Assessment 1: INF541 Online Reflective Journal Blog Task 1

It is the Year 2017 and the introduction of new technologies and applications is accelerating. The education landscape today is markedly different to previous generations. The current group of Year 12 students in Queensland were mostly born in 2000; they have grown up in a world that is saturated with media, internet connectivity, smartphones, tablet computing, gaming, social media and video streaming. This is their world now, and educational systems are rapidly scrambling to adjust and keep up.

               eLearningIndustry (2017)

As John Seely Brown poses this question for schools to reflect on regarding their future, “What will schools, universities and research institutes look like in five years time?” (DML Research Hub, 2012) This is difficult to grasp based on the changes that keep taking place and the sheer speed of technological changes. At the same time according to Becker (2011), digital games technology is developing at a furious pace but relatively little scholarly work exists on the use of modern digital games for education. This is where the article of Jennings (2011) also adds to the argument through the research by Griffith University professor, Dr Catherine Beavis, an expert in video game-based learning,  where she says “schools still have a way to go before they can harness the full educational potential of video games” and she believes that  ” there is tremendous potential for games-based learning, but also the potential for things to go seriously wrong…”

 

My own personal belief is that Game Based Learning (GBL) should be part of the whole digital education reform, and that it deserves a place alongside introducing ‘digital literacy’ skills and embedding it in all aspects of curriculum.  Both Vincent Trundle, digital education producer at the Australian Centre for the Moving Image (ACMI), and many other educational researchers recognise how using video games to create diverse learning experiences is beneficial and important in being incorporated into contemporary education (Jennings, 2011). These games allow students and teachers to further develop the key 21st-century skills of collaboration, communication, creativity, connecting, and critical inquiry.

Digital Game Based Cartoon (2011)

As games and gaming appear to have arrived on the educational-technology agenda, how do you see them fitting into your practice?

As a senior History and Business teacher I mainly teach the Year 12s at the school, focused on developing skills and preparing them for OP/ATAR requirements. This makes it very important that any gaming/games that I consider to integrate fits in well with the subjects and benefits the skills development of my students. I have used Kahoot and BreakoutEdu, and various other games along the way; but they need further thought and research.

 

What is the context of your learning?

This is my 3rd last subject with my Masters studies in Knowledge Networks and Digital Innovation. At the same time, I’m very active with my PLN online through Twitter (@jdtriver), Google Educator Groups and TeachMeets. They have all given me a rich experience on the importance of twenty-first century digital pedagogy and driven me to keep developing my skills.

 

What are your personal aims in this subject?

To develop a greater understanding of the research and theory behind GBL. Also to explore different games, platforms and tools; seeing how they could benefit myself, my students or my colleagues. I would also like to be able to integrate GBL more effectively in my senior class and share my knowledge with my school community.

 

What challenges are you hoping to meet for yourself?

Managing work-study-family-health balance for a start, as well as the various education commitments outside my school that I’m involved in. I would like to develop a greater understanding of GBL, and as someone that is fairly new to gaming in general, I would like to challenge myself to explore and try various new GBL ideas along the way. The biggest challenge will be to share my newly acquired knowledge with staff and overcoming any resistance to these ideas.

 

I’m looking forward to the journey ahead and deeper exploration of GBL.

 

 

 

REFERENCES

Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA

Digital Game-Based Learning Cartoon (2017) flickr photo by Son Le (GER) [IMAGE] Retrieved from https://flickr.com/photos/donjonson/5351362611

DMLResearchHub. (2012,Sept 18). The global one schoolhouse: John Seely Brown [Video file]. Retrieved from http://youtu.be/fiGabUBQEnM

Elearningindustry.com. (2017). Gamification and Game based learning. [IMAGE] Available at: https://elearningindustry.com/wp-content/uploads/2015/10/gamification-and-game-based-learning-yes-they-are-different.jpg

Jennings, J. (2014, November 20). ‘Teachers re-evaluate value of video games’ [Digital Newspaper Article], The Sydney Morning Herald. Retrieved from: http://www.smh.com.au/national/education/teachers-reevaluate-value-of-video-games-20141110-11jw0i

Conference Presentation Slides

I spoke at a Conference in August on the topic of being 21st-century learners; focused on PLN’s and connecting. It was part of the learning process in seeing the power of being a networked teacher, new challenges and opportunities.  Have a look and please feel free to use any of the slides.

 

Digital Artefact Critique

In order to grow and develop we need to be able to reflect. As part of the #INF532 course we were asked to reflect, critique and provide some feedback on another student’s artefact from our first assessment task. The digital artefact task was about any aspect to do with Knowledge Networking and then to provide an exegesis with regards to the design and effectiveness of the digital artefact. I found the process challenging, but very worthwhile.

 

I have had a brief look at many of the fantastic artefacts created for this subject, and my fellow students have all done some amazing work. Thanks to Karen Malbon who has done a tremendous job of curating every artefact into one place – Check them out here http://www.pearltrees.com/karenmalbon/inf532-cohort-artefacts/id16278628

 

I have selected to write about a close friend’s artefact, Jordan Grant, and I was particularly interested to see how his turned out aiming it at students. URL: https://sites.google.com/site/gogetconnected/

The site has the following clear logo and banner at the top:

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The start of this website contains a cleverly crafted YouTube Clip that uses a lot of research evidence to support the message presented. Jordan uses quality images and sounds that meet creative commons licensing requirements, and the message conveyed is clearly articulated. It sets up the digital artefact premise of ‘the what and the why of connected learning’ is all about.

https://youtu.be/8fiiGJLRyWI

 

There are some further discussion points and an example of a student becoming a connected learner. A key point that he has on the site is:

“Remember. People don’t normally develop effective networks overnight. This will be a timely process that requires continual work. “

This is one of the key aspects of being a connected learner. It definitely does not happen overnight and is also not a one-way process. Instead, it needs time, effort, sharing and conversing with others.

 

The site then gives the students three different ways to begin their learning journey as connected learners – Blogging, Curating and Connecting. These are great ways for students to start organising their information, connecting, but also a way of reflecting on their learning. The site provides resources and examples of how to use these in practice and hyperlinked clips and articles used to support these sections. There is a clear link to the resources, and the information is set out to make it practical for students to engage with.

 

The final section provides a blogging prompt that enables the students to get started and reflect on their initial introduction to being a connected learner:

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Overall Jordan has demonstrated effective use of a range of different digital tools for  creative Knowledge construction. The breadth of tools used in creating the site, the clips and then linking to various others shows an understanding of the tools required for connected learning and knowledge construction. Some further examples of student blogs, or students using social media for learning could have been added; but that would defeat the premise of it being their own personalised and unique connected learning that takes place. There is also an understanding of instructional design and the application of knowledge network theory with this artefact. The participants are asked to consider the why and the what, before moving onto the how and then actually doing it themselves.
It is clearly a useful resource to get students started on the connected pathway and I would definitely consider using it with my own class in the near future.

Establish a knowledge network

Blog Task
In the video clip Shirky states:
“the hybridisation of the network and the real world is changing the way that educators and their students deal with one another and there is no way things have always been that we can rely on to figure out what we should do next”.

How would you establish a knowledge network? What would be the purpose of the network? Write about this in your blog.
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I have been building and connecting with a broad range of individuals and organisations in my network over the past few years. Initially my interactions focused on collecting information and reading a few links – Not much sharing or knowledge networking from my part. As I discovered the #histedchat (history educators on Twitter) I started gaining more confidence, but more importantly building connections. This first knowledge network of history teachers would continue to push my thinking, encourage me to share, and eventually lead to collaboration with some. One of the #histedchat educators, Matt Esterman, would introduce me to TeachMeets in 2014 and a new network of educators to interact with. Following on from this was the Google Teacher Academy in Sydney, where I had the opportunity to meet teachers from around Aus & NZ face to face, taking virtual connections to in-person conversations.

Since then a lot has changed and developed, but the start of creating a Knowledge network is probably the biggest step to take. Signing up for Twitter, Google+, etc. is the easy part, starting to follow and read links is still quite easy to do, but when you gain the confidence to start conversing and sharing, then the magic starts happening. A network is there to interact with, to grow with, to learn from, to share with, to encourage, to support, to challenge, to question, to find ideas, to discover opportunities, to make friendships, to create, to collaborate; and to ultimately make you an informed active 21st century educator.

Network Literacy

Wikipedia (2015) defines Network Literacy as:
“Network literacy is an emerging digital literacy that deals with computer network knowledge and skills. It is linked to computer literacy and information literacy. Network literacy relates to the basic knowledge and skills required for citizens to participate in the networked society.”

McClure in 1994 defined network literacy as “the ability to identify, access, and use electronic information from the network” and argued that it is a critical skill for tomorrow’s citizens.

Fifteen years later Howard Rheingold expanded upon this in and explained that “understanding how networks work is an essential 21st century literacy..the structure and dynamics of networks influences political freedom, economic wealth creation, and participation in the creation of culture… [and] supports the freedom of network users to innovate.”

Between the three definitions, there are similarities, but the obvious development from McClure in the 90’s to Rheingold is the fact that it is no longer a skill of tomorrow’s citizens. It is in fact now an essential part of being an active member of society, because without it individuals will not be able to realise their potential, make a difference, innovate or participate. Network literacy, like digital literacy, forms part of the core 21st-century skills of being a global citizen.

References
McClure, C. R. (1994). Network literacy: A role for libraries? Information Technology and Libraries, 13(2), 115-125.

Rheingold, H. (2011). Network Literacy Part One. Retrieved from https://www.youtube.com/watch?v=g6UKWozzVRM

Wikipedia (2015). Network literacy, Retrieved from https://en.wikipedia.org/wiki/Network_literacy

Growing & Connecting

It has been a journey from a basic understanding, to an enlightened disposition on digital citizenship over the past 12 weeks. I have been an active participant online with using PLN’s, managing my digital footprint and recognising the role of creative commons. However, the course has managed to extend my understanding significantly with regards to school leadership and vision, and I have been fascinated by the readings and resources in the course.

I have only made 2 blog posts thus far in the course this semester, and my intentions to do more have been consumed by being a full-time teacher and barely keeping my head above water at times. Being constantly connected and interacting with a PLN has made me use that as my main areas to reflect and question course material. My first blog post introduced some of my thoughts and a link to my personal blog, which has over 80 reflective posts from the past 3 years. The second blog post introduced how I’m introducing my students to twitter and the concept of PLN’s. I have always encouraged using social media for learning, but now I’m actively teaching my students how and why it is important to understand digital citizenship concepts.

Initially, the course introduced concepts that I was very familiar with, DLE, PLN, Information overload & curation; but then the move to understanding global digital citizenship issues really challenged me to explore it more deeply. The group assignment paired me with three educators that come from very different backgrounds, and locations. Working collaboratively through Hangouts, Google Docs and the Wikispaces platform was challenging; but ultimately rewarding with our final product that we produced. Besides the group task, being able to chat on a regular basis with fellow students online has allowed us to push one another and assist each other on this journey.

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One of my favourite quotes from the modules was this one, “21st Century skills harness not only the power of technology but the power of people” from ‘Flattening classrooms, engaging minds’, (Lindsay & Davis, 2012, p. 2). Connecting with fellow students on Twitter has been a great way to share ideas and resources, including the Twitter chat myself and Jordan Grant ran on digital citizenship (Storify of chat).

Being passionate about connected learning and forming a wide-ranging PLN has allowed me to explore many opportunities. This course, previous units and various readings have formed the basis of some of the presentations I will be doing at a number of Conferences over the coming months. Creating positive professional networks gives me access to a variety of experts, but also allows me to share with others.

 

The last 3 modules put the school vision and leadership clearly in the framework and how important it is to have strong leadership. My knowledge has grown in understanding that the whole spectrum of digital citizenship needs to be embedded in all areas of school. My own research and readings have confirmed that teachers themselves need to be better equipped to teach digital citizenship, and that many schools do not have a clear vision on digital citizenship beyond cyber safety.

Moving on from this course I hope to create more awareness at my school on the range of digital citizenship areas, especially student digital footprint and creating global connections. To accomplish this it would involve getting the school leadership on board with a number of key stakeholders to determine the school vision for digital citizenship. There are a number of key resources shared by educators and organisations, from Christine Haynes’s post, to the Common Sense Media (2016) website. As I pursue to bring about some changes I know it will need to be a collective effort, but an absolute necessity in preparing students for the connected future.

Connected Learning

Connected Learning Research Network and Digital Media & Learning Research Hub (CC BY 3.0)

 

 

 

References

Common Sense Media (2016). Common Sense: Digital Citizenship. Retrieved from https://www.commonsensemedia.org/educators/digital-citizenship

Haynes, C. (2016). Digital Citizenship: A Community ApproachRetrieved from http://christinehaynes.me/digital-citizenship-a-community-approach/

Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.

 

INF530 Reflection Blog

I started this course with a great deal of energy and excitement, after all I had been waiting a few months for it to start. Immdeiately the topics, the concepts and format felt so natural to me. From my 1st Blog post “The Start” I wrote: “There will be a learning curve, there will be challenges and there will be frustrations, but the growth that lies ahead is so inviting” and “I’m looking forward to this journey; Learning alongside so many wonderful educators and being challenged in my thinking by the incredible lecturers involved.”

My Blog Post on Connected Potential & Changing Mindsets set me on a journey of discivering a few new concepts like the debate about ‘Digital Natives’. This is one area I have defintely changed my viewpoint over the course and by observing it first-hand with students at my school. So many are struggling with technology, and we need to be teaching digital literacy and how to use the tools much more explicitely. The course has really opened my eyes to this concepts through the modules and readings.

I also made the point in this Blog Post, “The new innovations of the past two decades have created a digitally connected community of learners. Yet, many educators are not embracing the potential they hold and are thus becoming more disconnected with their students and communities. This is part of my own personal aim in this course – to learn new ideas, skills, knowledge and understanding, so that I can support my students, staff and parents in embracing the Digital Age.”

This became the driving force behind my digital essay. trying to come to an understanding of what 21st century skills are, why we should be modelling them to students and the reason why they are not, have been constant nagging questions over the last few months.

Along with this image I posted in the blog it started my thinking on mindsets, and how important they are in a digital landscape.

The Profile of a Modern Teacher by Reid Wilson (CC BY-NC-ND)

 

Two comments on the Blog started my thinking even further regarding mindsets and networks.

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The theory of Connectivism was completely new to me, and once again it started appearing often in my posts and in my final digital essay. In my Blog post ‘Connect to Live’  I was able to explore the concept a bit further and started linking it with personal learnring networks. As George Siemens (2015) decribed is as the “amplification of learning, knowledge and understanding through the extension of a personal network”.

My biggest issue throughout was time, between family and school commitments I felt strectched to capacity often. Even now as I write this I’m trying to finish it early as I have other edcuation commitments for the weekend and next week that are pressing. Time is often a factor for changing mindsets, it is a good excuse and an easy one to use. I realised with my first assignment that being time-poor can be detrimenntal in studies and school.

My views of edcuational professionals in digital environments have changed, and are constantly evolving. From my digital essay I have realised how important a PLN is, a growth mindset, modelling good digitila citizenship and supporting others in their journey. I hope as I progress in this course I can apply some of the education theories, build on my understanding of the changing nature of learning in the 21st century and be able to leverage this to serve my colleagues and students more.

References

Siemens, G. (2015). elearnspace. Connectivism: A Learning Theory for the Digital Age.Elearnspace.org. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Wilson, R. (2014). The Profile of a Modern Teacher [Image]. Retrieved from http://www.coetail.com/wayfaringpath/2014/10/14/the-profile-of-a-modern-teacher/

Connect to live

I’m in my 5th year of teaching, after changing careers, studying and moving countries. Over the past 3 years I have become more engrossed and aware of the emergence of connected learning environments. From joining Twitter, reading blogs, writing blogs, listening to podcasts, and connecting with educators across Australia and the world. It constantly amazes me the wealth of knowledge and sharing that connected educators are doing online, and it encourages and inspires me every day. ‘Connected Learning’ and ‘Digital Literacy’ is quickly evolving into foundations of my own teaching strategies. In a rapidly evolving world of information technology, it is becoming paramount as a teacher that I’m able to develop these areas in my students and allow them to develop their skills.

Everything Is Connected

creative commons licensed (BY) flickr photo by auspices: http://flickr.com/photos/auspices/14892685406

Technology has allowed new connections, interactions and participatory cultures to emerge. To be able to to use theses to the best effect, we foremost need to have a clear understanding and grasp of ‘Digital Literacy’ and how it relates to education. Bawden (2008) identifies a number of key facets of digital literacy; they include areas such as knowledge assembly, retrieval skills, critical thinking, using people networks and publishing information. This reflects strongly with my own teaching context whereas a History teacher these skills are key – Finding information, collecting it and being critical of the information in conducting a historical inquiry, forms the bedrock of research in History. The other aspects of using networks and publishing the created information is the missing element, and this is where I see further progression needs to take place within my own teaching context for my students.
Connected Learning would not be able to exist without Digital Literacy. Connected learning should be part of our daily lives as educators, we have the ability to connect with other educators online through Twitter, Blogs, and many other ways. However many of my students are still not utilising their connections to facilitate learning, and this is the area to focus on. This ties in well with what Helen Haste argues that in the future people will need to be able to adapt to change, to use new and old tools effectively, and to be confident that they can act in effective ways. These students are the future citizens, the future workers, the future inventors, the future leaders and they will need a set of skills that is different to what I grew up with.  Louise Starkey (2011) also supports these ideas about learning, “… appears to be slowly evolving from a focus on what has already been discovered and prescribed as ‘knowledge’ towards a focus on critical thinking skills, knowledge creation and learning through connections.”.  Through this the learning theory of ‘Connectivism’ is explained by George Siemens(2015) as being the “amplification of learning, knowledge and understanding through the extension of a personal network”. The Digital Media & Learning Research Hub is a fantastic resource place that explores, and showcase connected learning and what the key principles are. Quoted from their website: “….connected learning calls on today’s interactive and networked media in an effort to make these forms of learning more effective, better integrated, and broadly accessible.” Guiding principles include a ‘Shared purpose’, ‘Production-centered’ and ‘Openly networked’.

Connected Learning: The urgency and the promise from Connected Learning Alliance on Vimeo.

The connected learning environment, and how to interact with it professionally, socially and innovatively. My future goals will include improving my own understanding and knowledge of these areas, and also teaching my students how to become more digitally literate, more connected with learning and how to become more socially conscious citizens and leverage digital tools for their learning and the benefit of others.

References

Connectedlearning.tv,. (2015). Connected Learning Principles | Connected Learning. Retrieved 29 March 2015, from http://connectedlearning.tv/connected-learning-principles

Siemens, G. (2015). elearnspace. Connectivism: A Learning Theory for the Digital Age.Elearnspace.org. Retrieved 26 March 2015, from http://www.elearnspace.org/Articles/connectivism.htm

Starkey, L. (2011). Evaluating learning in the 21st century: a digital age learning matrix. Technology, Pedagogy And Education, 20(1), 19-39. doi:10.1080/1475939x.2011.554021

YouTube,. (2015). Technology and Youth: Five Competencies (part 3 of 4). Retrieved 19 March 2015, from http://youtu.be/pqt3ZmtBTOE