Synopsis

Introduction: 

The world we live in has differed greatly from the world of our fathers.  Technology at first made a bulky, and pricy addition to any household, now, after advancements in the field almost all households and businesses utilise a large number of sleek, handheld devices designed to make our life easier.  This includes the field of educators, learners and school and university communities across the globe.  Many pedagogical practises that were utilised by the learning managers of past have been replaced by a variety of technologies, beginning with the personal computer.  As these technologies change, the world must continue to adapt to their progress, and the educational universe is no different.  It is not merely legislation that forces learning managers to incorporate technology into their designs, but the expectations and standards of a wider society, and those of the learner.  The Queensland government, a supporter of the integration of our learners into the digital age states the following about digital pedagogy: ‘(if) used effectively supports, enhances and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation.’ 

With the implementation of digital pedagogies being introduced throughout the nation, so must new teaching styles, new curriculum and guidelines be distributed in order to assist the implementation process.  The course, Managing E-Learning, has tested, demonstrated and given insight to many of the older learners of how the schooling community uses certain technologies.  Most schools implement into their pedagogical processes a range of technologies that the learner will find fun and relevant to their own intellectual processes.  Different technological processes and implements will encourage a range of cognitive skills within a learner’s mindset.  These cognitive skills can be taught and assessed in a learning environment using technology.  Tasks, information and assessment may be structured in a scaffolding sense, such as a PMI table, De Bono’s Six Thinking Hats and a SWOT analysis. 

My analysis of the first two subjects in Managing E-Learning can be found above, under the post, Manage Your E-Learn, and listed below will come my analysis of the four different groups of technological tools to enhance learning. 

Group 1 Technologies: Blogs

I think blog’s are a great tool, not only for educational purposes, but they also act as creative ‘vents’ for those amongst us who have something to say.  I find a large part of the classroom is dictated by certain social stigma that attaches itself to some members.  A blog, or any personal space, on the web or in real life, is somewhere these learners can express themselves without fear of standing out too much.  To begin with, I think this sense of security and confidence it instil in learners is directly linked to how they progress through class.  Dimensions of learning, the learning managers go-to book addresses the topic directly in its first chapter, Attitudes and Perceptions. 

A blogs practicality has been highlighted in the below PMI chart

Plus	Gives learners a chance to individualise their learning Allows personality to enter their work, combines their learning with their creative side, joining media, arts and ICT into whichever subject they are working in More ‘fun’ than simply writing in journal, more relevant to a 21st century learner Easy for learning managers to track progress and continually re-evaluate learners assessment
Minus	Learning managers and other learners are unable to contribute to learners work, unless via other means As it is read-only to everyone other then the creator, the learning manager must follow the progress of all learners to make sure nothing inappropriate is being added to the sites Depending on who the learners make their blog through, they may be restricted in their activities
Interesting	The learners might follow their own blogs, some related to fashion, their favourite sport, and even pop-culture Some literary/art blogs are a great source of modern/edgy prose, poetry, lyrics and photography

The majority of my EPL2 this term has been spent taking English classes, and I can see how a blog would be a great tool to utilise when writing creative or informative pieces.  It is available on a medium that most learners have access to, the internet, and the learning manager can easily create a blog in order to lead the learners through the task.  Examples, criteria, and even comments can be left by the learning manager on their own page, for the learners to then peruse at their own time.  It could work similar to how CQU utilise moodle, without the direct connection between student and teacher that a forum allows.  You may notice as you read through my blog, some points where I have gone back through and edited arecloser to the standard many would expect from a university student.  Other parts however, are not, and I have written down my thoughts as they are moving through my head.  I think this reflects the greatest part of the blog, that it is my blog, and I have written it in my style, sometimes swearing, and inserting jokes that would not normally be seen by a lecturer.  

Group 2 Technologies: Images

If we can move back to Prensky for a moment, he spoke of the modern day learners need for speed, entertaining presentations, bright colours, sounds and all things that will give a learning manager a headache.  Many learning managers are finding it essential to include images through their block of text, to keep learners interested.  After capturing the learners attention with the pretty colours, we must then help them realise that the picture, in some cases is as important as the text.  Throughout high school English, the ability to understand text and pictures for what they truly are is part of the syllabus.  Understanding the authors intent, especially in an advertisement, allows the reader to gather information from the devices he uses, colours, environment, etc in a picture.  They can use this information to gather a target audience, and deconstruct the advertisement completely.  Photographs and images from the past may be a great addition to any subject manner, and the learners may be able to grasp how many people lived in the past.  For example, photos, depending on their origin will have the people dressed differently, or may be driving a different car.  This will give the learners insight into how their parents/grandparents lived.  A learning manager must be aware of the legal obligations that control images within their classroom.  Photographs of the learners are illegal without parental permission.  Any learning manager unsure of the rules should check with their school for guidelines to photography during class.  An example of a picture that has been changed using the internet program Picnik has been shown in my Blog.  Picnik is a great software in which learners are capable of unleashing their creative side on a photo that they have already taken.  Many learners do the bulk of their knowledge intake through modelling and creating with their own hands.  A technology like Picnik could be utilised in a classroom scenario where learners are creating their own advertisement; they could take their own photo, and highlight the area of the photograph that they wish to stand out to the reader.  Included at the end of this post are some pictures that can be used in a classroom environment to prompt discussion.  These include a series of controversial advertisements and propaganda from various nations relating to warfare that may change people’s view on the topic. 

Group 3 Technologies:  Prezi

After only discovering Prezi during my current EPL2 I was amazed at how incredibly easy it is to operate.  This presenting tool is ideal for many classroom situations including presentations from the learning manager, presentations from the learner, and can be utilised in a group scenario.  I have used Prezi in my own lessons during EPL2, and the format has been very well received.  In my own experience I have used the technology as a showcase for creative writing, however, also exemplified throughout my lesson was the technologies capability for presenting reports and other assignments.  I demonstrated to the learners how, using the technology you can insert your own images, lines, shapes etc.  In my own lesson I first used an example of a short story that I had written before.  This story is available above in my blog.  After viewing this the learners and I worked a presentation that we created in the class.  This was based loosely on the stereotype of why dogs are better pets than cats.  The example showed the learners how they could present their own arguments to the class.  Together, we inserted images of dogs, cats, and their owners, small blocks of text that reflected the class’s personalities and opinions. 

Group 4 Technologies:  ABC’s Interactive Gallipoli Documentary Site

This particular group of technologies continually increases in frequency of use as the technology, and creative powers behind them seek new formats, and ideas.  In particular, the ABC has done a wonderful job bringing the reasoning, action and history behind the landing at Gallipoli to life.  The learner can follows the boats, at their own speed from miles out at sea, right in to the environment surrounding the beach.  I found this as a great example for a year 8 SOSE class that were studying major Australian events and icons.  Many were interested in Australia’s involvement in the Gallipoli raid and this led many of the learners through all aspects of the event.  Included in the website were various videos, images, an in-depth timeline.  The link for the website is available via this url: ABC's Gallipoli Interactive Site

This website is a great addition to any Australian history class, and sites that are similar are not only entertaining to a learner, but informative.  This technology will only grow over time, and may turn out to be a large componant of any learning managers portfolia of experiences. 

Images for a learner to view: