seminarone

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Hi Hillary and Bron, According to Maggie, if the topic falls in category of Module that is still o.k. I have included maggie’s text []

Lets see 3 Q1 I have included for your convenience our posts (3) to this question. Q1. Technology-Enhanced Learning: A question of Knowledge. Have a thorough look through reading 10. What in this reading strikes you as being particularly important in relation to e-learning practice? Why? I have read Maggies response to Mark it is clear for us to make a choice (like sub topic) now look at the Wiki we created first, probably altering or modifying to Technology and (collaborative) learning environment We ask participants what is your experience in collaborative learning environment for e.g school/tertiary

Teachers who used (experienced will give us their experience) who didn’t could give a theoretical research on collaboration and technology. As all 3 of us have grounding to this question Q1. Technology-Enhanced Learning: A question of Knowledge. Have a thorough look through reading 10.

Module 3 Q1. Technology-Enhanced Learning: A question of Knowledge. Have a thorough look through reading 10. What in this reading strikes you as being particularly important in relation to e-learning practice? Why?

Technology-Enhanced Learning: What is it that technology is capable of ?

[] __Use the above link to go to __ 

Bron Two key ideas from “Technology-Enhanced Learning: A Question of Knowledge” as I understand it, strike me as being particularly relevant to e-learning. __Idea One: __ Derry challenges the concept of individuals ‘creating knowledge’ or ‘learners as constructors of meaning’. According to Derry, this process denies the learner access to accumulated wisdom or knowledge in existence, an understanding about what is the reason for what, on which the ability to think and to act is built. In denying students access to the body of knowledge in existence, students are denied the opportunity to question and critique which is according to Vygotsky is important because meaning is a product of social practice. Therefore, thought is entwined within experience and social interactions, the connections between people and the socio-cultural context in which they act and interact in the shared experiences. One might assumes that learning, according to Derry, is one of social constructivism. __Relevance to e-learning: __  The way that technology is used within the classroom can support Derry’s idea about the social nature of learning by using ICT more collaboratively or it can oppose her ideas by using it in isolation, as individualised learning. Derry’s ideas also challenge some ideas of 21st century pedagogy which often state that 21st century learners generate new knowledge as opposed to storing old knowledge (Gilbert, 2008, p. 6). __Idea Two: __ Teachers play an invaluable role in the learning process, both in guiding children’s learning and also in important role of the teacher in the learning process. Noss and Hoyles (cited in Derry) believe that knowledge and knowing is closely intertwined within student/teacher interactions. The task for educators is not only to provide access to rich data from which they construct meaning but also to guide them into the knowledge domain. Conscious and purposeful involvement by the teacher will enable learners to acquire knowledge. Vygotsky agrees that a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher. __<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">Why is this relevant to e-learning? __<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;"> Derry challenges the changing role of teachers due to the technology revolution. The role of the teacher is slowly being minimised as students move towards learning online, and taking control of their own learning. E-learning experiences can allow students the freedom to work independently and to make sense of information available, without input from a teacher or in discussion with other students. According to Derry, this is a reason why e-learning is not as successful as educators had hoped. By placing an emphasis on the relationships between teacher and student, teachers need to think about how they are using e-learning within the classroom to support children’s learning and how teachers and other students can be an integral part of the online learning process. There are a wide range of online collaborative tools that students are using in their everyday lives and so if teachers could embrace these tools within the learning environment, we would be a lot closer to providing opportunities for social construction of knowledge.

Stan

Q1. Technology-Enhanced Learning: A question of Knowledge. Have a thorough look through reading 10. What in this reading strikes you as being particularly important in relation to e-learning practice? Why? While Technology is the paramount for the success of the 21st century learners yet it is the educator and the tools employed in bringing that achievement possible. The question itself is not technology, but the practice. Although technology is presented as a panacea, yet many disagree. How best to use technology is more important than technology itself. For e.g. with technology teacher create tasks for collaboration by placing them in groups for assignments and project work. Although e-learning is an evolution of teaching and learning itself, it is not a readymade sandwich, conscientious effort has to be made by the student to succeed. In place of authoritative sources of knowledge, the internet, by providing large quantities of information in non-authoritative fashion appears to offer learners the possibility of constructing their own meaning based on their own interests and experiences. Derry (2008). Learners are believed to create knowledge. Although this is a common notion, yet teacher must be available to attend the needs of the children. Yes they tend to create knowledge with the help of the teacher and each other and with the tools available at hand. The back bone of this form of learning focuses on social constructivism where students learn with peers. Social learning theory emphasizes the importance of dialogue between the groups to enhance the quality of the work they undertake. Students develop a process of collective action and reflection over time. The members are reciprocally empowered by the group’s collective action to transform the collective activity to desired actions and outcomes.

“Differences between teacher and learner generations must be recognized, analyzed, and addressed if faculty in higher education are to meet the needs of students” (Alison 2010). We are not teaching the children, blindfolded education- Just follow me. We are teaching education with a purpose and meaning for them to learn and come up in life. This statement is not only applicable to higher education but also to the lower level schooling. <span style="font-family: 'Arial','sans-serif';">Technology can revolutionize the way children create, comprehend (Applefeld 2010), if used adequately and appropriately.

References <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;"> Alison, B. (2010). Gen Y: Who they are and how they learn //__<span style="font-family: 'Arial','sans-serif';">Educational Horizons, 88 __// __(2) 92-101.__ Applefeld, O.C. (2010). Making the tech connection February 2010. //__<span style="font-family: 'Arial','sans-serif';">Teaching Music. 17 __// __(5) 30-35.__ Derry (2008). Technology-Enhanced Learning; A Question of knowledge. //__<span style="font-family: 'Arial','sans-serif';">Journal of Philosophy of education, 43 __//__(3-4), 505-519.__

<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Hillary <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">I see 2 important points made by Derry in this article as follows: Misdirected Focus of E-Learning Projects <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">Derry suggests that there are three factors that are central to the implementation and use of technology enhanced learning (TEL). These are: <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">She argues that that while many projects that have been focussed on the implementation of technology in terms of the hardware and software, there is growing evidence that foci of such projects are changing towards the interactions of the learner and the technology. While it is agreed that this is a positive change, it seems that current efforts have neglected the importance of pedagogy, and design in TEL. It would seem that, in Derry’s view, acknowledgement of the role that the learner, and the teacher play in the e-learning experience is often ignored. The Significance of ‘The Knowledge Domain’ on TEL <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">Derry argues that the very nature of knowledge means that learning within and about a knowledge domain, as opposed to learnng about an individual concept should be central to Technology Enhanced Learning. Each knowledge domain is so distinct in terms of content, conceptual framework, valid reasoning, & processing of information, that one best practice solution cannot possibly be adapted to work over all domains of knowledge. The design of learning activities to enable this ‘learning within a knowledge domain’ should give priority to the relationships between concepts. But the author suggests that the pedagogy, and underlying epistemology needed by practitioners to facilitate these learning experiences is somewhat lacking. Derry also suggests, that further development of effective e-learning practices will require significant commitments in terms of time and effort from educational professionals. My Perspective <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 9.5pt;">I see the above points of Derry’s discussion of particular importance to practice, as she identifies the complex nature of any project that aims to integrate e-learning into a traditional classroom setting. The argument suggests that change may be required on a number of levels to see e-learning reach the potential touted by many experts. The first point I outlined supports the need for change at a systemic and policy level, while the second point highlights the importance of effective design and pedagogy at the classroom level. In all honesty, Derry’s argument was supported with significant ponderings and suppositions in a more philosophical vein than what I am used to. However, I found it was refreshing perspective to consider that there a need for a pedagogical paradigm change based on the very nature of knowledge and learning.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;">The technology itself – Hardware, software, and educational programmes.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;">The learner and the learner’s particular learning style.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;">Teacher autonomy – The ability of the teacher to determine appropriate pedagogy and lesson content.

<span style="font-family: 'Times New Roman','serif'; font-size: 18pt; line-height: 115%;">Learning online based on constructivist and collaborative learning environment

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Based on the vygostskian notion, Knowedge is a socially constructed.Constructing knowledge is based on the perspective that it is a dialectic where individuals test their constructed views on each other and negotiate their ideas. knowledge is subjective and socially constructed. Technology can also address the social dimension of //learning// by supporting not merely cooperation but also collaboration.

Some shift from my previous thinking. What about working on the above theme collaborative environment? we need to get couple of texts (Pdf etc) which suppots this learning process. what are your thoughts.If you have any other ideas ? Hillary's ideas/thoughts are in pink! Bron's thoughts/ideas are in blue

Stanley is green

Armenia The potential of e-learning and collaborative learning present in Armenia

// challenges: // A lack of belief in the effectiveness of e-learning and lack of computer literacy and understanding of the requirements of e-learning among students and teachers. A lack of training in pedagogy and managing e-learning environments.

I could work on Armenia its nature of elearning and collaboration present and possibly another country. (may be Belarus) I have also identified challenges in Armenia For e.g Students and teachers belief that e-learnings ineffectiveness ( In other words teachers and students should be made aware of its benefits and the policy makers to promote and implement elearning effectiveness) We have to remember it has to be a managable task by 3 of us most important thing is managable by participatants the time frame and load of work for them.

Hillary as you mentioned case study of a country given to student/s and they come with a report that seems ok.

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">Seminar Proposal - Due 13th June 2010 ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> __Group 1:__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Bron, Hillary, & Stan.

__Group tutor:__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Maggie

__1. Group chairperson__: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Hillary

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning Intentions – Participants in this seminar will... <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msolist: Ignore;">1. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Define collaboration and identify the role of collaboration in a learning environment. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msolist: Ignore;">2. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Analyse the effectiveness of a specified collaborative framework in a given context. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msolist: Ignore;">3. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Critically evaluate (identify common threads) a variety of approaches to collaboration in a blended learning environment. (Based on other’s responses given in ) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msolist: Ignore;">4. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">List and order key strategies for collaborative practices. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">One overall article on collaboration – Learning Intention One. Possibilities are: · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">“Social effects of collaborative learning in primary schools” · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Three – Four articles shared between each group discussing different collaborative frameworks – Learning Intention Two, Three, & Four. Possibilities are: · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">“Social effects of collaborative learning in primary schools” · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">We will also be using wikispaces for the collaborative activity component of the seminar.
 * __CHOSEN THEME__**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Title: //The use of collaborative frameworks in blended learning contexts from around the globe.// **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Resources: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">4-5 articles as follows

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">We will be using a mix of discussion forums and a collaborative wiki (Google Wave) to carry out the above learning intentions.
 * __FORMAT__**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Week 1 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> (M-F) – Participants read Article one and post a response in the forum (LI1).
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Week 1 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(F-S) – Participants read their case study/article two and they become an expert in their assigned collaborative framework. (How does it work? What are the advantages/disadvantages? Strengths/Weaknesses?) post a response on the key benefits and barriers of the framework.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Week 2 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> – Participants work in assigned groups to make a recommendation of a best practice in collaboration in a blended learning environment. A list of criteria /key strategies for maintaining effective collaboration in a blended and/or online environment. Participate may relate or add to their own experiences. Participants must order their list according to priorities or importance.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Week 2 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> – Comment on another groups wiki (Optional??)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Set up Wiki || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Bron || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">10 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Set up Stream Forum || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">10 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Write Forum Questions + task instructions || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">All || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">7 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Write Wiki Template + examples || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Bron || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">7 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">“Become an expert in a framework” || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">All || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">30 June || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Answer “Problem Forum” || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Hillary || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">12-23 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Contact non-contributors || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Bron || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">15 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Respond to Framework Forum || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">All || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">12-23 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Respond to Wiki Collaborations || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">All (contribute to all) || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">18-23 July || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Feedback to each other about how seminar is progressing || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">All || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">12-23 July ||
 * __ROLES, RESPONSIBILITIES AND TIMELINES__**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Task ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who’s responsible ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Completed By ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Completed By ** ||

· **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Forum posts for regular communication and to post work as it is done. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">COMMUNICATIONS __**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="color: black; font-family: Symbol; font-size: 10pt; font-weight: normal; line-height: 115%; msolist: Ignore;">· ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Synchronous meeting once a week @ Stream Chat Room. To discuss work still to do and also understanding of topic so far. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> We will use the pre-assigned groups of student-led seminar to assign case-study articles to.
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">OTHER CONSIDERATIONS __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

__ Date of learning agreement completion (chairperson to record):

Every group member agreed agreement? (chairperson to type YES or NO): __