The learning potential of a wiki - reflection

This week we have been further examining the use of a wiki to support learning. I have constructed my first ever wiki and loaded my first image. This was surprisingly easy and I must admit I am excited to get collaborating!

But it is important to analyse the use of a wiki in learning experiences especially considering the legal and ethical requirements for safe teaching practices. I have looked at the use of a wiki with a SWOT framework.

 

After completing the SWOT analysis on the use of wikis and after limited research, I have concluded that wikis hold more positive and engaging ways to supporting learning.

The use of a wiki in education can help serve as a bridge from teachers to students allowing teachers to consider, gauge and interact with student perspectives on varied content across many key learning areas. They can also serve as a mediating tool drawing upon technological pedagogical content knowledge into a single medium fostering positive teacher interaction with students and worldwide peers. (Mishra & Koehler, 2006)  As a pre service teacher a large emphasis on the wiki would be to facilitate student ownership whilst keeping the legal and copyright issues on the forefront of student’s minds.  This would involve students to be reminded to identify and acknowledge the owners of information and digital sources (through the use of hyperlinks) and to operate within safe, secure and responsible use of ICT. Further reflection on the use of a wiki can also be found on previous post - Reflection on wiki.

References:


http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf

http://cmwikipaper.wikispaces.com/home

http://www.slideshare.net/leolangaro/wki-swot-analysis

http://www.qsa.qld.edu.au/downloads/p_10/qcar_ccp_ict_yr3.pdf

 

Creating a website - reflection

This week I have also started a website through weebly. It can be viewed at www.EmmaLearningJourney.weebly.com again it was surprisingly easy to set up and I must admit to spending many hours adding and playing around with the layout and design. (Although this may not be evident!!)  For the purpose of using a website to enhance learning outcomes I have this time used the PMI model of analysis.

Plus	Minus	Interesting
Well known medium	Not collaborative	Large number of features available (plug-ins ie Youtube etc)
Easy to set up with minimal costs	Static, can be boring	Can be personalized to authors taste. Creatively limitless
Content directed, able to display and direct content	Content directed	Global audience
Able to track activities, page views, RSS	Copy right infringements
	Not as interactive

The website whilst creatively can be quite limitless (author able to have complete control) the ability for student participation and collaboration is not as freely available as in the wiki. The ability to place large amounts of content and information is really quite unmatched as the manipulation and presentation can be tailored specifically to the learners needs. But it is static and does not allow for many comments, suggestions or collaboration.  With the website legal, ethical and copyright obligations are aimed solely at the author of the website, therefore much control over these requirements are more easily navigated.

Reflection on wiki

 

 

The participation in the wiki on the use of mobile phones within schools was first in many ways for me. I have not ever experienced working in a wiki and I must admit it was a little confronting to have my opinions and thoughts exposed in such a way. This is probably because I do like to work primarily on my own and don’t know how comfortable I am in “putting myself out there” on a global level.

But after being “exposed” I must admit it was quite insightful and enjoyable to see others ideas and opinions. I definitely felt a sense of connection which is needed when completing a course such as the GDTL through distance education.  The link that a wiki would provide worldwide could be a very valid and useful tool and is grounded in the connectivism theory.  The framework in which to work was exciting and the prospect of students being able to be connected on a global level is truly engaging! This forum I believe is mostly reflective of constructivism and connectivism theories.

Constructivism offers learning that is founded upon social interactions within a learning community or expert community, the wiki is indeed reflective of this theory of learning. We were able to pool, share and contribute ideas focused on a central question, that being on whether mobiles were a positive learning tool to be utilised within the classroom setting, and the many and varied answers enable us to examine and analyse our own assertions.  

However I found the layout and structure difficult to navigate and at times read.  It was hard in parts to make the connection between person and research/ arguments and after perusing others opinions/ responses and make a timely exchange. I suppose that the real exchange in a wiki would be rather to analyse a person’s research rather than to start an exchange of ideas in a set time frame.  I must acknowledge that for some it would be tiresome to return and access others involvement after participating in the wiki. The question of reliability of sources and indeed referencing is also an issue that would need to be explored. In the wiki there were varied mentions of sources and one such positive point to note was the inclusion of links, so that the reader was able to connect with others sources directly. But the ability to produce dodgy and unfounded research is a real issue that would face participants in the wiki.  Further exploration of knowledge was quite easy and it was refreshing to see research so openly shared.

I believe it would be a fantastic inclusion in classroom settings. Students would be able to come together and share information, research and opinions. These would then be able to be shared and critiqued by peers from around the world at any time. Student ownership is central and I believe that by creating such an environment the students’ attention to detail (source validity and reliability) and empathy for others would only seek to be enhanced. A limitation would be the repetitive nature opinions and thoughts are shared. I know myself I worked on the questions and formulated my answers then when going to the wiki to share the majority of my ideas, opinions were indeed reflected. This of course could also seek to motivate a student to uncover knowledge, research that was not yet explored. That is exciting!

References:

Image http://complexworld.pbworks.com/w/page/16266253/FrontPage

Week 2 - TPACK

What is TPACK?

TPACK stands for Technological Pedagogical Content Knowledge.

TPACK is a way of teaching information or knowledge through the use of current and future technologies.  It is dependent upon knowledge of technology (i.e. social media, podcasts, YouTube) and then how best to use that technology to enhance learning.  It is also provides a way to engage students and create interest in knowledge and learning.

Within the TPACK are three main areas that interact, these are content knowledge (CK), pedagogical knowledge (PK) and technology (TK).  The interaction of all three areas makes for effective use of technology in learning.

• Content Knowledge (CK) refers to the information, concepts or skills
• Pedagogical Knowledge (PK) refers to the strategies or methods of imparting content
• Technology Knowledge (TK) refers to the tools, software and platforms used to access content

The diagram below show how the three areas above work together to form TPACK.

 

 

 

 References:

http://tpck.pbworks.com/f/tpckcolor.jpg

http://ncltitpack.ncdpi.wikispaces.net/UnPACK+your+Discipline+TPACK

http://punya.educ.msu.edu/research/tpck/

http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html

 

 

 

 

 

Learning Styles - My results!

 

 

 

This was a very interesting test to take! I would never have believed that I was so visual.

 

Connectivism

Source:

http://chelsea-buffaloblogger.blogspot.com.au/2011/02/connectivism.html

For me connectivism is certainly a challenging and thought provoking reflection. Whilst I agree with much of the information presented in the material, learners will diversify and deviate from their actual courses and that the real challenge will being accessing reliable and valid information. The question of whether or not connectivism can be regarded as a theory of learning is something that I am not able to definitively answer at this time in my learning.

 I am aware at this point in my life, being a mother to three young children, the need to change and adapt new ways of communicating through new technologies is very important. The use of iPads & iPods within the classroom is a situation the learners of tomorrow are facing today and the speed in which information becomes available and then redundant is quite daunting. Knowledge retention is changing learning outcomes as it is no longer possible for a teacher to know everything.

Greater consideration needs to be taken for the types of learners when we are discussing the implementation of new technologies and theories of learning. Can children’s families in lower socio economic areas afford this technology?  Or further still is the funding available to all schools across the state? Most importantly is the technical infrastructure readily accessible to all communities (urban and rural) and will this change as the political landscape changes (NBN under Labor or the Coalition)? For me then what is the state of connectivity for everyone? Are we indeed creating a further divide between the have and have-not’s?  

It would be sad to think that we may just be narrowing down connection of education to only be inclusive to urban middle/ upper class children in first world countries? My belief is that education will provide the opportunity for an individual to be able to change and alter their circumstances. I am excited at the prospect of new technology but understand that I am one of the lucky ones.

Reflection on Prensky

 

I was completely absorbed in the learning materials on Prensky’s ideas with regards to student’s expectations and technology in the modern day classroom. I know that myself being married to a self-confessed tech head, I most certainly have more exposure to technology than most and while it can at times be very confronting, the engagement and fast paced nature of technology can also be very exciting and dare I say a little addictive.

I especially related to the idea of technology having both digital natives and digital immigrants. I believe myself to be in the category of being a digital immigrant whilst parenting three young digital native children (at times one very confusing place to be in)!!  I am aware, albeit with constant whinging and whining about getting on my iPad (from my digital natives), the attention spans of young people is requiring faster and more exciting means in order to get the message across.  I agree with engage and enrage argument but must admit to having alarm bells ringing. Will this mean children will be unable to amuse themselves? Does the art of learning to hold a pen and develop neat handwriting need not be considered? When you consider that new technologies and indeed the engage/enrage argument alluding to young minds switching off to come to class then one very simple question sticks out in my mind - why do young children still enjoy the box their birthday present was wrapped in sometimes more than the “shiny” present itself?

 

 

Source for picture

http://www.bing.com/images/search?q=funny+education+technology++images&id=D3368E73FBBEE3587AB41D1577EE17FF8E596C09&FORM=IQFRBA#view=detail&id=D3368E73FBBEE3587AB41D1577EE17FF8E596C09&selectedIndex=0