Design Rationale

In the words of Ken Robinson, as educators,

          'Our task is to educate their (our students) whole being so they can face the future. 

We may not see the future, but they will and our job is to help them make something of it.'

This statement holds true for educators throughout history, but in the 21st Century, a time of rapid technological and social change, our perspective on how to achieve this task needs to evolve. With the ability to be immersed in anywhere, anytime learning, and construction of knowledge through collaborative, social networking as key characteristics of learning in the digital age, 'our ability to learn what we need for tomorrow is more important than what we know today' (Siemens, 2005).

These considerations provided the premise for my presentation: that e-learning will enable the students we teach to develop the skills needed to flourish in the ever changing era as well as be prepared for the changes yet to come. Contemporary learners create, investigate and communicate with ICT, while applying social and ethical protocols when using ICT (Queensland Government, 2012, adapted from MCEETYA, 2005). The importance of these skills and ways of working are evident in the Australian Curriculum, with ICT capability being identified as one of the general capabilities on which the curriculum has been based (ACARA, 2013). From the detail within the organising elements of the ICT capability, it was evident that, for the use of new and emerging technologies to be effective, there needs to be a change in pedagogy towards using Web 2.0 tools to transform the educational environment. Digital tools have now been available for a considerable time, but with the recognition of user collaboration as a key element of Web 2.0 tools, it is important to recognise that 'the importance of the ‘C’ in ICT: communication (of ideas, concepts, methods, practices, knowledge) is
a fundamental component of the kinds of pedagogies that link closely to embedded, integrated uses of e-Learning, and link to positive achievement outcomes for students over time' (Wright, 2010).

The main message of my presentation, that digital pedagogy needs to be embraced and embedded in all learning environments for the benefit of students and teachers, is extremely relevant for my current context. Many classrooms utilise various forms of digital technology for a range of tasks. The Australian Curriculum and Education Queensland C2C resources provide extensive digital/online learning tasks. Most schools have purchased a wide range of digital tools. Yet having access to resources and tools doesn't automatically improve student outcomes and prepare our students for contemporary learning. The next step is to support educators to use these tools and skills to transform the learning environment. The IMPACT Model developed by Glen Watt (Brisbane School of Distance Education, 2010) provides a framework that focuses on learning outcomes rather than the tools as the guiding principle of lesson design for educational online projects. By providing the opportunity for students and teachers to be involved in educational programs such as Project 600, it is possible to support teachers to develop digital pedagogy, as a key component of these projects is to build the capacity of teachers as well as improve student learning outcomes.

By supporting teachers through the process of developing an understanding of e-Learning and moving towards 'a way of working with ICT' (O'Neill, Kember and Heffernan, 2008), successful pedagogical change is more likely to be successful. As Couros (2013) states 'Innovation will come from our ideas for teaching and learning, not from a technology.' In this way, we can prepare our students for a future that can't be imagined.


References

Robinson, K. Aronica, L. 2009, The element, how finding your passion changes everything, Viking Adult, retrieved 20th Sept 2013 from http://www.goodreads.com/author/quotes/43940.Ken_Robinson

Siemens, G (2005). Connectivism: a learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, p.6, retrieved 25th Aug 2013, http://www.itdl.org/Journal/Jan_05/article01.htm

Queensland Government (2012), A contemporary effective learner, retrieved 17th Sept 2013 from 
https://classroomconnections.eq.edu.au/topics/Documents/2012/september/engaging-and-challenging-students.pdf

Australian Curriculum, Assessment and Reporting Authority (2013), General capabilities in the australian curriculum, pp. 60-61, retrieved 20th Sept 2013 from www.acara.edu.au

Wright, N (2010), e-Learning and implications for new zealand schools: a literature review, p. 39, Ministry of Education, New Zealand, retrieved 22nd Sept 2013 from www.educationcounts.govt.nz/publications

Couros, G (2013), Leading innovative change series – learning first, technology second, blog post, retrieved Sept 19 2013 from http://georgecouros.ca/blog/archives/4110

Learning Theory Mind Map Revisited

Perspective on Connectivism

The rate at which digital tools are evolving is increasing at an ever faster rate. The Macarthur Foundation (2008) states that

          Social network sites, online games, video-sharing sites, and gadgets such as iPods and mobile 

          phones are now fixtures of youth culture. They have so permeated young lives that it is hard 

          to believe that less than a decade ago these technologies barely existed.

Not only have these technologies become a part of everyday life, they undeniably have had a major impact on how we interact and communicate. As educators, we have a responsibility to create learning environments in which our students feel comfortable and to promote student learning outcomes. The 'look' of learning environments needs to undergo a shift to take advantage of the way students inter-relate in virtual environments, collaborate in social networks and develop understanding by participating in this inter-connected way.

Connectivism provides some guiding principles that are extremely useful for the above purpose, but there are still some questions around whether this can be classed as a new theory of learning or is a framework to guide our approach to structuring learning experiences for digital natives. 

The de Bono's Hats Wiki Connectivism in Education provides an insight into a couple of perspectives when considering the validity of Connectivism as a learning theory. Value is placed on the current connection to the ways in which some learning occurs in social networks and how learning is advanced through this process. Concern is expressed with regards to the narrowness of its scope as Connectivism doesn't recognise that not all bodies of knowledge will evolve through making connections in online learning communities. The main point that I can share from this engagement activity is that Connectivism has a lot to add to the process of understanding how e-learning is different from traditional learning and over time with empirical testing, Connectivism may become an accepted learning theory.

University of Illinois-Urbana (2011), Behaviorism, cognitivism, constructivism and connectivism, retrieved 29th August 2013 from http://ci484-learning-technologies.wikispaces.com/Behaviorism,+Cognitivism,+Constructivism+%26+Connectivism

The Macarthur Foundation (2008), Living and learning with new media: summary of findings from the digital youth project, retrieved 29th August 2013 from http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf

e-Learning Theory or a shift in the teaching/learning paradigm?

Over the past term, I have come to reflect on the differences between learning in the traditional context and learning in the e-learning context. Up until recently, I had thought of online learning as a different mode for teaching the curriculum content, with some degree of students taking control over the learning process. One of the most important differences that I am now able to identify, is that when learning is taking place in the e-learning environment, 'the means by which the learning takes place changes the position of the learner in relation to the content/existing knowledge' (Andrews 2011, p.117). The social interaction that takes place within online learning communities allows us greater opportunities to reflect on our understanding of what we are learning, but probably more importantly, to be able reflect on and even critique the understanding of others within these communities, creating knowledge that is changing and evolving. The concept of 'transduction' as discussed in Andrews (2011) is an important characteristic of e-learning, as the process of presenting materials in a different mode than originally viewed, allows for active interpretation of the meaning rather than just the 'ingestion' of the materials. As the SAMR model guides us to provide transformative learning activities, transduction can be part of this transformative process as the learner reinterprets their understanding of the body of knowledge and shares this within their online communities.
The process of transduction was used when collaboratively developing the lessons for Project 600, but I am only now starting to realise the full implications and benefits of this process. Through this whole process, though, I am still undecided as to whether a new theory of e-learning is justified or not, as many of the characteristics of e-learning can be positioned within the main learning theories.

http://home.comcast.net/~abstover/learning_arch/learning_arch_05.html

Andrews (2011) state that 'the notion of transactional distance is important to understanding how e-learning is different from conventional face-to-face learning. Such extension requires more from the learner in that he/she has to make selections from the possible available resources, as well as decide how and when to engage in the e-learning community.' This image above depicts this notion of transactional distance very clearly and reinforces the active participation level required of the learner as the transactional distance between the teacher and learner increases. This is one of the ways that e-learning changes the nature of learning, according to Andrews (2011) and so supports his reasoning that a new theory of e-learning is required. In my opinion this doesn't automatically require a new theory, as learner autonomy can be increased in the conventional learning environment when learning tasks are designed for this purpose. 

It is very interesting that Sandy's image linked in her blog is very similar to the one I chose and even though we accessed them through different links, they both appear in the website that I accessed for the above image. Sandy mentions the 3D impact of her image and I believe that is one of the elements that drew me to select this image. 

Andrews, R. (2011). Does e-learning require a new theory of learning? Some initial thoughts.
Journal for Educational Research Online, 3(1). Retrieved from www.j-e-ro.
com/index.php/jero/article/view/84

Stover, A. (2004). Learning architecture online: New directions for distance education and the design studio? Unpublished master's capstone project, University of Maryland University College. Viewed 25th August 2013. Available:http://home.comcast.net/~abstover/learning_arch

Learning Theory in the Digital Age: Assignment 1 Reflective Synopsis

What is e-Learning? After being involved in Project 600, an online project designed to engage learners while developing literacy and numeracy skills, for the past 2 years, my understanding of this teaching pedagogy has undergone a continuous evolution. There are so many dimensions that can be considered in order to be able to define this term. When attempting to define e-Learning, it is necessary to consider the focus of this construct. Are the existing and developing technologies being used for delivery the focus of a definition or the ways in which they are used to enhance learning? Sangra, Vlachopoulos and Cabrera (2012) conducted a study to create an inclusive e-Learning definition.

E-learning is an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning. (Sangra, Vlachopoulus and Cabrera 2012, p.152)

This definition embodies the main elements that I consider important while allowing for what I believe is the most essential element: the need to consider the learning outcomes. The desired learning outcomes will guide the structure of classroom tasks, with the design being based on the most appropriate learning theory as discussed in my blog posts, Learning theory Mind Map and Context Matters! 

There is ongoing discourse about creating 21st Century learners. Dr Noelene Wright (2010, p. 5) describes 21st Century learning as 'collaborative, active, contextual and social' so that active construction of knowledge can occur. Just providing access to web 2.0 tools doesn't automatically ensure that this will occur. These types of learning environments need to be deliberately designed based on relevant pedagogical frameworks (Dr Noelene Wright 2010, p. 5). The SAMR model developed by Ruben Puentedura, provides an excellent reflection tool that can be used to guide the decisions made as to the learning experiences developed to create divergent thinkers and 'knowledge-able students' (Wesch 2012), essential qualities needed to enable students to develop the skills and confidence to be global citizens. My blog post
Technology to Transform Learning, expands on my thinking on transformational learning.

There is a gradual paradigm shift towards encompassing a blend of online, face-to-face and collaborative learning models, which provides favourable conditions to develop the ICT skills of digital natives while also providing increased collaboration, utilising the best of both worlds (New Media Consortium 2012, p. 7).
The road to transformation shares some of my insight into this change.

Turning Students into Teachers
Cognitive learning theory is based on the premise that the process of learning is an individual process and by each learner trying to make sense of new information, each learner will construct their own individual meaning (Beattie and Dabagh 2003, p. 2). Giving the students the opportunity to create tutorials explaining new concepts or skills makes it possible for them to develop a deeper personal understanding of these ideas. By using a variety of digital technologies for this process, this type of learning task is redefined as it wouldn't have been possible without access to these technologies. When another dimension is added to the process by having the students share their tutorials in an online space with the ability to provide feedback, students can reflect on their own and their peer's learning. This collaborative element enriches the learning process.

Picture Book Location Tour (Learning Activity 4)
Creating authentic tasks is highlighted as a goal of 21st Century learning and when these experiences are created for students in the early years, there can only be positive outcomes. Taking advantage of tools such as Google Maps as shared in my Scoop.it collection, and redefining the task as I have suggested in a supported environment for younger students, allows teachers to encourage students to take ownership of learning tasks. In this type of learning environment, our young students can start to develop creative and divergent thinking skills.

Online Literature Festival-Collaborative Writing Workshops
Students all seem to love being given the opportunity to interact with 'experts', add in the personal element of collaborating and working with small groups of students and highly motivated students is often a positive outcome. A couple of years ago, I organised for three reluctant readers to participate in an author web conference with Andy Griffiths during the Online Literature Festival. They were so impressed by this experience, that we had trouble keeping up with their requests for Andy Griffiths books and then they went in search of similar books. They started to take control of some of their own learning journey, sharing their enthusiasm with peers and teachers. This opportunity to gain the benefit from interacting with famous and inspirational authors wouldn't have been available in Mackay without the use of web conferencing. The effect on these individual students was truly transformational.

Reflection

Over the past several years I have attended several professional development sessions where new technologies have been shared, become involved in online teaching projects and started using a variety of digital hardware and software in my teaching context. I have been willing to try new technologies and utilise online tools. The area that I have been reticent to embrace has been the online social communities. I had justified this by reasoning that I didn't have the time to respond to read and then respond to blog posts as my life was already too busy. I also didn't believe that the benefit would outweigh the time invested and so have resisted becoming involved in online communities such as Facebook and Twitter. The benefit I have received from collaborating in our online environment has propelled me on a significant learning journey. As I'm relatively new to this type of discussion, it has taken me a while to find my place and even though I still have a long way to go, I feel inspired to keep travelling. At times, it has been easy to get bogged down in the amount of information so easily accessible, so my goal is to be more critical in my choices I make about how much and the type of information I try to access. Most importantly, not allow myself to feel that I have to keep searching for 'just the right bit of information'.
Even though I have been using various online tools for quite some time, I can now envisage the possibilities of adapting current learning experiences and adopting new ones for the benefit of my students and teachers that I work closely with. As I support many teachers and classes in a Learning Support role, there are limitations as to the extent I can personally implement learning tasks and embed them in the class program. Rather, my aim is to support class teachers to select e-Learning experiences that will enhance the school curriculum while directly supporting the students I work with.

Sangra, A., Vlachopoulos, D. & Cabrera, N. (2012). Building an inclusive definition of e-learning: An
approach to the conceptual framework. The International Review of Research in Open and Distance
Learning, 13(2), p. 152. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1161/2185

Wesch, M. (2012).  viewed 12th August 2013,  http://www.youtube.com/watchv=z56SNAQNOqs&list=PLA3FB753E843A762D&index=2

Wright, N. (2010). e-learning, outcomes and pedagogy In D. Gronn, & G. Romeo (Eds) ACEC2010: Digital Diversity. Conference Proceedings of the Australian Computers in Education Conference 2010, Melbourne 6-9 April. Carlton, Victoria: Australian Council for Computers in Education (ACEC). p. 5. Retrieved from,http://acec2010.acce.edu.au/proposal/938/e-learning-outcomes-and-pedagogy

New Media Consortium (2013). NMC Horizon Report>2013 K-12 Edition.
NMC reference. New Media Consortium (NMC). p. 7. Retrieved from 
http://www.nmc.org/publications/2013-horizon-report-k12 

Beattie, M. and Dabbagh, N. (2003). Constructivism and its implications for teaching and learning. CLE Project Paper. George Mason University. Edit 732. p. 2. Retrieved from classweb.gmu.edu/ndabbagh/Resources/.../MarkBeattie/constuctivism.doc‎

Technology to Transform Learning

It is hard to believe that such a useful framework (SAMR Model, developed by Puedentura) could remain untapped for so long while still remaining so relevant in a world that technologically has changed so dramatically, so quickly. This week has given me the opportunity to start exploring some of the possibilities that Web 2.0 tools can afford the formal education environment. From the materials presented for our consideration, there was a common thread: that developing technological tools allow us the opportunity to create global citizens with the 'need to inspire students to question and create' and promote the 'curiosity rather than providing the answers' in order to create lifelong learners (Michael Wesch,  'Michael Wesch on Knowledgable vs Knowledge-able retrieved from http://www.youtube.com/watch?v=z56SNAQNOqs&list=PLA3FB753E843A762D&index=2).
In order for lifelong learners to be created in the current era, the necessity for learners to be actively involved is absolute in order to engage successfully with the ever growing array of technological advances. But I would question whether 'being online' and feeling comfortable with the Web 2.0 tools necessarily automatically equates to being an active learner, as is suggested in the 'Voice of the Active Learner-Education from a Digital Native's Perspective' video (Blackboard TV, http://www.youtube.com/watch?feature=player_embedded&v=CZ5Vy9BgSeY
From personal experience, I have witnessed the need to teach 'digital natives' how to engage with many of the available tools rather than just 'use' them to complete an assignment or class task.
Sir Ken Robinson was very inspiring in his 'Changing Paradigms' presentation. I found myself stopping the clip and jotting down my thoughts as so many of his main ideas were very important for us all to consider. One of the most pertinent points shared in this presentation is that 'the ability to think divergently decreases with age'. (Sir Ken Robinson, Changing Paradigms, http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded) If we are to create active learners, we need to allow our students to be involved in experiences that promote divergent thinking rather than extinguish it.
The SAMR Model is an excellent reflection tool that I could use to actually provide learning experiences that promote collaboration and divergent thinking so that my students remain actively engaged. The voice thread task is an excellent example of a collaborative tool. I found it very useful reading and listening to the ideas of others and found that even though some were presented with a different teaching context in mind, I was finding that I was then trying to work out how that suggestion could be used in my context. This was extremely useful as some of the suggestions were ideas I wouldn't have previously considered.
My 'take-away' from this task is that just providing a vast array of online tools does not automatically create an environment that allows for active and engaging learning in order to create students that will be classed as '21st Century Learner'. As educators, we need to provide learning environments that utilise these Web 2.0 tools so that our students can take a more active role in their own learning and become learners for the future.
I came across the 'Padagogy Wheel' as did Dana. She has uploaded this into her blog. An excellent reflection tool when considering which online tools (mainly iPad apps) would suit various outcomes.
Some personal reflection: this week I spent a fair amount of time researching the SAMR Model, looking for examples of this model in action, viewing youtube clips, watching prezis, reading documents and so on, so that I felt I had a good understanding of how to apply the modify and redefine stages. I had taken notes and bookmarked endless pages. I had listened to and read the comments in the Voicethread which I found invaluable for my own reflection and growth. I had decided that I wanted to add my comments as audio, as even though I still felt uncomfortable with this idea, I thought I needed to challenge myself. I was already to go, I added my 1st audio comment..........and....... it never saved properly. I attempted this several times but eventually gave up and added my comments as text, feeling frustrated that my audio comments wouldn't save. My reflection from this......it doesn't matter how well we have modified or redefined the learning experiences, if the tools don't work, the learning outcomes won't be achieved.

Learning theory Mind Map

Even though there are 3 distinct learning theories represented in my concept map, meaningful learning environments would apply elements of each of them depending on the desired outcome. It may be appropriate to apply behaviourism principles or a constructivist approach without drawing on principles of the other theories, but at times it may be best to apply the principles of a couple of the learning theories in conjunction to achieve the best learning outcomes.

Context Matters!

When considering which approach is best suited to designing learning environments and educational tasks, I believe that the concluding statement from Jonassen's paper is crucial. The need to consider the context of the learning 'outcomes' is one of the most important elements that will determine the most appropriate approach. In my teaching context, there are learning outcomes that are best achieved by applying a behaviourist approach, such as the development of basic literacy and numeracy skills. If the desired outcome is for students to be apply their understanding of a concept, the constructivist approach would be best suited to achieve this. I believe that my goal as an educator is to develop in my students the ability to become life long learners, that it is essential for them to be able to problem solve across a variety of learning contexts. With this in mind, in an ever changing learning environment, I need to be able to employ a range of learning approaches depending on the context and best suited to the student's abilities.

Cognitivism in CQ

As I’ve been reading through and reflecting on the materials provided on the cognitivist learning theory, as well as doing some further reading on this topic, I find myself drawing parallels between this learning theory and Explicit Teaching theory, which the Central Qld EQ region is currently investing a lot of time, money and energy embedding throughout the region’s schools. 

Gagne’s 9 conditions for learning align very well with the framework of the explicit teaching focus: 

Warm up-                                     gain learner’s attention

                            stimulate recall of previous information

WALT/WILF (learning intent/outcomes)-     inform learner of objectives

I Do-                     present stimulus material

                            provide learner guidance

We Do-                    elicit performance

You Do-                    provide feedback

                           assess performance

Ploughback-                    enhance transfer opportunities

In my own school and with evidence from other schools using this approach, it is very evident that this approach is very valuable in giving the students the opportunity to develop the skills and knowledge that provide an excellent base upon which to build through the use of collaboration, repetition and hands on activities to transform their knowledge. This approach is extremely useful when it is appropriate to provide structured, guided learning such as when new skills and concepts are being introduced. As the approach is very structured, when learning outcomes are to be more of an investigative nature, this approach is not the best suited.

Courtesy of Andergrove State School

This poster, developed by Andergrove State School, clearly defines the explicit teaching structure as well as the teacher and student roles in this process. An excellent tool when chosen with the correct goal in mind.

Week 3 Behaviourism Engagement Task

Reading the course materials about Behaviourism and Cognitivism learning theories takes me back to my days at teacher’s college. I recall initially thinking that these theories would have little impact on my ability to ‘teach well’. As I had more opportunity to engage in tasks that required me to reflect on these theories, it became evident that these approaches would most definitely be of value, depending on what the learning outcomes that are desired.

‘Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay & Hass, 2000).’

This definition highlights the relationship between positive reinforcement (stimulus) and the desired outcome (response). In the educational setting, the desired outcome could range from appropriate classroom behaviours to the recall of knowledge or skills. As behaviourists measure learning in terms of the change in behaviour and not with regard to the mental processes applied, this approach is best suited to learning that is best achieved through drill and rote learning (such as number facts, sight words and other factual knowledge) and that can be broken into manageable chunks to be built upon. This approach is also very useful in developing and reinforcing appropriate and desirable classroom behaviours. The use of reward systems as positive reinforcement are a form of behaviour modification that is based on the behaviourist learning theory.

As a Support Teacher: Literacy and Numeracy, I predominantly work with students who require assistance to access the class program. Quite often these students need more time and opportunity to develop the basic literacy and numeracy skills that form the foundation upon which to build more advanced and deeper knowledge. The behaviourist approach to learning is useful for this type of content and learning outcome, as positive reinforcement used for rewarding increased success of the recall of specified knowledge, such as basic number facts, increases the chances of the retention of this knowledge. There are many websites and apps that use this approach successfully. Study Ladder, an Australian website, uses points as reward that the students are able to use to purchase items to personalise their rewards room and create their own avatar. Hungry Fish is a maths apple app that awards points for answering basic number facts correctly. Students can then use these points to personalise their own ‘hungry fish’. Both of these websites use the behaviourist approach of stimulus-response to for learning outcomes.  Increasing the automaticity of such things as the recall of number facts and sight words allows more mental processing capacity needed for more difficult and higher order tasks.

As the success of the use of behaviourist principles relies on the knowledge to be learned to be of a factual nature, it is not reasonable to use this approach when the expected learning outcome is for the students to be able to transform their knowledge. This would require a degree of interpretation of new knowledge which is not acknowledged by this approach. There is definitely a place for the application of behaviourist principles in my teaching context, while recognising that this approach is best suited to learning outcomes that require one particular response.

http://edtechundergroundrevolution.blogspot.com/2010/09/behaviorism-in-practice.html

Parkay, F.W. & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon. 

Retrieved from http://epltt.coe.uga.edu/index.php?title=Behaviorism

So what is the future of the book?

For quite some time now I knew that it would be inevitable that I would need to utilise the social networking tools, such as Blogger and Facebook. I have resisted using these tools by believing that, in my personal and workplace life, there was no great benefit to me spending my time sharing my thoughts or issues. That is not to say that I haven't benefited from other people sharing their thoughts or resolutions to problems they have encountered. It was just that I always justified my lack of using these tools by saying that I was too busy to learn how to navigate 'another online tool'. So please be considerate of my lack of experience using this mode of communication.
One of my biggest achievements for me as a teacher was the day a student of mine with Down's Syndrome successfully tied his own shoelaces! The look of sheer joy on his face made all of the hours spent sitting with 'Ben' completing this task one step at a time worthwhile. As a Special Education Teacher, my focus when working with my students, was to assist them to develop skills to become as independent as possible in their daily lives. This often meant that many hours were spent developing task analyses of skills that most of us take for granted, and then teaching these skills backwards and building on success until the task can be completed successfully without adult support. My focus was on personal/social knowledge that would result in the outcome for the student that they would be more independent, require less adult support and achieve to their fullest potential. Even though I now work as a Support Teacher: Literacy and Numeracy (ST:LaN) and even though I am still working with students that require additional support, my aim as a teacher still remains to assist students to achieve to their fullest potential.
The past several years have seen my practice as an educator evolve greatly. Professional discussion has provided many opportunities for us as educators to reflect on what we value and the attributes of successful learners. My understanding of 'knowledge' has evolved from being that of a skill set that is used to complete certain tasks to encompassing the development of skills and attributes that allow the learner to be active participants in their own learning and development. I believe that the use of many different tools and mediums can be a part of this process but that our understanding of 'knowledge' will continue to evolve.
Driving home from work this afternoon listening to the local ABC radio, I heard about a fascinating project that is underway at the moment. As I was listening to this article, I couldn't but help reflect on some of the articles that I have been reading already as part of this course, challenging our understanding of what is e-learning and how our own context will influence this understanding.
A representative of the Queensland State Library was being interviewed about an online project
Memory Makes Us challenging us to think about what is the future of the book and how our current understanding of 'books' has changed from being ink printed on pages and bound with thread to a fluid concept that allows for the sharing of ideas through the use of various mediums and modes. "On 9th July, celebrated Canadian author Kate Pullinger will write a new work live and in public in the knowledge walk at State Library of Queensland. Kate will use as her inspiration ‘memories’ collected from the if:book site—short texts and images submitted by the general public—as well as contributions from visitors on the day." http://memory.futureofthebook.org.au/about/
This concept of a live online sharing of the writing of a book using the shared memories of people from all over the world, epitomises the ability of the benefit of the digital world to only be limited by our imagination.