Assessment item 1—Professional Blog
Reflective Synopsis
‘We need to post great content on the Internet. We need to find more efficient ways of classifying and linking content. We need to train youngsters to use the Internet responsibly, and we need to think hard about how to avoid exposing them to damaging on-line material’. (Gates, 2000)
Gates high lights very relevant educational issues in that statement such as appropriate content, linking and making connections and legal and ethical aspects, all of which will be discussed in this assessment piece.
E-learning, due to modern technology, is able to take place in any setting that has access to some form of computer (even mobile phones) and an internet connection. Varying types of e-learning include distance education, workforce development, virtual classrooms and differing modes of higher education learning use such as in class web and flexible delivery. E-learning incorporates the use of many different web tools, and the beauty of it is they are all just a click away. As Learning Managers we need to be planning for the future and that future is, the next generation. Generation z, the net generation or also called by Gates (2000) ‘Generation I’ (Internet). Ever passing second student now and future are moving closer to becoming reliant on the internet and technology, not just for entertainment and communication but also for schooling.
There will inevitably be a shift in how classrooms will function; therefore we as Learning Managers will have to become up to date. Student’s learning experiences will have to designed in such a way to accommodate the use of online interactive activities, and then be scaffolded within that frame work (Oliver, 1999). We need to know what tools we’re going to be working with and how to operate them. The shift will focus a change in participation, user control, sharing, openness, and networking. The use of the web tools can be individualized and/or personalized, and we can interact individually or collectively with it. The particular tools which would be relevant for the teaching areas of HPE and ITD are highlighted in Appendix 1, that is, if they are deemed worthy by the school and will be discussed further in the next paragraph. The benefits which will assist students to further their knowledge individually and collectively include; creative involvement in web based activities, the ability to design and structure information in various ways, input and collaborate ideas in and out of school, a designated place to store and have access to their work, and their work is able to be accessed by the teacher any time for monitoring and feedback purposes.
The purpose of monitoring is not only to assess the students participation but to also the content which is being posted and uploaded on to their sites. If left unattended safe practice has been neglected and not only will parents be outraged, there are also legal implication s to consider. Safe practice and legislation need to be made aware of to students as these aspects govern internet participations. Issue to be aware of are as follows;
• copywriter laws (no more than ten percentage of content)
• Education Queensland policies on preferred place to work (the learning place)
• teacher liability to student confidentiality
• code of conduct on the internet, especially within web tools (harassment and bullying)
• the need for referencing and password protection due to third party information use
(Department of Education and Training, 2006)
Due to the continual change of technology and the changing perspectives of knowledge and information because of this evolving phenomenon, what is deemed right or appropriate today may be wrong and out of date tomorrow. E-learning provides the opportunities for students to pursue their own learning and construct meaning and make connections to real-life experiences. To facilitate continual learning connections need to be maintained and supported. This creation of knowledge is the students attempt to understand their learning experiences. (George Siemens, 2004)
Therefore the use of the internet through E-learning and its web tools is an authentic means of educating not only the students but also the teacher, through nurturing a collaborative learning environment. This enables students to acquire knowledge in a way that reflects real-world interaction, which inter harbours student interest and meaningful development in an increasing digital world.
References
Department of Education and Training. (2006) LGS-PR-001: Consent to use copyright material, image, recording or name. Retrieved 20 August 2009 from, The Department of Education and Training website: http://education.qld.gov.au/strategic/eppr/legal/lgspr001/
Gates. B. (2000) “Enter generation I”.p.1 of 1. Retrieved August 19 2009 from: http://www.microsoft.com/presspass/ofnote/03-00instructor.mspx
Oliver, R. (1999). Exploring strategies for on-line teaching and learning: Distance Education, 20(2), pp.240-254. Cited in Learning designs. no author. (2003) Retrieved August 20 2009 from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Siemens. G. (2004) Connectivism: a learning theory for the digital age.pp.2&4 of 5. Retrieved August 20 2009 from: http://www.elearnspace.org/Articles/connectivism.htm
Appendix 1
Swot Analysis of Web Tools
Reflective Synopsis
‘We need to post great content on the Internet. We need to find more efficient ways of classifying and linking content. We need to train youngsters to use the Internet responsibly, and we need to think hard about how to avoid exposing them to damaging on-line material’. (Gates, 2000)
Gates high lights very relevant educational issues in that statement such as appropriate content, linking and making connections and legal and ethical aspects, all of which will be discussed in this assessment piece.
E-learning, due to modern technology, is able to take place in any setting that has access to some form of computer (even mobile phones) and an internet connection. Varying types of e-learning include distance education, workforce development, virtual classrooms and differing modes of higher education learning use such as in class web and flexible delivery. E-learning incorporates the use of many different web tools, and the beauty of it is they are all just a click away. As Learning Managers we need to be planning for the future and that future is, the next generation. Generation z, the net generation or also called by Gates (2000) ‘Generation I’ (Internet). Ever passing second student now and future are moving closer to becoming reliant on the internet and technology, not just for entertainment and communication but also for schooling.
There will inevitably be a shift in how classrooms will function; therefore we as Learning Managers will have to become up to date. Student’s learning experiences will have to designed in such a way to accommodate the use of online interactive activities, and then be scaffolded within that frame work (Oliver, 1999). We need to know what tools we’re going to be working with and how to operate them. The shift will focus a change in participation, user control, sharing, openness, and networking. The use of the web tools can be individualized and/or personalized, and we can interact individually or collectively with it. The particular tools which would be relevant for the teaching areas of HPE and ITD are highlighted in Appendix 1, that is, if they are deemed worthy by the school and will be discussed further in the next paragraph. The benefits which will assist students to further their knowledge individually and collectively include; creative involvement in web based activities, the ability to design and structure information in various ways, input and collaborate ideas in and out of school, a designated place to store and have access to their work, and their work is able to be accessed by the teacher any time for monitoring and feedback purposes.
The purpose of monitoring is not only to assess the students participation but to also the content which is being posted and uploaded on to their sites. If left unattended safe practice has been neglected and not only will parents be outraged, there are also legal implication s to consider. Safe practice and legislation need to be made aware of to students as these aspects govern internet participations. Issue to be aware of are as follows;
• copywriter laws (no more than ten percentage of content)
• Education Queensland policies on preferred place to work (the learning place)
• teacher liability to student confidentiality
• code of conduct on the internet, especially within web tools (harassment and bullying)
• the need for referencing and password protection due to third party information use
(Department of Education and Training, 2006)
Due to the continual change of technology and the changing perspectives of knowledge and information because of this evolving phenomenon, what is deemed right or appropriate today may be wrong and out of date tomorrow. E-learning provides the opportunities for students to pursue their own learning and construct meaning and make connections to real-life experiences. To facilitate continual learning connections need to be maintained and supported. This creation of knowledge is the students attempt to understand their learning experiences. (George Siemens, 2004)
Therefore the use of the internet through E-learning and its web tools is an authentic means of educating not only the students but also the teacher, through nurturing a collaborative learning environment. This enables students to acquire knowledge in a way that reflects real-world interaction, which inter harbours student interest and meaningful development in an increasing digital world.
References
Department of Education and Training. (2006) LGS-PR-001: Consent to use copyright material, image, recording or name. Retrieved 20 August 2009 from, The Department of Education and Training website: http://education.qld.gov.au/strategic/eppr/legal/lgspr001/
Gates. B. (2000) “Enter generation I”.p.1 of 1. Retrieved August 19 2009 from: http://www.microsoft.com/presspass/ofnote/03-00instructor.mspx
Oliver, R. (1999). Exploring strategies for on-line teaching and learning: Distance Education, 20(2), pp.240-254. Cited in Learning designs. no author. (2003) Retrieved August 20 2009 from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Siemens. G. (2004) Connectivism: a learning theory for the digital age.pp.2&4 of 5. Retrieved August 20 2009 from: http://www.elearnspace.org/Articles/connectivism.htm
Appendix 1
Swot Analysis of Web Tools
