Synopsis:
Contemporary learning design frameworks are underlined by Learning theory which often result in Conceptual frameworks that are used in the learning environment. An important Learning Design Framework in Learning Management is the 8 Learning Management Questions and Dimensions of Learning. Both of these frameworks require the Learning Manager to know how each learner learn best. Learning styles is one method of analysing learners to understand their strengths and areas of need regarding gaining declarative or procedural knowledge. Another method of exploration of the learners is through using Gardner’s multiple intelligences. Each class’s profile would be different and it may seem daunting for a Learning Manager to include each learning styles or multiple intelligence in all learning experiences. But with pedagogical knowledge and resources (many listed in the blog) the Learning Manager may prepare themselves for any combination of learning styles and multiple intelligences. During this 21st century Learning Managers face another challenge: Information and communication technology (ICT). The expectation is for them to teach beyond about ICT to teaching and learning with and through ICT in an integrated learning environment. The aim is to produce digital literacy proficient learners who may
- use inquiry processes to deepen knowledge
- use creative processes to build ideas
- use local and global environments to communicate and share
- responsibly work and learn legally, ethically and safely
- support their own ongoing development of new thinking and problem solving
The Technological Pedagogical and Content Knowledge is an attempt to abolish the breach between education and technology through the interweaving of content, pedagogy and technology. It is recommendable for Learning Managers to learn by design to achieve ultimate application, inferential and descriptive results.
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An experience of scaffolding provided by this course was through wiki participation. The Mobile phone exercise provided the opportunity to all at their own time and pace to critically reflect about mobile phones in the teaching context using the De Bono’s 6 thinking hats structure. Depending on availability and teacher monitoring learners, with the use of phones, will have access to another way of gaining, creating and experiencing information e.g. through applications, cameras and reminders. Another opportunity for collaborative learning was the quiz practice, which provided the students the chance to construct their own understanding of complex concepts. A personal learning experience was through my peers’ contribution to my question posted. My initial understanding was in correct of how TPaCK relate to learning design frameworks, conceptual frameworks or learning theory, but with many contributions the true relation became apparent. This information I also shared with others through a digital mind map.
Of the various learning theories including behaviourism, cognitivism or cognitive constructivism, constructivism or social constructivism, or connectivism are all applicable in the ICT environment. Both constructivism and connectivism learning theories flourish especially for example when learners create wiki’s, blogs, movies or digital pop-up books.
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Knowing, following and implementing the correct legal, safe and ethical guidelines would not guarantee a smooth journey. My experience taught me that there are more factors involved beyond the rules and politically correct language.
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The National professional standards’ intention is for graduate teachers to employ professional knowledge (including learner and content analysis), professional practice (including pedagogy, interactive learning environment creation and supportive assessment) and professional engagement (including professional learning and collaboration) to integrate ICT comprehensively. Professional knowledge requires understanding ICT categories, which may include an understanding of the differences between Web 1.0 and Web 2.0. Where Web 1.0 refers to static, web-mastered webpages and Web 2.0 refers to users sharing a variety of personal or professional information with others through a software platform like Blogger or WikiSpaces. Static websites may include text, images, videos and other multimedia objects related to it. Blogs are an abbreviation for web-logs, which in the past referred to an individual’s (reverse chronological) journal entries regarding their internet exploration but may now include professional knowledge, resources or opinions about anything. Wikis strive on multiusers collaboratively sharing (not sequentially) information and unrestrictedly modify other’s contributions. Many positives, negatives and implications are share by all three, but it is important for the Learning Manager to familiarise themself with each and critically investigate their potential use in their teaching context. Blogs in the early childhood setting typically include a collection of past or probable learning situations that the Learning Manager may subscribe to improve professional engagement. Blogs also provide the Learning Manager to profile their class (with privacy consideration) or collect content sources. Professional practices in blogs may be achieved through learners maintaining their own (or classroom) blog regarding their learning journey. These may form part of their e-portfolio.
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According to the new media consortium (2005, p. 17) the critical first steps or strategic priority towards ensuring learners acquire the necessary 21st century literacy skills and methods are
· Develop a strategic research agenda
· Raise awareness and visibility of the field
· Empower teachers with 21st century literacy skills
· Make tools for creating and experiencing new media broadly available
· Work as a community
Digital images are a pictorial representation or photograph of a real object recorded electronically to allow viewing or transmission on ICT. A podcast is a digital audio file or recording created to distribute over the internet for playback on an ICT device like a computer, mp3 player or mobile phone. A video is the visual and audio part a video recording and made easily shareable through YouTube, where users can upload, share, view or comment on video (clips). One of the strategies mentioned above recommends providing professional designed curricula, but in file formats that work across platforms. A Learning Manager responsibility is to be aware of limitations, obstacles and problems that tools in this ICT group may give and as far as possible to find a solution (may be as a class activity to find a solution or reason to a problem e.g. why music on PowerPoint files uploaded to Google Docs doesn’t work). Images provide a wide range of possibilities to encourage higher order of thinking. This is visible in the corresponding blog reading. But for example providing learners with a flow chart and providing them with a middle image, where they have to project what caused it or what may happen next. Green (2006, p. 13) advises that learners may fail to grasp the skills needed to work with images and the 3 areas to concentrate on are:
· Image Literacy – analysing & reading images (including maps)
· Digital Literacy – handling & editing digital images
· Image composition – creating and collaborating through images
Group 3 – presentation tools and Group 4 – my favourites are tools that may be used to display, represent or share information in an engaging manner to the audience. My collection of items created, which may be categorised here, is growing and I cannot wait to start my next prac to share, create and teach others how to do it for themselves.
It is important to remember that in any context but especially in a teaching context the Learning Manager has to display the required language use expected from learners. Although some tools use a less formal writing style, editing is still very important before sharing with others in the teaching environment or online. I have had create time doing this assignment and hope my contributions reflect my hard work, but that my higher order thinking skills are visible in my little creations. That is, I tried to use a contemporary learning design framework, a learning theory, conceptual framework or ICT topic to explore tools, while relating them constantly to any teaching context.
If you need a laugh or break, you may read my first blog posting – something fun and personal.
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