Reflective Synopsis
Information and Communication Technology (ICT) is constantly evolving and developing becoming more accessible and increasingly easier to use. Whether we like it or not, it’s predicted to be the preferred medium for learning in classrooms in the future (Lynch & Knight, 2010, p.46).
Because of its rapid rate of evolution, it is often difficult for the Learning Manager (LM) to stay up-to-date with the use of these technologies. It is important to realize that it is not the development of these technologies that concerns the LM, it is in the application of them to support learning (Smith, Lynch & Knight, 2007, p.44). Learning managers need to be experts in developing instructional design strategies by using ICTs that inform learning. Learning is the crucial focus, not the technology itself.
Blogs provide a communication space that teachers and students can use to record their learning journey to later reflect on and make decisions about what works and what doesn’t. It is a web page that users can share ideas, suggestions, encouragement and opinions. Blogs are chronologically arranged and support the use of multimedia and contain hyperlinks to other useful pages.
From an education perspective the availability and ease of use of blogging software make creating blogs a viable classroom activity and a means for teachers to communicate with other teachers. (Department of Education, 2010).
The subject of music requires frequent use of ICTs to engage learners in productive learning. The use of blogs in this subject would positively encourage students to engage in contributing their ideas and opinions on certain music related ideas, topics and issues. Incorporating audio and other ICT media is mandatory for authentic learning. Learners have the opportunity to engage with music and understand music concepts as you see and hear it in the real-world.
Learners have the opportunity to reflect on their learning journey by frequently posting their personal and academic progress. Blogs are great reflective and journaling tools that scaffold student's thinking in complex and critical ways.
Creating concept maps or mind maps is a way of gathering and arranging and categorizing information and knowledge into groups in a way that displays them in a fluent and sensible order. These graphic organizers can be used for classifying, categorizing, comparing and helping students in the decision making process. (Mazarno & Pickering, 2006, p. 127). Organizing knowledge is one of the three crucial steps to ensure maximum knowledge acquisition and integration. Organizing strategies will enable students to find out what is important and recognize the relationships among the pieces of information (Mazarno & Pickering, 2006, p.61).
To easily and effectively input and arrange information into categories online, free online programs such as “Text2MindMap” and “Bubbl.us”. To see an example of how Text2MindMap can be used as a tool to graphically organize information, click here!
Wikis are great for student and teacher communication and idea collaboration. It is a website able to have a number of information contributors and can also advertise the appearance of guest professionals to comment, suggest and support learning. Learners who are required to work in groups would benefit the most from wikis as they are many-user friendly. The accessibility of these types of web pages is limited in schools and education departments as they are prone to sabotage from outside parties. Learning managers are not in total control of the information and users of the wiki therefore the safe and ethical use of these types of web sites are questionable. To view the wiki that our group developed click here!
Using websites for an educational purpose has huge benefits. Presenting information and knowledge online for students to access allows the students to be in control of the rate and amount of knowledge acquired in a given amount of time. The information is presented online to be accessed at any time of the day. This is a great way to set homework or extra activities to be completed by students who need more support or something extra to carry on with after they have completed the set tasks. The website I have developed to exemplify the pedagogical use of websites can be found here. This site is free to use and can be access by anyone who knows the URL. The benefits are;
• information is created, updated and maintained by the learning manager.
• information cannot be edited or manipulated by any other viewer.
• the site can contain multimedia such as audio, pictures, videos, slide shows, PowerPoint presentations and links to other educational resources.
Creating and using a PowerPoint presentation is a fantastic way to present multimedia and engage students in learning. The manipulation of page transitions, text, picture and audio formatting tools creates a visually and audio enticing presentation of information. PowerPoint is a Microsoft program, for apple mac users (such as myself) a compatible version can be purchased so this program can function.
In the classroom, the teacher is in control of the page and information transitions. If the PowerPoint is uploaded to an online interface, the information can be viewed over and over, the student is in control of the information they are being exposed to. An example of how an interactive PowerPoint can be used as a pedagogical tool can be seen here.
Using a Learning Management System (LMS) in digital pedagogy requires a high-level of understanding of software and the ability to manipulate multimedia and virtual communication and conferencing tools.
Common LMS in Australia include;
• Studywiz – http://www.studywiz.com
• Moodle – http://moodle.org/
• Blackboard/WebCT – http://www.blackboard.com
• Janison Toolbox – http://www.janison.com.au/janison/defult.asp
• LAMS
Trainers can use an LMS to:
• Post messages and instructions that apply to all learners
• Engage learners in warm-up activities
• Create problem-based learning environments
(debates, role-plays, problem-based activities, projects, feedback and findings on research activities etc)
• Provide course content in a variety of media – including text and multimedia.
• Provide a course “home” online while providing activities beyond the LMS for use with wikis, blogs, podcasts, social bookmarking etc.
• Supply links to external resources
• Provide opportunities for learners to present their projects or record a journal
• Archive voice tutorials conducted with learners in virtual classroom
• Obtain feedback and evaluation on the course
• onitor and manage communication between learners.
(Australian Flexible Learning Framework, 2008).
Images can be incorporated in other digital learning tools such as PowerPoints, Prezis, wikis, websites and blogs. Images can be used alone to stimulate ideas, influence feelings or supporting skills development. They can engage learners in high order thinking such as analyzing, evaluating and creating.
Background and underlying images can help evoke an emotion or calming effect. Loud, bright colours evoke a contrasting emotion or feeling in comparison to soft, pastel, light colours and images. Online programs such as Picnik and Flickr can be used to manipulate an image to create a new representation of that image. Flickr is an online platform that users can upload their images and share them with other users.
Learning managers can use a variety of media to support their pedagogical approach in the classroom. Movies and audio are used in the music classroom more than any other subject so the use of podcasts is vital in delivering information, evoking emotion, feelings, ideas and concepts. A podcast is an episodic presentation of movies and audio content. The order and appropriate choice of media is vital for the desired maximum amount of information acquisition and retention. An example of how students can post and share media ideas is by using PodOmatic.
I have recorded and uploaded an idea which I can share with users. This way, students can be updated with what others are achieving and also encourage online collaboration of ideas and suggestions to improve or extend. This can be viewed in my blog, here
Using digital video within a classroom context can help engage students in their learning. The new generation of learners are constantly being exposed to moving digital images on TV, DVD, Music videos, YouTube and many other video sources. It is important for learning managers to harness the pedagogical value of digital video. This digital tool will aid students in understand new knowledge and concepts. The learning manager has control over which sections of a movie or video excerpt to be examined in a lesson, drawing key points or analysing performance etiquette as an example. Uploading and sharing videos can help students compare and contrast their ideas with other peers. Keeping a video journal is also a great way for students to look back and analyse their progress.
As an example, video footage of a performance or composition idea can help boost a student's self esteem and encourage student's confidence in their individual emotional and educational development.
A video of the performance my band did at a private function can be viewed in my blog, here. Analysing the performance and quality of sound and stage presentation is essential for a band/performing group to learn and improve
Reference
Department of Education. (2010). Resourcing the curriculum. Blogs in education. Retrieved August 10th, 2010, from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/index.htm
Mazarno, R. & Pickering, D. (2006). Dimensions of Learning. Teacher’s manual. (2nd ed.). Heatherton, Victoria, Australia: Hawker Brownlow Education.
Smith, R., Lynch, D. & Knight, B. (2007). Learning Management. Transitioning teachers for national and international change. Frenchs Forest, Australia: Pearson Education Australia.
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