Assignment Post 4: Conclusion

"The goal of blending traditional teaching and learning situations with technology are to support students' and student groups' unique interpretations of the content and use these as a source for deeper discussion" (Vesisenaho et al., 2010, p. 273).

During the first three weeks in the ICTs for Learning Design course, a wide range of information, ideas, thoughts and theories were introduced.  Learning theory is perhaps the most important of any of the topics that have been introduced.  Learning theories such as 'constructivism', 'cognitivism', 'connectivism' and 'behaviourism' were introduced into our learning.  We were also introduced to different ways in which we should approach teaching, by looking at Learning Design Frameworks, which become important in the everyday running of classrooms.  Tying all of these theories and ways of thinking together were a number of scaffolded activities based around the use of Wikis.  As many of us discovered, the material and the ideas that were introduced through learning tasks, are important to the way in which we establish learning activities in our own classrooms.

As discovered, learning theories play some form of an important role in everyday classrooms, and everyday learning situations.  Simply put constructivism is a learning theory about knowledge and the way in which we learn knowledge, with a big push towards collaboration, activity based learning and problem solving (Gupta, 2008, p. 381-382).  Connectivism encourages learners to seek out relevant information and process gained knowledge by connecting with a learning community (Kop & Hill, 2008, p. 2).  Behaviourism sees students learn as a result of experiences and from common practices, they are required to reproduce information that has been given to them (Nagowah et al., 2009, p. 280).  Cognitivism focuses on the ways in which learners process learnt information and the way in which they use information once it has been stored (Nagowah et al., 2009, p. 280).  In the activities that we were required to complete, it became evident that learning theories were being used to 'support' the activities and our overall learning.  As the students or the learners in this case, each and every one of us experienced in some form or another aspects of each from these learning theories and personally witnessed how each theory relates to the learning journey and design.  However, it became quite obvious that when participating in each of these set activities, the learning theory 'constructivism' was the most dominant and the most frequently used theory.

The majority of the activities and tasks set, provided us with an understanding of, and a scaffold for our learning journey.  The learning theories that were introduced, gave us an insight into a possible framework to work from and assisted us in gaining the knowledge and the skills that we will need in order to continue using technology aids in and outside the classroom.  de Freitas (et al., 2010) outlines a four dimensional framework that can be seen as a basic platform for supporting learners (see figure 1).

Figure 1: Four Dimensional Framework

From this framework, we can establish learning activities using technology to support our learners.  It could be argued that a framework was used to support our learning in the ICTs for Learning Design course.  As teachers we need to be aware of our own framework, because there will be a range of different students in our classrooms.  We also need to be aware that every student/learner is unique (CQU, 2011, para. 2).  "One of the key elements to designing successful learning, whether it is face to face, or mediated by ICT (Information and Communications Technology), is to know your learners and recognise their needs" (CQU, 2011, para. 1).  As effective teachers, we need to be able to plan lessons effectively and incorporate a range of scaffolded learning tasks.  The activities that we have been involved in, have allowed us to see the learning theories in action and shown us that it is possible to integrate learning theories into learning design.

Most of the course activities have been of a collaborative nature, where we have been required to share our thoughts and opinions with other students, and to work with others to complete tasks.  CQU (2011, para. 13) notes that the benefits of online scaffolded collaborative discussions give support to students in complex reasoning processes, provide support for all students and their contributions, and all 'thinking' is made visible.  It should also be noted that because learning in the 21st Century is somewhat governed by complex reasoning, constructivism becomes the learning theory that informs the majority of online learning design (CQU, 2011, para. 15).

The tasks that were created for us to complete, were based around the use of 'wikis'.  A "wiki is a shared repository of knowledge" (Siegle, 2008, p. 14).  The first task that we were set was to create a 'profile wiki' and add it to a list that contained everyone's profiles.  We were then required to work collaboratively with one another to learn about a selected learning theory and add those discoveries to a scaffolded table.  In general, this would allow every student to have access to everyone else's thoughts and findings on each learning theory, enabling us to gain further or deeper understanding of each theory.  Each learning theory played a role in the overall scheme on the wiki activity.  Cognitivism proved important as it gave a scaffold for our way of thinking, this meant we had to create a 'Plus, Minus and Interesting' (PMI) for our chosen theory.  Behaviourism showed us that by doing each part of the wiki task we were learning from our experiences.  Connectivism required us to investigate what the 'experts' had to say on our topics.  And finally, constructivism forced us to collaborate with other another.

Workman (2008) recognises that one of the main goals of using a wiki is to increase student engagement.  Wiki can also be seen as an aid to assist students improve their communication when it comes to informing and sharing their thoughts and ideas with others (Workman, 2008).  It is obvious when looking at the overall design of the ICTs course, that we have been exposed to wikis for more than just one reason.  For us to effectively learn the concepts set out in ICTs for Learning Design, we are required to engage with the wikis and collaborate our thoughts and ideas.  By doing so, we are developing a greater understanding of technology uses in education, and also gaining ideas and strategies that can be used in our own classrooms.  In relation to the topics that have been covered in these first few weeks, the wiki exercises have proved to be helpful in establishing this sense of understanding.  The wikis used in the activities have assisted student learning in a constructivist way, placing a positive mark next to future wiki usage.

References:

CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135

de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis, A. (2010). Learning as immersive experiences: using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology. 41 (1), 69-85. Retrieved from http://www.wiley.com/bw/journal.asp?ref=0007-1013&site=1

Gupta, A. (2008). Constructivism and peer collaboration in elementary mathematics education: the connection to epistemology. Eurasia Journal of Mathematics, Science & Technology Education. 4 (4), 381-386. Retrieved from http://www.ejmste.com/index2.html

Kop, R., & Hill, A. (2008). Connectivism: learning theory of the future or vestige of the past?. International Review of Research in Open & Distance Learning. 9 (3), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl

Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning theories: behaviourism, cognitivism and constructivism. International Journal of Learning. 16 (2), 279-285. Retrieved from http://ijl.cgpublisher.com/

Siegle, D. (2008). Working with wikis. Gifted Child Today. 31 (1), 14-17. Retrieved from http://www.node.on.ca/index.php?c=79

Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, A., Karkkainen, S. (2010). Blended learning with everyday technologies to activate students' collaborative learning. Science Education International. 21 (4), 272-283. Retrieved from http://www.eric.ed.gov/PDFS/EJ907048.pdf

Workman (Jr), J.P. (2008). Wikis in the classroom: opportunities and challenges. Marketing Education Review. 18 (1), 19-24. Retrieved from http://www.marketingeducationreview.com/