So what is Networked Learning?

thUTCp30UTC11bUTCSun, 11 Nov 2007 23:37:22 +0000 13, 2007

EXAM QUESTION 1

Filed under: Uncategorized — melanie1987 @ 9:53p11

 Question 1

We have developed a Learning project using Web 2.0 Technologies. This was a project that we (Melissa, Rhiannon and myself) have put together for a group of 4 year 12 Advanced English students and their parents to work ion collaboratively.

A) www.tellingthetruth.pbwiki.com

B) Key issues that we struggled with when working on this wiki include:

• SETTING THE TASK

Setting a suitable task for the students (and most importantly, one that would include the parents). This task needed to be building upon students prior knowledge (Piaget, Vygotsky) from the HSC course, but then still has to present something new, engaging and accessible. This needs to be an engaging task, and one that is relevant to today’s world. The inclusion of such a hands-on ICT focused task, works on the premise of, “Tell me, and I forget. Show me, and I remember. Involve me and I understand.”

• ARE THE STUDENTS MOTIVATED TO LEARN

New approaches to learning necessitate new approaches to teaching. For instance; high- order thinking skills, constructivist approaches, multiple- intelligences, the different ‘habits of mind’, employing a wide range of assessment techniques & using computer based technology to enable students to gain information & develop. Therefore, this set task is an online collaborative project that includes students and parents. By implementing the 16 Habits of Mind in the task, we are able to encourage and motivate our students. The rapid development of computer and Internet technologies has dramatically increased the ways of teaching and learning. Among these new approaches, online Web-based education has become a promising field, especially for social interaction and collaboration. This set task aims to highlight Vygotsky’s theory, that “social interaction plays a fundamental role in the development of cognition.” (Vygotsky, 1978). So the issue then arises of whether the students are actively engaged in social interaction, this was another key concern that needed to be addressed so that the students remain motivated to learn throughout the course of the task. However, we had to ensure that all the students (and parents) are contributing in an equal manner.

• ARE THE PARENTS / GUARDIANS INVOLVED IN THE CONSTRUCTION AND LEARNING

Again, this helps motivates the students, as they are now taking on the role of the teacher- teaching their parents/guardian the ways of web, and showing teaching them just how important and relevant such applications are to their studies. The aim of this assignment is to associate and engage both students and parents with ICT. Web 2.0 is an innovative wave of technology adding more appropriate educational value to the World Wide Web.

• ARE STUDENTS CONSTRUCTING THEIR OWN KNOWLEDGE, OR DOES IT WORK ON THE PREMISE OF WEB 1.0

Web 2.0 acts as a platform for users to contribute and construct their own knowledge (refer to constructivist theory), unlike that of Web 1.0 which centres around the searching and locating of information contributed by others. Web 2.0 is seen as the new and improved, second generation of internet usage; Web 1.0 is the first generation. No longer is web work based upon getting information form the web; now Web 2.0 is about constructing knowledge collaboratively on the web. Web 2.0 is engaging and active compared to the passive and un-engaging Web 1.0 applications- ideal for the digital classroom. So ultimately, our set task needs to build upon this idea of the students constructing their own knowledge; which plays upon Bruner’s theory that “learning is an active process in which learners construct new ideas or concepts based upon their current/ past knowledge” (Bruner, 1966).

• IS THERE A WIDE USE OF MULTI-MEDIA IMPLEMENTED IN THE SET TASK Considering this task builds and relies upon Web 2.0 technologies, this component was always essential within the learning process. Students are required to implement a variety of multi-media (sound, video and images, plus include hyperlinks and tagging). It is the teachers (our) role to lead by example, so we too have therefore included a variety of multi-medias.

• DOES THE SET TASK CATER TO THE DIFFERENT LEARNING STYLES AND INTELLIGENCES

In a classroom there are no two students who learn the exact same way as another, and it is the role of the teacher to understand and cater for this. After much consideration this group assessment task caters for a variety of Gardner’s Multiple Intelligences. It caters for students who are:

• SPATIAL – Visual media (such as required vide footage and images) help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient.

• BODILY/KINESTHETIC – the opportunity to perform in the video task caters to the students who learn best through movement, because they communicate well through body language and be taught through physical activity, hands-on learning, and role playing.

• INTERPRESONAL – this set task gives students the opportunity to work in a group dynamic, where they share, collaborate and contribute to the final outcome

• INTRAPERSONAL – students are required to reflect upon the experience individually, requiring personal reflection, thought and sentiment

• LINGUISTIC –The set task of writing a newspaper article, appeals to the learners who have highly developed auditory skills and often think in words. By catering for the different learning styles, we are able to meet the needs of all our students, and build upon their individual gifts and talents.

• DOES HIGHER LEARNING OCCUR

By implementing Bloom’s Taxonomy within our group project (note: this is Year 12 Advanced Task), we are able to encourage our student’s to achieve a higher- order thinking as we enhance surface and encourage deeper learning. However, this was a constant issue to maintain, so as to not fall back into the easier lower order-thinking of just recalling and listing key features.

Within the set task students are required to achieve the higher/upper thinking required in cognitive development.

Firstly they are asked to CREATE a newspaper article relevant to the set headline (this then builds upon their knowledge and understanding of the requirements of newspapers articles, and applying them in this set context). The students are again to CREATE a video/footage by putting together these known elements to form a coherent and functional whole; this is building upon all previously learnt cognitive understandings. Next the students are required to UNDERSTAND, APPLY and ANALYSE relevant images in relation to their previous knowledge and understanding of the topic/concept- Telling the Truth. Throughout the entire task, students are required to reflect, REMEMBER, ANALYSE and EVALUATE their contribution to the task, their understanding of key concepts and the success of the completed project. Students are required to reflect descriptively on their progress, provide a self- reflection and a critical reflection. Within this journal, the students are making judgments based on criteria and standards through checking and critiquing. By incorporating Bloom’s taxonomy within this set group project we are ensuring that our students are achieving higher order thinking, necessary for the completion of the HSC course and assessments.

C) “All misbehavior is the result of a child’s mistaken assumption about the way he can find a place and gain status” (Dreikurs, 1968, p. 36).

 Rudolf Dreikurs main focus is on establishing a classroom which is democratic in nature and gives students a sense of belonging. This is put in place when students have some voice as to the functions, purpose and tasks of the classroom. Mutual trust between the teacher and students is therefore required.

Dreikurs maintains that “discipline makes no use of punishment.” He further believes that students have different levels of misbehavior. These misbehaviors occur in a progressive manner. The child first tries to get attention. If this does not work, the child will misbehave further in an effort to achieve power over the teacher or others. When attention or power do not gain the student sufficient status, they seek revenge. They believe they can only feel significant if they hurt others. After all else fails, the student then displays inadequacy. This is also called “learned helplessness.” The student sees themselves as a complete failure. They feel others will leave them alone if others see them as inadequate.

Helping students to find legitimate ways to satisfy their needs can terminate inappropriate behaviour:

• Attract attention – People by their very nature are social beings with an innate desire to belong.

• Exercise power

• Exact revenge

 • Display inadequacy

Dreikurs model is an ideal one for enhancing student empowerment. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; helping students become self-disciplined.

Dreikurs central focus was on constructive behaviour rather than destructive discipline. He believed that teachers should have a democratic classroom and teaching style, for helping students gain a sense of belonging (genuine goal). He believed that in this manner students would have a social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group.

Classroom management and Collaboration are key ingredients for creating a positive learning environment, which in turn will reflect upon student motivation levels.

As stressed by Dreikur’s the need for collaboration and self worth is vital to a student’s motivation to learn. This in turn works when fellow peers can encourage and motivate each other, through acceptance of each other gust, talents and values.

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