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Blogs, Wikis, and Websites

Blogs

P	M	I
·         Remote and mobile access ·         Vast information shared all in one central location. ·         Creates a platform to practice and improve written communication skills ·         Freedom of expression that enhance their general communication skills. ·         Alternate viewpoints and methods	·         Students need guidelines as they develop the maturity needed to be honest and respectful between peers interaction. ·         Countless links and information. ·         If Information is not organised may create confusion and misinterpretation ·         Takes time and commitment ·         Comments made could dent the authors confidence	·         Can later be used as part of a resume. ·         Create practice for jobs of the future such as social media management.

Blogs in the classroom

 http://staceyselearning.blogspot.com.au/http://staceyselearning.blogspot.com.au/

Blogs provide the user with their own personal space to express their thoughts opinions and experiences. The personal space also allows the user (student) the opportunity to create, design and organise their thoughts in way that suits and expresses their individual identities. In a classroom, context blogs are useful tools for students to share the content they discover from the infinite amounts of information available. Blogs create opportunities for, and links to, valuable information. Students who are open to constructive feedback gain valuable insight and are able to measure, and identify, their weaknesses and strengths.

Blogging communication is a current reality of the technological age, one that today’s students live in. Therefore, blogging forms part of students ‘social schema’. Blogs provide an opportunity to take advantage of this schema and teach students social etiquette and strategies.

Students are able to put their point across effectively, as they have time to think about it before they express their opinions and experiences. Extended time for contemplation further reduces the pressure for students with introverted tendencies, and at the same time creates a platform for extroverted students to share with a mass audience. Therefore, students learn collaboratively as they are able to comment and support each other’s blogs. However, students need guidelines as they develop the maturity needed for peer interaction. Blogs in the classroom can also be used as an opportunity to guide and teach students, social etiquette such as how to leave honest but respectful comments. I cannot help but agree with Guthrie & McCracken (2010) who insist that ‘…the process of stepping back from an experience to ponder, carefully and persistently, its meaning to the self through the development of inferences’ noting that engaging such processes forms the foundation for future decision making and behaviours.

Wikis

P	M	I
·         Thought provoking environment ·         Vast information shared all in one central location. ·         Creates a platform to practice and improve written communication skills ·         Freedom of expression that enhances comprehension of a particular subject ·         Alternate viewpoints ·         Different methods can be obtained to get the same answer	·         Students may be reluctant to be vulnerable and express real thoughts and opinions ·         Requires willingness to  commit ·         Information is not always credible ·         Can only edit one at a time	·         Clarified learning ·         Practiced communication skills ·         Collaborative blackboard ·         Interactive learning

Wikis in the classroom            

http://staceyselearning.cquniversityschoolofeducation.wikispaces.net/http://staceyselearning.cquniversityschoolofeducation.wikispaces.net/

Wikis are like one giant butchers paper, where the collection of student knowledge and opinions on any given subject are composed and shared in one central and open learning space. Therefore, wikis used in the classroom create a thought provoking environment for students to express, expand and compare their knowledge of a subject. Students are able to reflect this discourse which enables opportunities for comparison, contrast and analysis which reinforces learning. However, to generate student contribution and commitment to a wiki, strategies and careful organisation are required. For example, students milling around in a wiki learning environment need the’ know-how’ of interactive communication in order to interact and benefit from such. Once students know how to participate and are organised into groups and networks, they then have the ability participate in the wiki. Teachers’ require pedagogical knowledge to construct this environment; therefore, it is paramount that teachers continue their development in ‘digital pedagogy’.

This reflective pedagogy is enabled as students have extended time to write and reflect on a subject then would be in a traditional learning environment. Learning is enforced as students are obliged to participate in a group setting. Students are able to clarify their understanding by comparing opinions and information that differ to their own. Additionally, students may read discourse that has been expressed in an accessible and relatable manner, thereby giving the student a better understanding of the subject. Nevertheless, this could also lead to inaccurate understanding of topics, as some of the shared discourse may be unreliable.

Websites

P	M	I
·         One central location to find information ·         Access of information outside of school hours ·         Additional study ·         Customised for individual learning ·         Announcements online	·         Not personalised ·         Requires self discipline ·         Dependent upon the skills of the teacher ·         Students don’t always have access ·         Children need protection ·         Takes time to create and maintain ·         One view point –condensed information	·         Integrating technology with curriculum

Websites in the classroom
 http://staceyselearning.weebly.com/
http://staceyselearning.weebly.com/

Websites are an ideal method of integrating curriculum with technology. Depending on the type being used for students learning, websites are informative and can be created with a particular cohort of students in mind, producing an authentic learning environment tailored to the student learning needs. Websites can present information that caters and integrates a wide range of learning styles. I have discovered that it is essential for students’ learning to combine two environments; a combination of classroom interaction and web-based resources. In other words, students’ cannot be shown a website and told start learning alone, but must be instructed and mentored inside the classroom and beyond. Students need skills to operate and understand the learning environment. Because websites are a static learning environment, alternate viewpoints, methods and arguments are not present, unless the website creates links for this type of learning to occur (Siemens). Teachers need to consider solutions to problems ahead of time, for example, not assume that all students have access to the website outside of school.

According to Shea (2006):  

... distant students report a strong sense of learning in those online classes that provide open environments for discussion, mediation and resolution of difficult dialogues that ultimately reinforce complex understanding. Learning technologies provide a particularly important link between on-site learning experiences and classroom activities; such media become even more significant when the primary mode of instructional delivery occurs via the Internet.

References

Guthrie, K. L., & McCracken, H. (2010, July). Reflective Pedagogy: Making Meaning in Experiential Based Online Courses. The JEO. Retrieved from http://www.thejeo.com/Archives/Volume7Number2/GuthriePaper.pdf

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

weebly

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Week2Reflection

On reflecting in this wiki forum, I have observed four learning theories at work. The task was strategically designed to develop student learning. Firstly, cognitivism theory is reflected in the forum. This forum builds upon student's existing schema (O’Donnell 2012). The learning design of cognitivism theory was attained by asking the students to apply knowledge about De Bonos hats, (de Bono, n.d.), obliging the students to familiarise themselves with this concept. Additionally, the students were required to associate their prior knowledge, schema, of hats and colours further associating their word knowledge with each hat.  For example, the design structure of the wiki activity relies on student's prior knowledge and understanding of what positive, negative and creative are. The activity effectively enables students to use their prior knowledge, as suggested by Piaget (O’Donnell, 2012). Cognitive theory is further enhanced and reinforced by student's practise; uploading and writing reflections in a blog, creating new schema for students unfamiliar with doing this activity, and supporting students with strong knowledge in this area (Mergel 1998).

Secondly, behaviourism is demonstrated in this activity by its structured nature. Activities were created with a predictable outcome in mind. Students were placed in groups to encourage collaboration, and student interaction. Positive consequences were evident in student support of one another, as this activity was intentionally designed to cause student participation. The teacher can observe and measure the students’ capability of the activity, by reading what they have written and also assessing whether or not the student can upload the material, that is, carry out and comprehend the task (Mergel 1998).

Thirdly, connectivism is established through teacher created networks, encouraging students to connect and learn from each other, and other sources linked in the learning material, directing others towards relevant information (Siemens, 2005).

Finally, the most predominant theory in this wiki activity is Social constructivism. Students participate, freely voicing their opinions, where all ideas are equally considered, and judgement is suspended; as there are no right or wrong answers, all responses are valid. This open style of forum allows students to access knowledge in a social manner, through interaction and contemplation of information contained within student blogs. Students put on one hat at a time, which creates and environment where students are all working on the same topic, under the same banner, yet contribute collaboratively to each individual experience. Thus, the outcome becomes greater than the sum of its parts (Mergel 1998).

Reading through students posts enabled me to perceive the issue through their eyes. I was initially challenged to produce original thoughts, but upon reflection realised that each participant’s point of view is valid and unique. I was appreciative of the varied perspectives different to mine, however, I found myself relying on my past experience and knowledge of mobile phones. Being removed from the immediate pressure of the classroom situation is beneficial for more reserved personalities, who are able to thoughtfully consider their responses.

Paradoxically, forum answers are more open to misinterpretation; those who struggle with confidence, and or grammar, issues may be disadvantaged and feel outside their comfort zones. Students learn that their points of view are similar to others and feel their contributions are valued. Students are able to broaden their knowledge through exposure to others perspectives. In retrospect, students are observing not only their peers perspectives, but a host of perspectives, as each student brings with them a range of experiences.

The scaffold encouraged the collection and range of perspectives to be gathered in a collaborative environment, promoting team work and respect of others ideas and views. Students work together in a collaborative manner incorporating critical thinking, looking at the problem from above, rather than competitively; allowing each member of the group to take responsibility for participation. 

References

de Bono, E. (n.d.) Six thinking hats. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm

Mergel, B (1998). Instructional Design & Learning Theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). Educational psychology. (1st ed.). Milton, Qld: John Wiley &? Sons.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

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Learning Theory