The advancements of information and communication technology (ICT) over recent years has changed the way we communicate, acquire knowledge, share information and learn (Sciadas, n.d., p. 6) These changes and the rate of change has placed learning managers in a predicament whereby they are now faced with preparing learners for an unknown future (TEDtalks, 2006).
Increasing global reliance on digital technology both socially and professionally demands a need for digital literacy. One of the many roles of the today's learning manager is to suitably prepare learners for the digital world and digital literacy and the application thereof is an ever increasing priority (Jones-Kavalier & Flannigan, n.d.). Our ability as learning managers to effectively facilitate e learning in the learning environment is no longer an nicety but a necessity.
Effective learning managers model the use of and kit themselves with digital teaching and learning tools. Learner interactivity and involvement in an e learning environment is vital for learners to gain user experience and application knowledge. The new generations (generally speaking) have been exposed to digital technology from birth and therefore can be referred to as natives of the digital world. With this in mind, learners can become disengaged without the effective use of digital technology in education. (Prensky, 2005).
With the many digital tools that are available for use in teaching and learning environments it is easy to feel overwhelmed and confused at which tool is best suited to fulfil learning objectives. Selecting the 'right' tool for task is a vital part of effective e learning management. With digital learning opportunities on the increase and with ICT's changing and evolving regularly, learning managers must adopt a technology learning continuum and be prepared to adapt to change as required (Department of Education and Early Childhood Development, n.d.). It is reasonable to ask questions like "where will it stop?" or "Is there an end?"
I personally feel like I know less now than I did before because my eyes have been 'opened' to a whole new world that I was somewhat oblivious to - the 'digital technology world'. Perhaps it was ignorance on my part that led me to believe that it was possible to be an effective learning manager with the limited use of information, communication and digital technologies in the classroom! It appears that I was wrong and I now wish to reflect on some of the tools that I have recently explored...
The use of wikis in a learning environment is an excellent option for collaborative, connective learning, with each learner having the ability to share knowledge individually and collectively to reach a common objective. Internet users from all around the world can participate in the collective creation of wiki documents or wiki projects (Augar, Raitman & Zhou, n.d.). Wikis however, are not without implication and learning managers can be challenged with learner participation/involvement and engagement.
Whilst participating in a recent mobile phone wiki project I was able to see that learner participation was vast and varied but overall collectively pleasing. There were differing approaches to task but the objective was met by the effective use of scaffolding. I noted that the scaffolding used in this instance (Debono's Thinking Hats) not only guided the learning but encouraged higher order thinking and critical evaluation - without it learning would have been random, limited and chaotic, wikis need scaffolding.
A digital tool that is often overused in learning environments is that of PowerPoint. Perhaps convenience and comfort could be the possible reason for this and as an effective measure if the presentation aids the presenter more than the learner then the PowerPoint presentation is not being used effectively (ultimately a set of notes on a podium may serve the same purpose). When effectively used, PowerPoint has the ability to assist learners in the cognitive construction of knowledge by introducing that which can not be covered in word alone, ie digital video and imagery, animations, graphs, story boards, interactive activities, timelines, sound and concept mapping to name but a few.
PowerPoint has the ability to really engage learners but on the other hand it can have the adverse effect. Common presentation problems can included the use of too many slides, slides that are too 'wordy', overuse of bullet points and too much information. A good rule to remember is that variety is valued and balance is brilliance (too much of one thing is generally not a good thing!).
Digital imagery is yet another powerful tool for teaching and the fact that visual literacy is now being regarded as being of equal importance to 'main stream' literacy it's vital that learning managers 'get it right' (Davis, 2008, p. 7) We live in a visual world and therefore relate extremely well to picture, however there are challenges surrounding the use of digital images in learning environments. It's important to understand that digital imagery can either 'make' or 'break' learning! It can either reinforce learning and promote learner engagement or distract and denote learning.
To ensure success in using digital images for teaching purposes consideration should be made as to image relevance, appropriation, interpretation (one image can raise as many varying opinions as the number of students in the classroom!), parental permission (where required), purpose and reasoning behind image use. Prior to using an image questions should be asked such as: "What am I trying to achieve by presenting this image, what's the purpose?", "What emotive behaviour will this image promote?", "Is it relevant, can it be misinterpreted?" From a personal view point I recently read a blog posting that had a conflicting picture which distracted me greatly from the reading in such a way that all I can now remember is the picture and nothing of what was written!
Blogging in another effective learning tool and supports a constructivist learning approach. Whether it's in the creation or the reading of a blog there's learning involved. "Blogs provide a communication space that teachers can utilise with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom" (Department of Education, Western Australia, n.d.) Like everything however, blogs also have implications.
Learners can be intimidated by the thought of sharing information, whereby others may share inappropriate information or visit more tangents than topics! It is therefore necessary at times (objective dependent) to utilise scaffolding to guide the learning. Scaffolding tools such as PMI charts and SWOT analysis are but few of many that can be used. I have personally noticed that when using scaffolding in blogs the depth and breadth of reflection greatly increases.
Unlikely adventures require unlikely tools (Helm 2007). Effective simulations and interactive web activities can model and substitute 'real world' experiences in a safe and controlled manner (Marks, 2005). I recently had chance to explore interactive simulations and was affected by an activity called Darfur is dying. It brought to my attention how desperate some of the refugees must be for peace and freedom as they live their lives in fear.
In some ways it has changed perspective of refugees in making their situation 'more real' to me. Furthermore, this experience encouraged me to research and learn more about the motivation behind the creation of 'Darfur is dying'. I discovered that it was to promote global awareness of the genocide in Sudan and to generate humanitarian aid and support and therefore the activity fulfilled it's intended purpose.
Darfur is dying could easily be incorporated in a study of refugee awareness for a social studies topic. From an e learning perspective a PowerPoint presentation on refugees could be created and presented, an interactive simulation used, a visit to an affected country with Google Earth, possible communication with refugee representatives on Skype, topic related web research, a structured wiki activity with appropriate scaffolding followed by some reflective blogging could bring about some really powerful learning!
An important aspect to remember in using digital tools is that learning comes from the journey, not the destination (Don Williams), it's an expedition! Not everyone can explore a desert on camel back but many can explore a desert with the aid of PowerPoint, digital sounds, digital images, digital video and Google Earth!
The more we make the learning 'alive', the more we make the learning 'real', the more we help our learners to 'see' and the more we help our learners to 'feel' the more effective the learning will be and digital technology is an effective means in doing so - this is what I have really taken from managing e learning thus far and this is what I really believe it's about.
Reference List
Sciadas, G. (n.d.) Our lives in digital times.
Retrieved from http://www.statcan.gc.ca/pub/56f0004m/56f0004m2006014-eng.pdf
TEDtalks. (2006). Do schools kill creativity: Sir Ken Robinson
TEDTalks [video file]. Retrieved from http://youtu.be/iG9CE55wbtY
Jones-Kavalier, B., & Flannigan, S. (n.d.) Connecting the digital dots: Literacy of the 21st century Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395
Prensky, M. (2005). Engage or enrage me.
Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Department of Education and Early Childhood Development. (n.d.) E learning & ICT.
Retrieved from http://www.education.vic.gov.au/studentlearning/elearning/proflearn.htm
Augar, N., Raitman, R., & Zhou, W. (n.d.) Teaching and learning online with wikis.
Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf
Davis, D. (2008). First we see.
Retrieved from http://www.australiacouncil.gov.au/__data/assets/pdf_file/0003/36372/NRVE_Final_Report.pdf
Department of Education, Western Australia. (n.d.) Blogs in education.
Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/
Helm, Z. (Author & Director), & Gladstein, R (Producer). (2007).
Mr Megorium's wonder emporium [Motion picture].
Marks, D. (2005). Commentary on simulation in education.
Retrieved from http://www.stanford.edu/class/symbsys205/commentaryonsimulationineducation.htm
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