Reflective Synopsis

I used various tools from Group 1 to Group 4 for teaching and learning in classroom in the past six weeks.  The tools involved the use of blogs, wikis, images, PowerPoint presentations, glogsters, google earth and many others to support E-learning. I learnt that appropriate scaffolding is important and the SAMR model can be used in E-learning. E-learning is ‘an innovative method for delivering a facilitated learning environment, which is characterised by good design, interactivity and centred on the learner, to any individual anywhere and at any time, by taking advantage of the properties available in many digital technologies with suitable learning materials for open and flexible learning environments’ Khan (2005) .

E-learning provides interactive features in the learning process, i.e., the ability to interact beyond the one-way knowledge transfer of content between the teacher and the student. In such an environment, learners can interact with the content and educational resources (the use of wikis), with the teacher and other peers. I found E-learning very interactive because in week 2 we used the de Bono’s six thinking hats as a scaffold to discuss the use mobile phones in classrooms. I posted my views on a wiki and I could access my peers’ views too.  E-learning transforms learning concepts, including: a transition from teacher- centred to learner-centred approaches, from the content to the process, from content- oriented to task-oriented, from individual effort to team effort, from printed materials to multimedia (this represents Substitution in the SAMR model) and from focusing on the facts to focusing on the problems. I noted that E-learning may include many patterns, such as face-to-face (the use of PowerPoint for presentation), distance learning (use of blogs or wikis) or a mixed education model.

Learning theories can provide explicit guidance for e-learning design, on how to help students to learn. Furthermore, theories of learning also offer a set of rules or guidelines that can be used for making decisions when designing learning activities (CQUniversity Australia, 2012). 

Cognitive theory focusses on non- observed behaviour and on processes and concepts, such as attention, perception, motivation, the transfer of learning and individual differences between learners.  The de Bono’s six hats of thinking demonstrated the Cognitive learning theory. Cognitivism involves the brain and mental processing.

Constructive learning theory emphasises that the learning environment presents situations and experiences related to learning, information sources, knowledge tools, communication tools and scaffolding that helps students to acquire an integrated set of cognitive skills (CQUniversity Australia 2012).  In week 4 I used images for teaching science and students were to develop projects as groups and answer certain questions using images. I noted that the use of images supported the Social Constructivist Learning Theory.

The use of technology and the TPACK framework for learning supports the Connectivism learning theory. As a teacher I learnt that I can benefit from the principles of all the various learning theories in order to achieve the learning objectives, meet the needs of learners and take into account the characteristics of the knowledge to be acquired. Decision-making when designing a lesson for E-learning must be based on a good understanding of learning and how it occurs, and knowing the factors that lead to successful learning (Clark, 2002).  The integration of learning theories in practice is a vital factor for the successful management of an E-learning environment. 

I noted that failure to take the right principles into account in the instructional design stage in E- learning will minimise the effectiveness of information processing and learning. It is not just the delivery method that leads to learning, but designing teaching methodologies that can make all the difference; for example, teaching methods, strategies, tools and ways for delivering information in new styles to enhance learning, which might happen through the use of examples, providing opportunities for contribution for instance using wikis in classrooms allows participation by students. (Clark, 2002). 

With E-learning there is need for scaffolding at the beginning or introduction of a topic, this scaffolding works as a structural support for knowledge, which enables learners to comfortably build up new knowledge and experience. I learnt that when designing the tools to use in E-learning, it is important to offer learners support and, at the same time, encourage self- learning. Teaching methods must enhance learning and motivate learners. The concept of scaffolding refers to the support function of the teacher for the learner for instance the use of images and glogsters can motivate the students to learn.

It is more likely that learning objectives will be achieved when learners are given the chance to learn new information actively. This requires providing activities that involve learners in frequent interactions and active learning, and providing real opportunities to apply new skills. Similar to other types of instructional design, the creation of effective E-learning depends on presenting students with tasks and learning activities that enable them to conduct experiments, leading them to a new understanding of the learning required and providing active participation in making choices about the tasks the students face in their learning. For ethical and safe legal practises I would ensure that my students are aware of these copyright issues and I would urge students to reference any information images that may breach any legal conditions. My students will be aware of ethical, legal and safe guidelines.  In conclusion E-learning is important because the students are now exposed to various global technological advancements.

 

Reference

Afifi, M. K., & Alamri, S. S. (2014). Effective Principles In Designing E-Course In Light of Learning Theories. Turkish Online Journal Of Distance Education (TOJDE), 15(1), 128-142

Clark, R. C. (2002, September 10). Six principles of effective e-learning: What works and why. Learning Solutions

CQUniversity Australia. (2012). EDED20491- ICTs for learning design:

            online study guide. Retrieved from 

          http://moodle.cqu.edu.au/mod/page/view.php?id=115238

 

Khan, B. H. (2005). Managing E - learning: Design, delivery, implementation and evaluation. London, Hershey, PA: Information Science Publishing.

 

Week 6 Reflection 5 Digital Technology Group 4 Tools

Reflection 5

In week 6 I explored one of the tools in Group 4 (Google Earth). This reflection analyses the use of Google Earth in Classrooms. Google Earth is a free, downloadable program which provides users with a virtual globe that can display several thematic views of Earth at once. Users can manipulate spatial data by zooming in and rotating images to see the terrain in three dimensions (3D) (Blank et.al 2012). Google Earth also has a sophisticated layers tool, which allows users to superimpose data sets and images over the terrain. This feature has been shown to help users find visual patterns and relationships in data sets.

The clip below explains how to use Google Earth in the classroom

This image below was generated using Google Earth.  It shows one of the mining areas in Blackwater, Queensland. Google Earth can be used to teach students on water pollution

                         

Google Earth can be used in science to teach  about water pollution and this is achieved by using Google Earth to pinpoint sources of pollution in any area and other areas across the country and their effects on the surrounding watershed. If properly used in the classroom this tool can help students to overcome any misconceptions on water pollution. Incorporating a digital tool like this allows students to visualize natural phenomena and thereby overcome misconceptions such as the idea that rural communities are pollution free (Cheston and Saunders, 2014). Technology- enhanced activities can support constructivist learning theory and exploratory learning as well and students take ownership of their educational experience.

To deliver a lesson on water pollution I would ask students to consider several issues such as where they live , the terrain of the area where they live, any major waterways around the area. I would direct students to double-click on the data set file, as this causes Google Earth to open and populate a map of the desired area with information markers. To minimise confusion I will ask the students to examine only a small subset of data at a time. For the remainder of the lesson, students write in-depth observations and personal reflections on the data in their blogs. Students can discuss questions with their peers or add responses to their reflections. As they work in pairs, navigating and interpreting the Google Earth data, they re-evaluate their previous findings in the context of what they already knew before the commencement of the lesson. By correlating their written data with visual cues on the virtual globe, students can often extrapolate patterns in pollutant emitting facility distribution that were not previously apparent. For this activity, I would also use a Watershed health checklist. This checklist will guide students as they evaluate watershed health in terms

 ◆ Location and drainage area

 ◆ Size

 ◆ Geological characteristics

◆ Land use (e.g., residential)

◆ Top pollutants

◆ Health risks and causes

◆ Presence, condition, and numbers of aquatic life

 After researching and interpreting data about watershed pollution, each pair of students uses Glogster to create an interactive digital poster of its findings and an overall assessment of watershed health.  I would encourage students to embed hyperlinks within their post that contain additional information about their assigned watersheds. As part of the evaluation process, students view and constructively critique their peers’ digital posters. Alternatively, if web access is unavailable, students may construct traditional posters and present the information to their classmates in the form of a science conference and they may also use PowerPoint for the presentations.  I would ensure that all information is credited and well referenced to ensure that there is no breach of any copyright

 The table below analyses the strengths, weaknesses, opportunities and threats of using Google Earth in classrooms

Strengths	Weaknesses	Opportunities	Threats
Google Earth is  a powerful classroom tool that incorporates components, or visual and emotional images to communicate and motivate students to learn about a particular topic	Google Earth requires Internet access on a reasonably fast connection	Google Earth supports students in learning because it also can serve as a motivational tool. It also encourages independent and collaborative learning, and improve student motivation and engagement.	Insufficient bandwidth would limit the utility of Google Earth in the classroom by disengaging students’ interests that is if the tool is not responsive to the user’s requests
The free version of Google Earth can be installed by any user.	Google Earth has three primary substantive requirements comparable to utilizing other technologies in the classroom: opportunity (time), motive (desire), and resources (skills and capabilities).	Students are not required to be at school in order to use the application  thus allowing students to utilize the application outside the educational atmosphere	Although Google Earth and its related sites have a breadth of data available, the student would need to understand how to create his or her own account to search for data not included in the Google Earth interface and then how to open the dataset once a desirable dataset is identified. In some cases the true accuracy and authenticity of data may not be readily available, which could pose risks to the educational value of the lesson.
There are also increasingly more services available to Google Earth with streaming media (for near-real-time information, such as satellite locations and weather updates).	Google Earth has limited capabilities and tools to support true spatial analytical operations. The tool does not have a query capability or the functionality to perform complex spatial operations—even in the non-freeware versions.	It also serves as a collaborative discussion forum for users to discuss data implications and evolution, as well as peripheral ideas.
The application is geared toward more point-and- click operations without complex menus and tools; non freeware versions provide a relatively powerful capability to develop and enhance functionality.

 

The table below shows how Google Earth can be used at each stage of the SAMR Model

 

Substitution	Augmentation	Modification	Redefinition
Instead of using paper maps and atlas students can use Google Earth to study areas for instance students can use Google Earth to identify and measure the distance of industries causing pollution to nearby water bodies.	To measure the distance between areas the students can use  Google Earth rulers instead of using traditional rulers on maps.	Google Earth can be used to teach students about various places. By using Google Earth in class students do not have to just see the place from space, they could see it from various angles and appreciate its depth in a virtual fly- through. The same is true for urban landscapes in various select cities across the globe. Students can study about a city or area without  physically visiting the areas. Students can use tools such as panoramio and 360 cities to research about a location	Students can use glogsters or PowerPoints to present their research findings on a particular topic for instance a topic on water pollution using Google Earth. This information can be shared with other students using wikis or other online spaces. This allows sharing of information among students. Students can also compare their findings with other students who may live close to the research area and have physically visited the areas.

Reference

https://www.youtube.com/watch?v=Y8VVPd5_v84

Blank, L. M., Plautz, M., Almquist, H., Crews, J., & Estrada, J. (2012). Using Google Earth to Teach Plate Tectonics and Science Explanations. Science Scope, 35(9), 41-48.

Saunders, C., & Taylor, A. (2014). PINPOINTING WATERSHED POLLUTION ON A VIRTUAL GLOBE. Science Teacher, 81(3), 51-55.