Category: INF 530
Learning and reflections from Concepts and Practices for a Digital Age
Module 5 Creative Cultures
Integrating games into the classroom is not a new idea; it’s not a secret that students love games and enjoy the competition. When I went to school popular classroom games were, Heads up 7 up, Bingo and Hangman. However, gamification and the use of online games to support student learning has evolved in recent years. Educational games or serious games have a specific learning outcome, they are designed with a purpose beyond entertainment. Educational games have a goal of fostering students intrinsic motivation, teachers have control to influence the learning and contains curriculum-based instruction. There are poor educational games on the market and these are referred to as Edutainment. These platforms offer a game if students deal with minuscule educational content.
Games are a system that requires rules, tools, mechanics and players according to Dale (2014). Games motivate players to change behaviour and develop skills to achieve goals, winning the game. Gamification seems to have varying views in terms of its purpose, goals and features. I think one thing everyone can agree on is that digital games are engaging for students and there is a growing number of program options available for educators to choose from.
While reading the content of this module about gamification and the engagement and intrinsic motivation games provide students, I found myself wondering how can we gamify a school or a school system? How can we use gamification techniques to motivate educators to take risks and try new, creative activities in their classrooms?
References
Dale, S. (2014). Gamification. Making work fun, or making fun of work? Business Information Review, 31(2), 82-90. doi:10.1177/0266382114538350
Module 4 Globalization of Learning
Education and student learning needs are evolving as technology advances. The internet has changed how society accesses, searches, retrieves and shares knowledge. Knowledge is advancing more quickly than in the past due to the ease of accessing and sharing information online, Students today need to learn different skills than required in the past. Students must understand how to use cloud computing, search the internet, analyze data, determine if a source is credible as well as how to use different tools, Chromebook, tablet, Google, Microsoft 360 and social media platforms to name a few.
The question then becomes have education systems advanced to meet the needs of students and society to prepare students for the workforce? In addition, due to globalization and the internet, students and parents are demanding that students have access to their courses, assignments, lectures, grades and resources relevant to their classes 24/7 through online platforms such as Google Classroom, D2L Brightspace and other Learning Management Systems. Education and learning are no longer restricted to the teacher and the school building, globalization of learning has removed barriers to student learning.
Big data is the idea that whenever we hook up to the internet our browsing, purchasing history is stored. Predictions are made, marketing schemes are developed and the computer knows what we want before we even do. There are pros and cons to big data. Big data supports personalized learning through analyzing what students are looking at, reading and how they respond to course material. This information can be analyzed and programming can be developed to support each student learning needs. However, big data doesn’t consider the whole student as raw data is just that, raw.
Additionally, programs such as Google Earth and Google Hangouts expand students horizons literally to collaborate and learn with students from anywhere in the world where there is an internet connection. Virtual field trips, online amazing races and learning from experts have experienced students foster globalized learning through online mediums.
Module 3 Knowledge Networks – Connected Communities, Open Access and Connected Learning
There was so much learning for me throughout this module, I discovered many new concepts and ideas related to 21st-century learning. However, many concepts related to searching, reviewing, analyzing information through a critical lens. New tools are evolving and innovation is moving forward rapidly due to sharing, collaboration and creative commons licensing. Knowledge no longer belongs to a select few, but rather is accessible and adaptable by connected individuals of all ages across the globe.
Technology has reduced barriers and limitations of the physical classroom. The role of teacher and student in the 21st century may look similar, teachers as co-learners. Students have the opportunity to create and share alongside their classroom teachers. Online, web-based tools have enabled students to create and post videos, collaborate with a class across the country or the globe, post an assignment to receive peer feedback, create and share a 3D drawing on Tinkercad. The evolution of open education resources (OER) facilitates a platform for users to access education through technology.
The use of these new tools though, do require students to learn new digital literacy, media literacy and transliteracy skills. Students need to be instructed and have opportunity to practice participating in an online discussion forum. They need to know how to identify a good source for information, critically analyze the content and share their ideas respectfully. The role of the teacher is still very important. They support students purposeful choice of technology use and implement effective pedagogy enabling technology.
New literacy skills lend itself to more student lead and directed learning environment. Students at the centre of their own learning. Technology enables students the ability to connect, reflect and participate in new learning space. The 6 C’s of 21st-century learning is the pedagogy of digital participation: communication, creativity, critical thinking, collaboration, citizenship and character.
The 6 C’s of Education. Photo Credit: Michael Fullan & Sylvia Duckworth
Retrieved from http://blog.awwapp.com/6-cs-of-education-classroom/
Blog Task #3
I found Tristian’s post about online learning OER’s and MOCC’s interesting, as there is a current debate within the Province of Ontario Canada about eLearning course. The newly elected Premier of Ontario is mandating high school students take 4 e-learning courses within the 30 credits required for a high school diploma starting in 2020. The teacher’s unions are not happy as they anticipate that teaching jobs will be negatively affected by this change. They are also concerned about students learning needs not being met through the online platform.
The learning I have gained so far through this course has lead to me to believe that students do enhance their digital literacy skills and satisfy their social learning needs through eLearning courses. Digital literacy skills foster 21st-century skills such as enquiry led and self-directed learners, collaborative in knowledge construction, multitasking and problem-solving. Connectivism is a learning theory that supports students engaging in social media platforms to connect, share and build on existing knowledge. However, without adequate digital literacy skills, connectivism is hampered. The following video discusses the value and importance of social learning. https://www.youtube.com/watch?v=U8ddCEamXR4
Within the province of Ontario, the Ministry of Education has licenced a Virtual Learning Environment (VLE) for every school board in Ontario. However, through the readings in Module 3, it seems as though there is a shift from a VLE to a Personal Learning Environment (PLE). Ebner et. al (2011) refers to personal learning environments as mashups. PLE’s blend multiple platforms, merge content and can be tailored to each individual learner. The following video demonstrates how the Province of Ontario has developed the VLE. https://www.youtube.com/watch?v=1CFoi3oJDDE&list=PL0VqgoAGj7URSmR3Z01mHlcvBJOGZxGut
My questions about online learning environments are how do they keep student centred learning the priority? I see the connection to online learning through MOOC’s and OER’s with metaliterate learning. O’Brien et. al (2017 ) describes that metaliterate learning is the centre of the following skills: participant, communicator, author, teacher, collaborator, producer, publisher, translator and researcher. These skills support a metaliterate learner and these skills are required for learning online through MOOC’s and OER’s. However, how is the course structured to ensure students are at the centre of the learning?
MOOC’s and OER’s require digital literacy skills to access the course material. How do learners acquire these skills if they have limited access to formal education? The purpose of MOOC’s are to open access to higher education, but when learners are beginning what scaffolding is required to enable learners to acquire the necessary literacy skills to access the course content?
I understand digital literacy and information literacy to be interchangeable terms, Horton (2008) describes information literacy as being self-motivated and self-directed. In O’Connell’s (2012) article she includes an image that how multiple literacies support successful learning. Without these literacy skills students won’t be able to navigate the online learning environment and through the online learning environment through MOOC’s and OER’s students will hone their literacy skills.
References
O’Connell, J. (2012). So you think they can learn? Scan, Vol 31. May, 5-11.
O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.
Horton, F. W. (2008). UNESCO Guide Understanding Information Literacy: a Primer. Retrived from: http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/understanding-information-literacy-a-primer/
Ebner, M., Schon, S., Taraghi, B., Drachsler, H., Tsang, P., (2011). First steps towards an integrated Personal Learning Environment at the university level. Retrieved from https://www.researchgate.net/profile/Martin_Ebner2/publication/227100294_First_Steps_towards_an_Integrated_Personal_Learning_Environment_at_the_University_Level/links/0c96052f9ea8948b82000000/First-Steps-towards-an-Integrated-Personal-Learning-Environment-at-the-University-Level.pdf
Blog Task #2
Technology in education is constantly evolving and innovation is moving faster than pedagogy, however, there are noticeable trends that support student learning. The students in classrooms today are different, these digital natives, are growing up in a world where technology is embedded in their daily life. These students learn by doing, creating, learning through a connected network – social, Web 2.0, connected learning. Digital natives prefer to learn through visuals and graphics (Cornu, 2011, p. 7).
Trend #1 Connectivism and Social Learning
Connectivism is a developing learning theory that encompasses how students learn within a digital and connected learning environment. Students have access to tools that were not available in the past. These tools include Web 2.0, social media, blogs, Youtube, Google Apps for Education, robotics, 1:1 devices, makerspace and video equipment. Students are able to obtain knowledge from sources other than a teacher in real time using tools that are accessible to them. Students have access to information and they demand to be connected to the network. In turn,n students are intrinsically motivated to learn. Siemens (2005) states that technology is changing the way our brains work. Students are multitasking, moving from one task to the next, their learning habits seem chaotic.
Trend #2 Collaboration through Cloud Computing
Digital natives learn socially through collaboration. Students network and connect with one another using social media, blogging and project-based learning to name a few contexts. New technology such as Google Apps for Education support student to student collaboration and student to teacher feedback. The very nature of cloud computing has expanded the boundaries of students co-creating a product that demonstrates their learning. Students can connect with classmates outside of school hours or building. Educators can provide comments on student work to encourage students to deepen their learning at any time from multiple devices.
Trend #3 Digital Literacy and 21st Century Learning
The umbrella concept of all trends in technology in the classroom is digital literacy. International Society for Technology in Education (ISTE) outlines digital literacy for students to include: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision making. Digital literacy has three classifications: use, understand and create (“Digital Literacy Fundamentals,” n.d., para. 3). Students have access to use digital media such as computers, various software programs and applications, cloud computing and the internet. Understand students ability to know how technology affects our perceptions, beliefs and attitudes. Students need to comprehend how to seek and retrieve information using digital resources. Create is when students make a product, whether it be a video, prototype, computer program or robot. Students creating is the highest point on Blooms Taxonomy for digital technology. Developing a makerspace or fostering a maker movement culture in the classroom is an excellent way to engage students in creating.
Retrieved from https://literacyteaching.net/2015/02/19/blooms-taxonomy-meets-the-digital-world/
Trend #4 Maker movement and Computational Thinking
The maker movement learning by doing, coding and computational thinking are themes that are permeating classrooms. The goal in education is to prepare students for their future. Integrating makerspaces into the classroom supports many different learning styles. Students have the opportunity to have an experience, they are creators. The maker movement has a cyclical process: think, make and improve (Martinez & Stager, 2019 pg. 54 – 55). 21st century learning is the key to preparing students for their careers – collaboration, communication, critical thinking and creativity are skills that employers will demand. As educators how do we provide learning opportunities to foster these skills in the classroom?
Student is creating a dragon using squishy circuits
References
Cornu, Bernard (2011, September). Digital natives: How do they learn? How to teach them? Policy Brief UNESCO Institute for Information Technology in Education, 229, 1 – 12.
Digital Literacy Fundamentals. (n.d.). Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals
International Society for Technology in Education (2007). iste.nets.s: Advancing Digital Age Learning. Iste.org/nets.
Martinez, S. L. & Stager, G (2019). Invent to Learn (2nd ed.). Torrance, California: Constructing Modern Knowledge Press
Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: http://www.itdl.org.ezproxy.csu.edu.au/Journal/Jan_05/article01.htm.
Module 2 Knowledge flow and the information environment
One of the main takeaways from Module 2 reading and learning was the benefits of social learning and computational thinking as a method to promote student learning. I have integrated social learning into the classroom in the past through inside-outside circle, sharing circles, think pair share activities. I think my motivation for incorporating these models was more for a collaboration piece, “two heads are better than one”. I hadn’t truly connected that social learning is a motivator for students. Computational thinking is a problem-solving approach that decomposes large problems into smaller sequential problems.
Information behaviour was another big idea throughout the module that was new for me. Information behaviour is the ways humans interact with information, what information they seek and retrieve and the methods to seek information and how the information is used. Information seeking occurs to meet a need, fill a knowledge gap or solve a problem. Information retrieval is how information is found. I didn’t realize there actual degrees in the field of informatics. I see that the University of Waterloo and Toronto in the Province of Ontario, Canada both offer courses. It makes sense that companies such as Google and Amazon would value this information, but I didn’t know that employment or educational opportunities existed within the field of information behaviour and informatics. I am embarrassed about this as an educator in the elementary panel how to best prepare students for the future if I don’t even know what degree programs and employment sectors are available?
Finally, the alignment of Blooms Taxonomy with digital tools, systems and platforms was insightful for me as a resource teacher. Linking the depth of how students learn and apply their learning through different tools that available supports how I can scaffold digital tools into programming. The purpose of embedding digital technologies is to foster critical thinking skills, knowledge creation and connected learning. The confines of the classroom boundaries are pushed by the ability for students to collaborate with professionals, students in a different country and critique others learning that has been shared on the Web 2.0. Connectivism is a developing learning theory that supports the expansion of digital tools available and how the integration of these tools support students learning.
Module 1 The Information Environment
The information environment is constantly changing. New knowledge is acquired, linked and shared through the web, this is called connected learning. How do we as educators foster 21sr century learning in this rapidly evolving digital environment? Digital citizenship is the foundation for students learning within the information environment. Digital citizenship supports students learning in the digital environment. Through digital citizenship education, students will understand how to maintain privacy, internet safety and consider their digital footprint. There are many resources to integrate digital citizenship into the classroom. Below is a list of resources to consider:
https://www.commonsense.org/education/scope-and-sequence
Digital literacy education will equip students to learn and be successful within the information environment. Students will learn digital literacy skills: collaboration, communication, citizenship, creativity, character and critical thinking. Students will need to practice digital citizenship while learning in the information environment. Learning how to find and critique information, share new learning and collaborate with students or professionals that will bring a new perspective to learning are activities within the information environment. Information is quickly and easily accessible from many devices, teachers and textbooks are no longer the sole sources of knowledge, students have the power with technology to learn, explore and investigate using technology.
Classrooms today are very different than classrooms 50 years ago and classrooms of the future will look very different than they look today. The rapid pace of innovation is putting new tools into the hands of learners. As an educator, it is my responsibility to teach students how to use these tools effectively to construct knowledge and actively participate in a connected learning environment.
Blog Task # 1
Statement of Current Knowledge
I have noticed that students enjoy the robotics, coding, video creation, green screening and makerspace activities that I deliver when invited into classrooms. The primary hurdle I have encountered is demonstrating to classroom teachers the connections to these activities and the Ontario curriculum and the deep learning and impact on student learning. I can clearly see that students experiences are positive and enriched versus and paper and pencil task, but I often get resistance from classroom teachers about how to asses these tasks.
Initial Thoughts
When I first learned that Concepts and Practices for a Digital Age was a required course for the Knowledge Networks and Digital Innovation Masters of Education program, I wasn’t excited to be taking the course. My initial thoughts were that the course was going to dry and boring and the content would include the history of the internet and how the internet has changed the learning environment. After reading the course outline and participating in Module 1, I am very excited to be enrolled in the course and I can already see how the learning will support me in my teaching practice. I have learned about digital literacy, digital natives and the learning styles of students and the impact of technology on student learning.
Context for Learning
As a special assignment teacher supporting technology integration in the classroom and 21st-century learning competencies within the school board, I work with both classroom teachers and students. Throughout this course, I look forward to learning how to mentor teachers and support their understanding of students learning needs and how technology supports student achievement. Balancing collaboration, linked data and privacy are topics that I am eager to explore and develop an understanding of how to foster digital citizenship and digital literacy in classrooms effectively.
Personal Aims
Engaging Students
The learning in module 1 has developed my understanding of how today’s students are different from those in the past. Prior to this weeks course work, I didn’t know the terminology “digital native”. I think the key to understanding how to reach students in our classrooms today, digital natives, is to know what motivates and matters to them. Providing them with hands-on authentic experiences that are interesting and matter. I selected a book for the Scholarly Book Review assignment that will develop my understanding of makerspaces as a means to incorporate hands-on learning in the classroom. The book is titled “Invent to learn: Making, tinkering, and engineering in the classroom” by Martinez, S. L., & Stager, G.. I also look forward to diving into some of the resources the Ministry of Education created that supports 21st-century learning.
Foster a climate of Connected Learning
Since I have the opportunity to work with both teachers and students I would like to gain a stronger understanding of what connected looks like in the classroom, the benefits and the impact of connected learning. How can I impact teacher mindset and what professional development will best support a shift in teaching practice and pedagogy. The school board I work within has digital equity with the exception of three schools not having fiber optic broadband internet connection. Internet connection is available to all schools, however, the speed is just slower at some schools. However, each school has the same robotics kits (Sphero, Lego Mindstorm, Lego WeDo 2.0, Ozobots, Beebots, Dash and Dot), students in Grade 3 – 8 have 1 to 1 Chromebook connectivity, each classroom has a Promethean Board and makerspace kits. What is the best method for sharing the “why” teachers should integrate technology using the board provided resources and what is the best method to measure student achievement and assess these fluid tasks?