Opinion: Challange for DLT
I think the biggest challenge – from a teacher’s perspective – for ubiquitous and individualised Digital Learning Technology is time. The time commentment needed to prepare the various forms of material for uLearning and various iterations of the material for individualised learning could be immense. Before embarking on the DLT road, it would be best to plan which media formats and individuals you wish to target.
Reflection: Integrating Technology into Learning
A memorable moment where technology was integrated into learning was collabrating with group members using Google Docs to complete the first set of deliverables for the EIT course Business Application Programming. It was amazing being able to see additions and edits being made by other group members in real time – it was also a bit frightening to know that your work could be changed at any moment.
A recent instance where technology was a barrier to getting the most out of a learning situation was this week, taking advantage of a streamed class from home. Without class members using mics or typing in what they were saying, comments and questions from the audience weren’t picked up, so there was no room to comment on or think about audience contributions.
Four identified pedagogys (i.e. the way the learning is delivered) are:
- Behaviourist/cognitive – includes self paced and individual study. E.g. Extramural study at Massey University using notes on Moodle – I work reasonably well individually, I just wish there were more notes online (like at EIT) instead of paper based. To integrate eLearning, online notes, such as wikis and downloadable content can be used – the entire course’s material should be available from the beginning to maximise self paced study.
- Constructivist – involves working in groups. E.g. Completing group lab/project work at EIT and Massey – this can be both good and bad, depending on whether other group members want to work or not. To integrate eLearning, group documents can be worked on using online content managers like Google Docs and Redmine.
- Connectivist – involves using networks and collectives. E.g. Using online forums to interact with teachers and other students at EIT and Massey – I’ve had good and bad experiences with these, and at the very least teachers should be willing to make timely responses when required (I had one Massey paper where us students spent over half the semester trying to help each other with no response from the teacher). To integrate eLearning, online forums, and mediums like Twitter, can be used to exchange information.
- Instructivist – involves content being “taught” to students. E.g. Internal study at EIT and Massey – I don’t mind this, but to be honest I prefer self paced and individual study (sometimes internal lectures can seem like a waste of time when notes already available to students are spoken word for word by the teacher, with little elaboration). To integrate eLearning, Powerpoints presented in the classroom can be stored online.
NLP stands for neuro-linguistic programming, while VAKOG stands for the sensory-specific modalities that can be used in NLP: visual (images), auditory (sounds), kinesthetic (touch and internal-feelings), olfactory (smells) and gustatory (tastes) (Representational systems (NLP), 2012; Saman & Akar, 2006). According to NLP, the VAKOG senses above have a role in cognitive processing and interpretation – setting up representational systems to process incoming information.
Representational systems (NLP). (2012). Retrieved 20th February, 2012, from: http://en.wikipedia.org/wiki/Representational_systems_(NLP)
Saman, S.T.; Akar, N. (2006). Effective ways of teaching and learning English through NLP techniques. Retrieved 20th February, 2012, from: http://www.nlpforum.info/tez/sevintsaman.pdf
History of Learning
Digital learning techologies – in particular those online – allow for ubiquitious learning (aka uLearning) by providing teaching materials to be accessed anytime, anywhere (Liu, 2009; Research on ubiquitous CSCL, n.d.). With uLearning, learners with diverse backgrounds can access the information, leading to the need for individualised material – e.g. providing the material in multiple languages.
Liu, J. (2009). Individualized selection of learning objects. Retrieved 20th February, 2012, from: http://library.usask.ca/theses/available/etd-05122009-093502/unrestricted/Thesis_Final_JianLiu.pdf
Research on ubiquitous CSCL. (n.d.) Retrieved 20th February, 2012, from: http://www-yano.is.tokushima-u.ac.jp/ogata/clue/