Task 2: Synthesis of Learning - A Formal Reflection
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Foundations of E-learning paper 261.764 has been very beneficial for my understanding, experience and growth as an educator. It helped me with the definition of e-learning which was very distorted before I began. It has not only covered the past and present facts, theories and debates about e-learning but it has also aligned my path for future thinking. In this reflection I will not go into any great detail with definitions because I have already covered this in Task 1 but I will provide my learning experience.
Just to recap, here are the learning outcomes for this paper. Students who successfully complete this paper will be able to:
I believe that I have demonstrated all the learning outcomes through my participation in online activities, group work and assessments. It is also important to note that a lot of healthy, positive and real life learning experience has taken place in my school environment.
One of the first aspect of the paper was to gain insight about my own self as to how much do I know about the technologies and e-learning. I along with my peers shared our experiences on an online activity and it was remarkable to see that how different most of us have been in our experiences but yet we all had similar goals to become 21st century educators who can see through the lens of digital natives and structure our instructional design accordingly. The image posted of the anatomy of a 21st century educator is surely an eye opener. I envisioned who I’m today and who I will become during this paper and what I should be by the end of the course.
The term e-learning and what it encompasses was demonstrated through readings and online activities. Other concepts such as distance learning, open learning and blended learning was explored to some extent as well. The idea in this module was to be able to locate articles from the Massey Library and be very skilful in choosing readings that are relevant. This also included the awareness of digital artefacts and copyrights.
At my school blended learning is the chosen mode of teaching and learning. Blended learning is where students bring their own digital device (some schools provide them) to use in class as a tool for research, capturing art/photo, as a workbook and for editing etc. Bernard, Borokhovski, Schmid, Tamim and Abrami quotes Driscoll and Carliner (2005), “A combination of any form of instructional technology with face-to-face instructor-led conditions” (Bernard et al., 2015, p. 91). After choosing the readings identified in Task 1 and participating in online forum where I had to define and identify characteristics followed by its comparison and importance, I really felt knowledgeable and competent because now I can better relate blended learning with e-learning and how technologies play its part in it.
I had to revisit Ministry of Education documents such as the curriculum and find ways on how I can be a better educator with the use of technologies. As better technologies are emerging and students are becoming immersed in it, there is great urgency for educators to change their pedagogy. Society continues to debate between digital native and digital migrant because of the use of technology of how technology savvy a generation is but as Smith states that, “Digital native receive information at a rapid pace, prefer graphics to text, enjoy using networks, demand instant gratification and rewards, and embrace randomized hypertext and gaming experiences over static or linear work. The choice is do we see the future through the eyes of a cyber immigrant or a cyber native?” (Smith, 2012, para. 11). I had a taste of this in Module 2 when I had to create an infographic based on an article. I must admit that the infographic was colorful and it was an easy way to understand the key aspects of a lengthy article. It was really motivating to want to keep creating. Initially the task looked very daunting and difficult but once I began to use the technologies and applications the affordance kicked in and I was engaged and really wanted to do more. The challenge that I faced was I had to download a basic app but to get a better one it would cost a bit. Another challenge was a slow internet which made it time consuming to create. But I can imagine with fast computers and internet e-learning will be the best mode of learning because it is quick, easy, vibrant, real and now.
My motivation through the use of technology leads me to reflect upon technological affordance. I enjoy working collaboratively and I feel students achieve a lot this way as well. In my use of collaborative theories, I see so many benefits. Jeong and Hmelo-Silver states that, “Based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices, technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities” (Jeong & Hmelo-Silver, 2016, p. 247). This is typical of the affordance that one can see in my classroom. Jeong and Homelco-Silver literally speaks for me because all these benefits together is not easy to create in other pedagogical ways.
I worked on a collaborative project “Gamification in the Workplace” (https://workplacegamification.wordpress.com/) with two other colleagues and it was one of the most gratifying experience to accomplish something that we were passionate about and something that we would like to use it in our own work places. We researched that people including students find it easier to learn when learning is gamified. Together we ventured to this collaborative task where we were in control of our work and we monitored each other’s progress so that no one is lagging behind and ensuring that everyone is doing what they should. There is a huge social aspect to this as well. Though we were not in the same geographic setting we were still interacting through emails, skype, chat room and forum. E-learning has opened doors to a new dimension. We can be with someone working beside them without having to be physically present there yet task accomplished.
Having students to work collaboratively and individually with the use of technologies can have its challenges and effects on us educators, the school and the society. As an educator I know that I have technology savvy students but they may be good at playing games on their ipads and entertain themselves through videos etc. but it is me who have to teach them how to choose the right tool and use it. For this to take place I need to embrace the era and not just participate in professional developments but become active user of my learning. Doing this paper is an investment in me and a choice made by me and paid by me so that I can improve my pedagogy and overcome numerous challenges to meet the needs of my students. I totally agree with Smith who quotes Prensky (2001), “Prensky ultimately advocates for the language and perspectives of natives over all else, and formulates a call to action, urging immigrant educators to "stop their grousing" and quickly adapt new methodologies that meet the educational needs of cyber native” (Smith, 2012, para. 12). It is a costly investment for the government, schools, teachers and parents. Technological organisations are investing millions of dollars to keep the technological world advancing. The challenge here is that a lot of the technological products that reach our market becomes obsolete very quickly. It is very costly for schools, educators and parents to keep changing softwares and upgrading applications etc. It is a bigger disadvantage for the students who can’t afford technology such as ipads or internet access. But in saying this the schools provide the access and technologies in one form or another and the students need to take advantage of this because they are the future for tomorrow. Their work place will be no short of technologies and e-learning will be the way of life.
Just to recap, here are the learning outcomes for this paper. Students who successfully complete this paper will be able to:
- Locate, select, evaluate and synthesise information related to E-learning theory and practice.
- Demonstrate knowledge of the concepts and principles which underpin contemporary E-learning including links between E-learning and (a) distance education (b) open and flexible learning and (c) traditional place-based education.
- Critically evaluate links between the general theoretical foundations of E-learning and situated notions of the practice of E-learning in context.
- Contribute knowledge and expertise to a professional learning community through active participation in knowledge construction processes.
I believe that I have demonstrated all the learning outcomes through my participation in online activities, group work and assessments. It is also important to note that a lot of healthy, positive and real life learning experience has taken place in my school environment.
One of the first aspect of the paper was to gain insight about my own self as to how much do I know about the technologies and e-learning. I along with my peers shared our experiences on an online activity and it was remarkable to see that how different most of us have been in our experiences but yet we all had similar goals to become 21st century educators who can see through the lens of digital natives and structure our instructional design accordingly. The image posted of the anatomy of a 21st century educator is surely an eye opener. I envisioned who I’m today and who I will become during this paper and what I should be by the end of the course.
The term e-learning and what it encompasses was demonstrated through readings and online activities. Other concepts such as distance learning, open learning and blended learning was explored to some extent as well. The idea in this module was to be able to locate articles from the Massey Library and be very skilful in choosing readings that are relevant. This also included the awareness of digital artefacts and copyrights.
At my school blended learning is the chosen mode of teaching and learning. Blended learning is where students bring their own digital device (some schools provide them) to use in class as a tool for research, capturing art/photo, as a workbook and for editing etc. Bernard, Borokhovski, Schmid, Tamim and Abrami quotes Driscoll and Carliner (2005), “A combination of any form of instructional technology with face-to-face instructor-led conditions” (Bernard et al., 2015, p. 91). After choosing the readings identified in Task 1 and participating in online forum where I had to define and identify characteristics followed by its comparison and importance, I really felt knowledgeable and competent because now I can better relate blended learning with e-learning and how technologies play its part in it.
I had to revisit Ministry of Education documents such as the curriculum and find ways on how I can be a better educator with the use of technologies. As better technologies are emerging and students are becoming immersed in it, there is great urgency for educators to change their pedagogy. Society continues to debate between digital native and digital migrant because of the use of technology of how technology savvy a generation is but as Smith states that, “Digital native receive information at a rapid pace, prefer graphics to text, enjoy using networks, demand instant gratification and rewards, and embrace randomized hypertext and gaming experiences over static or linear work. The choice is do we see the future through the eyes of a cyber immigrant or a cyber native?” (Smith, 2012, para. 11). I had a taste of this in Module 2 when I had to create an infographic based on an article. I must admit that the infographic was colorful and it was an easy way to understand the key aspects of a lengthy article. It was really motivating to want to keep creating. Initially the task looked very daunting and difficult but once I began to use the technologies and applications the affordance kicked in and I was engaged and really wanted to do more. The challenge that I faced was I had to download a basic app but to get a better one it would cost a bit. Another challenge was a slow internet which made it time consuming to create. But I can imagine with fast computers and internet e-learning will be the best mode of learning because it is quick, easy, vibrant, real and now.
My motivation through the use of technology leads me to reflect upon technological affordance. I enjoy working collaboratively and I feel students achieve a lot this way as well. In my use of collaborative theories, I see so many benefits. Jeong and Hmelo-Silver states that, “Based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices, technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities” (Jeong & Hmelo-Silver, 2016, p. 247). This is typical of the affordance that one can see in my classroom. Jeong and Homelco-Silver literally speaks for me because all these benefits together is not easy to create in other pedagogical ways.
I worked on a collaborative project “Gamification in the Workplace” (https://workplacegamification.wordpress.com/) with two other colleagues and it was one of the most gratifying experience to accomplish something that we were passionate about and something that we would like to use it in our own work places. We researched that people including students find it easier to learn when learning is gamified. Together we ventured to this collaborative task where we were in control of our work and we monitored each other’s progress so that no one is lagging behind and ensuring that everyone is doing what they should. There is a huge social aspect to this as well. Though we were not in the same geographic setting we were still interacting through emails, skype, chat room and forum. E-learning has opened doors to a new dimension. We can be with someone working beside them without having to be physically present there yet task accomplished.
Having students to work collaboratively and individually with the use of technologies can have its challenges and effects on us educators, the school and the society. As an educator I know that I have technology savvy students but they may be good at playing games on their ipads and entertain themselves through videos etc. but it is me who have to teach them how to choose the right tool and use it. For this to take place I need to embrace the era and not just participate in professional developments but become active user of my learning. Doing this paper is an investment in me and a choice made by me and paid by me so that I can improve my pedagogy and overcome numerous challenges to meet the needs of my students. I totally agree with Smith who quotes Prensky (2001), “Prensky ultimately advocates for the language and perspectives of natives over all else, and formulates a call to action, urging immigrant educators to "stop their grousing" and quickly adapt new methodologies that meet the educational needs of cyber native” (Smith, 2012, para. 12). It is a costly investment for the government, schools, teachers and parents. Technological organisations are investing millions of dollars to keep the technological world advancing. The challenge here is that a lot of the technological products that reach our market becomes obsolete very quickly. It is very costly for schools, educators and parents to keep changing softwares and upgrading applications etc. It is a bigger disadvantage for the students who can’t afford technology such as ipads or internet access. But in saying this the schools provide the access and technologies in one form or another and the students need to take advantage of this because they are the future for tomorrow. Their work place will be no short of technologies and e-learning will be the way of life.
Reference
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A
Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the
General to the Applied. Journal Of Computing In Higher Education, 26(1), 87-122.
Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported
collaborative learning: How to support collaborative learning? How can technologies
help?. Educational Psychologist, 51(2), 247-265. doi:10.1080/00461520.2016.1158654
Smith, E. E. (2012). The Digital Native Debate in Higher Education: A
Comparative Analysis of Recent Literature. Canadian Journal Of Learning & Technology, 38(3), 1-18.
Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the
General to the Applied. Journal Of Computing In Higher Education, 26(1), 87-122.
Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported
collaborative learning: How to support collaborative learning? How can technologies
help?. Educational Psychologist, 51(2), 247-265. doi:10.1080/00461520.2016.1158654
Smith, E. E. (2012). The Digital Native Debate in Higher Education: A
Comparative Analysis of Recent Literature. Canadian Journal Of Learning & Technology, 38(3), 1-18.