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