taught us mostly by by absorbing and remembering, but at one stage we were given books that allowed us to learn at our own pace. I believe this whetted my appetite for distance and online education. At TAFE and University level learning becomes more independent and some outcomes apart from subject knowledge for me personally include being organised, time management skills, teamwork, problem solving, technology use, ability to critically evaluate, and ethical practice.

Our early learning years build the foundation for future learning by teaching us the basic knowledge and skills needed. Interaction with others and team work is developed through playtime and sports activities as well as classroom activities. Most attributes such as communication, teamwork, leadership skills, problem solving etc become more pronounced as we progress through to higher education although some institutions seem to place more emphasis on particular attributes than others. An example of this would be how leadership skills are encouraged in the latter years of high school.