Tag: connectivism

Collaborative Learning and Digital Literacy

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REFLECTION

As a High-Impact Teaching Strategy (State of Victoria, 2017), this collaborative project not only extended my understanding of the content, it importantly expanded my Personal Learning Network (PLN) and Personal Learning Environment (PLE) by working with new colleagues across a range of new platforms. Our group worked within a connectivist learning framework to adapt to challenges, grow our networks, and learn from our diversity.

The three intertwined elements of online collaborative learning [OCL] were certainly at play throughout this assessment piece; tasks, teams, and time [see image below] (Persico & Pozzi, 2011). The provided content scheme allowed flexibility with interpretation, execution and mode of output. Additionally, the autonomy in group formation enabled us to work with like-minded people with different skills and experiences. Our diversity (primary teacher, middle school teacher, and teacher librarians within Australia and in the United Arab Emirates) and ability to collaborate in a digital learning environment [DLE] afforded us the opportunity to share, teach, and learn from one another in a deep and unique way.

Task, team and time are intertwined dimensions of structuring online collaborative learning. This image show the three dimensions as connected nodes and an arrow indicates that each dimension can be emphasised at different times depending on the collaborative task.
The Three T’s. Note that the emphasis on dimension changes depending on the nature of the collaborative task.

Our modes of communication included Zoom and Microsoft Teams, which allowed synchronous and asynchronous interaction and removed the barriers of working within three different time-zones. Synchronous communication allowed real-time collaboration, while asynchronous communication allowed each group member extended think-time to develop deep reasoning (Aviv, 2000; Duderstadt, Atkins, & Van Houweling, 2002). We used Zoom meetings to prepare for the task and clarify our purpose and roles, while Teams’ Conversation and OneNote were used to discuss progress and share findings. This ensured our communication was transparent and reviewable. This was particularly helpful for me, as I was able to revisit our discussion to clarify my perceptions and it enabled group connection even as our level of synchronous communication dwindled.

While the group established set phases and schedule, our timing was flexible to allow each group member to work around their other commitments. This worked well for us; however we experienced some difficulties when unintentionally editing the Wix site simultaneously. Luckily, we used Teams’ Conversation to overcome this. We also used Tasks-in-a-Box to assign tasks and due dates. In future, I would use this more effectively by collaboratively breaking the assessment task up into more stages earlier in the planning process. This would enhance the clarity and consistency of our approach. Scheduling another Zoom meeting may have also helped us to realign with our initial goals in real-time to ensure clear perception.

  • Synchronous communication through Zoom. Zoom meetings were held twice to collaborate and clarify.

 

Reimann (2018) identifies three challenges of group work; unequal participation, lack of awareness, and stratified learning zones. While I believe our group avoided these through effective use of online communication and collaboration tools, these are common scenarios I experience with students in school learning environments. Unequal participation is the most common challenge among my students, as collaboration competes with their preference for individualistic reward (Dool, 2010). I believe a shared vision and group roles can be established through the OCL norm of “purpose” to motivate and empower learners. I will ensure the design of future OCL activities include a clear purpose and direct students to establish goals and roles before starting. Strengthening this area will build student capacity to work collaboratively in DLEs.

Having students co-create a digital product and collaborate online with others in their school and beyond, in a similar manner to this task, redefines the parameters of learning through transformative use of technology. This higher end of the SAMR spectrum strengthens connections to students’ third-space, which increases relevancy and learning. The ability of OCL projects to span curriculum areas, address multiple general capabilities, and provide real-world experiences highlights their value. To incorporate global OCL into my teaching, I will take advantage of Asia-Europe Foundation’s yearly school collaborations.

 

RESOURCES

This experience has enabled me to create a range of resources that will be useful independently and within the full learning module. I wanted to challenge myself and use a range of tools to produce a high-quality, interactive and participatory product. I used the following tools to create my artefact and embedded resources:

 

EMBEDDED RESOURCES

Below are the visual resources I created using Canva.

  • A poster showing the SCRAP test.
    The SCRAP test provides prompting questions to consider when evaluating sources of information.

 

The screencast tutorial I created to provide instruction on tagging and annotating in Diigo (as seen below) was made using A Powersoft Free Online Screen Recorder, Adobe After Effects and Adobe Premiere Pro, and music from BenSound. 

 

ARTEFACT

The above resources are all embedded in the artefact that I created for the online learning module using WireWax, (as seen below).

 

 

 

References

Asia-Europe Foundation. (2019). 2019 school collaborations. Retrieved from http://www.asef.org/index.php/projects/themes/education/4600-asef-classnet-online-collaborations-2019

Aviv, R. (2000). Educational Performance of ALN via Content Analysis. Journal of Asynchronous Learning Network, 4(2). doi:10.24059/olj.v4i2.1901

Dool, R. (2010). Teaming across borders. In Ubell, R. (Ed.), Virtual teamwork: Mastering the art and practice of online learning and corporate collaboration (pp. 161-192). Retrieved from ProQuest Ebook Central

Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Publishing Group.

General capabilities in Australian curriculum: Version 7.5. (2018). Retrieved from the Australian Curriculum and Assessment Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

H.L. (2017, October 30). SAMR model: A practical guide for edtech integration [Blog post]. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Lindsay, J. (2015). Norms of online global collaboration [PowerPoint slides]. Retrieved from https://www.slideshare.net/julielindsay/norms-of-online-global-collaboration

Persico, D. & Pozzi, F. (2011). Tasks, teams and time: Three T’s to structure CSCL processes. In Pozzi, F., & Persico, D. (Eds), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 1-14). doi:10.4018/978-1-61692-898-8

Reimann, P. (2018). Making online group-work work: Scripts, group awareness and facilitation. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1338&context=research_conference

State of Victoria. (2017). High Impact Teaching Strategies: Excellence in teaching and learning. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.docx

 

[Assessment 2 Part C Reflective Blog Post]

Mind the Gap

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Steve Wheeler’s keynote for the International Technology, Education and Development Conference covered many valuable idioms and concepts:

  • The have and have nots and the wills and the will nots
  • Disruptive technology: technology that redefines learning experiences
  • New cultural capital involves transliteracies
  • Rhizonomy – learning through social software
  • Crowdsourcing curriculum (IATED, 2015).

I see already, many connections between what he says and what was covered in my previous subject, ETL504 Teacher Librarian as Leader. I see the need for TLs to continue to support the whole school community in their digital learning endeavours. All the while remembering the seduction and bewilderment cycle of new technology. Wheeler posits that schools often buy into new technology without knowing what they want to do with them and we should instead start with the problem first, then move to how technology might solve it (IATED, 2015). While recognising and being prepared for the laggards – those individuals and groups who are averse to change. A fixed mindset, which stems from many and varying circumstances and justifications, prevents them from shifting focus, learning something new, and adopting change. In teaching in particular, change fatigue is real. We are experiencing this now with the implementation of the new senior syllabus and ATAR. Cognitive verbs, implementation of Moodle, new professional development register, new academic skills program, mentoring program, the list goes on. Teachers are overwhelmed. Laggardism is their ammunition.

How can Teacher Librarians support the community through this change? There are so many possibilities. Now is our time to shine. It was confirming to hear Wheeler speak of connectivism and its relationship with Web 3.0 and 4.0. These communities of learning can support learning experiences and inquiry across the curriculum by supporting learners through the information search process, specifically during what Kuhlthau posits as “the dip” (2016). I spoke about the TLs place in the dip here and here. In a similar way, web-based communities of learning can help learners through the affective pitfalls of uncertainty through socially constructed knowledge and understanding (O’Connell & Groom, 2010). Learning 3.0 toward learning 4.0, is connectivist and community driven, whether through learning modes, content or construct. Crowdsourcing education is possible and can enhance and redefine learning. TLs have extensive professional learning networks with which to draw from and ways to assist teachers and students in setting up their digital communities and participatory learning environments.

To thrive in these digital learning communities, students require digital wisdom; whether through mastery of the SCRAP test, enhancement of their digital reputation and digital legacy, or through other digital literacies. As Wheeler mentioned, literacies are the product of combining skills and competencies in new ways which are needed to develop mastery. TLs have a clear role to play in the support of students in these areas.

Wheeler’s reminder through his keynote was to be cognisant and considerate of the gap between those with knowledge, know-how, power, influence, potential and those without.

 

Reference

IATED. (2015, March 17). Steve Wheeler: Digital learning futures: Mind the gap! [Video file]. Retrieved from https://www.youtube.com/watch?v=t7EftCFQHVg&feature=youtu.be

Kuhlthau, C. C. (2016). Information search process. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/wp-content/uploads/sites/185/2016/01/ELIS-3E.pdf

O’Connell, J., & Groom, D. (2010). Connect, Communicate, Collaborate. Camberwell, Vic.: ACER, 2010.

 

[ETL523 Introduction]