As I reflect and conclude on my blog wiki activities for information communication technologies for learning design I realise that all the learning theories provided and discussed have been present in all the three wiki’s, (profile, learning theory and mobile phone). These learning theories of behaviourism, cognitivism, constructivism, connectivism, and diversity establish the professional knowledge to facilitate and plan pedagogy in an eLearning environment. To facilitate and plan digital pedagogy a process of schemas known as nodes of information can scaffold the learning context by utilising constructivism theory as the foundation to determine its genuine functionality for engaged active learning.
Piaget’s (2009) role play podcast describes schemas as “a mental representation of an associated set of perceptions, ideas and/or actions.” Cognitivism theory claims that the mind stores schemas simulating the brains mental framework which categorises information in the long term memory bank (Bartlett, 1932 & 1958). With this unlimited knowledge base in mind the potential for enhanced learning can continue to be built upon, like the scaffolding techniques in the wiki activities. These interactive schema’s of the profile template, plus minuses and interesting and Edward de Bono’s (1992) “planning to use the six hats” used in our eLearning activities clearly evidenced transformative thinking and innovative learning.
With our learning wiki’s in mind, the idea of behaviourism stimuli and cognitive processing being the only learning theories utilised, a more autonomous learning experience would have been achieved. Whereas added constructivism theory which adopts collaborative learning as demonstrated in the learning wikis, bridge the social divide (Leask & Pachler 2005). Scaffolding weekly activities engaged frameworks for teaching and learning with real contexts that had a purpose, challenged complex thinking and sought out creative ideas, whilst valuing contribution (Kearsley & Shneiderman, 1999).
Constructivism, connectivism and diversity theories network and construct eLearning environments with real connection, through respecting individual experiences, knowledge and perspectives of the world (Schuman,1996). Global networking creates an acceptance of diversity among learners from all sociological and cultural backgrounds generating comparison and personal value (Clark, D. R 1999). These eLearning environments enable information and communications to take place as evidenced through the learning design wiki’s which engaged collaboration of our learning content via moodle into digital pedagogy. As the activities posed the questions, we therefore had to engage in answering, editing and recording our content knowledge by ways of working the technology of learning design wikis.
A wiki design is a created web page database, that visitors can edit live, comment and build upon with the functionality of reviewing information and able to connect and operate other information communication technology within (Wiki. 2008). This digital era of learning provides educational tools such as wikis to establish learning skills, complete tasks and continually flow the “cycle of knowledge development between personal/learner, network/learners and organisation/university,” structured on connectivism theory (Siemens. 2004).
When evaluating the profile wiki activity by its scaffolded learning and functionality it was clear that it achieved a starting point to begin our learning process by sharing personal information about oneself. Each question scaffolded a personal profile which gave clear insights into who, what, how and why we are enrolled and this graduate diploma of learning and teaching. It certainly adhered to the function of a personal introduction in the means of a virtual meeting place enabling to get to know one another and define similarities and differences about each other. It was also able to classify demographic information and acknowledged learning styles and diversities. It managed the classroom for our teacher to establish intra/interpersonal communications amongst learners and became a useful tool for the teacher to get a read on each learner. It performed a basic learning platform to grasp the technologies of clicking on a link to the wiki, highlighting connecting a personal link to our name and editing and saving a page, with the option to click on other learners profile information.
As I evaluated the learning theory wiki activity by its scaffolded learning and functionality it revealed that the pedagogy becomes more involved. The process engaged learning by having to collaborate with a fellow learner and make contact to discuss the choice of reading being offered to deconstruct and think through the pluses minuses and interesting schema. I found that this challenge stimulated the learning process and led me to, how we get this task done. This developed further use of information and communication technologies such as telephone, mobile phone, the computer, email, coffee lounge, personal blog, and Vyew’s drawing board; video conferencing and discussion tools, it had a purpose to achieve (Vyew. 2003). With all this recorded information it became a living file cabinet for both the learner and teacher to further review and develop learning. The teacher was able to facilitate and construct a template that integrated content knowledge, including key objectives to fulfil and had access to analyse and evaluate learners learning outcomes.
Whilst evaluating the mobile phone wiki by its scaffolded learning and functionality the schema of Edward de Bono’s (1992) “planning to use the six hats” prompted a deep personal reflection on the complexities of using mobile phones in education. This schema provided inclusivity within the differences of social attitudes and cultural backgrounds, because the thinking hats have sociological components. This presented healthy arguments and complex reasoning to the entire group of learners to edit their views on the wiki template, reflecting ones state of mind on the position of “digital natives and digital immigrant’s moral stand on digital pedagogy in the 21st century" (Prensky, 2001).
As I draw on all the information presented I recognise that all the three wiki’s contain solid foundations and frameworks that are both scientifically and practically evidenced. The pedagogy process of teaching and learning has demonstrated many elements known in the field of education. Those covered included pedagogy principles, learning theories, high order thinking skills, individual and group centred, teacher and learner centred (Killen, 2003). Each scaffold contained these and focused on teaching learners by learning within a collaborative learning environment. The wiki’s used as an education tool was successful in applying the knowledge content in relation to information communication technology and learning design. Each wiki began with declarative knowledge progressing to procedural knowledge and then advancing to high order thinking skills within sound strategies. Overall the digital pedagogy evaluated has shown itself to be highly effective and fully functional by achieving learning theory in action. Enabling future success in 21st century education in eLearning environments that can facilitate and plan to teach learners at all levels from K-12 and mature age students.
References
Bartlett, F.C. (1932 & 1958). Schema. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au
Clark, D. R (1999) Bloom’s taxonomy of learning domains. Big dog & little dog’s juxtaposition of performance, learning, leadership & knowledge. Retrieved from http://www.nwlink.com/~donclark/index.html
De Bono’s, E (1992). Edward de Bono's six thinking hats. Kurwongbah State Primary School. Retrieved from http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm
Kearsley, G & Shneiderman, B (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au
Killen, R (2003) Effective Teaching Strategies: Lessons from research and practice (pp.1-19)Thomson: Social Science Press. Retrieved from CQUniversity Course Resources Online EDED20456 - Pedagogical Content Knowledge, http://www.e-courses.cqu.edu.au http://library.cqu.edu.au/cgi-bin/chameleon?function=INITREQ&search=FREEFORM&sessionid=16043&skin=&lng=en&host=localhost+3333+DEFAULT&usersrch=1&beginsrch=1&t1=1035%3A%22EDED20456%22%20%26%2021%3A%22CRO%22#
Leask, M., & Pachler, N. (2005) Learning to teach using ICT in the secondary school, (2nd ed. pp. 91) Abingdon, Oxon: Routledge Taylor and Francis Group
Piaget, J (2009, May 4). Piaget and cognitive development [podcast]. Piaget’s constructivism, emerging perspectives on learning, teaching and technology. Retrieved http://www.coe.uga.edu/epltt/images/piaget_movie1.wmv
Prensky, M (2001) Digital natives, digital immigrants. On the Horizon, MCB University Press. Vol. 9. No. 5. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au
Schuman, L. (1996). Perspectives on instruction. San Diego State University. Retrieved from http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html
Siemens, G (2004) Connectivism: A learning theory for the digital age. Elearnspace: everything learning. Retrieved from http://elearnspace.org/Articles/connectivism.htm
Sweller, J (1988). Cognitive Load Theory. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au
Vyew (2003) Vyew: share your view. Retrieved 16 March 2011. http://vyew.com/s/
Wiki (2008). What is a wiki. Retrieved 17 March 2011.- http://www.wiki.com/whatiswiki.htm
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