In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach, and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.
As a first step in an exploration of what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we begin here by:
It’s part of your job as an eLearning course developer to polish up your material before you hit publish. A single error speaks volumes. It tells learners you’re in a hurry to even check the course or think you don’t care enough about details.
Get WikiNodes on the App Store. See screenshots and ratings, and read customer reviews.
Mary Coghlan's insight:
WikiNodes is an app that can be purchased from the ITunes Store for a small cost. The idea behind WikiNodes is that it uses content from Wikipedia (hence the name) and presents the information as a mind map or nodes, enabling the user to go fro one topic to another related one.
Visually it is very appealing and great for those who learn with pictures and diagrams and not with great slabs of text, which is great for visual learners like myself.
Having experimented it for a few days, I am starting to both enjoy the experience and think about how it can be used in my own teaching environment for information literacy.
Using Wikipedia is somewhat contentious with students however in my own experience in teaching information literacy to first year students, rather than swim against the tide, I suggest that students use it as their first port of call in locating information (it is good for an overview of a subject) and then move across to finding scholarly, peer reviewed information.
In terms of SAMR, WikiNodes falls into the Augmentation level. Wikipedia is enhanced further by providing significant functional improvement and also by presenting the material in a visual format,
TPACK is a framework used to demonstrate the interaction between content, pedagogy and technology. (Koehler & Mishra, 2009) All are equally important however it is useful to see how they all work together with new kinds of knowledge can be found at their intersections (Koehler, 2011).
Technological Pedagogical Knowledge (TPK) looks at how technology can enhance pedagogy and learning and includes technologies such as wikis and blogs. Technology Content Knowledge (TCK) looks at technologies such as iPads and finally Pedagogical Content Knowledge (PCK) is the subject matter that the teacher understands and interprets and then decides how it will be taught. With all three intersecting, we get TPACK and a successful teaching and learning experience. WikiNodes has the potential to provide this.
Meet Nearpod, an all-in-one solution for the use of mobile devices in education. Easily create interactive multimedia presentations to engage your audience.
Mary Coghlan's insight:
“Nearpod”is an application that allows for synchonised teaching and is designed for use in both SmartPhones and tablets. Students can also use a desktop, laptop or an iPad. An account is created however an existing Google account can be used to access.
How it works is that the teacher creates a training session and then invites students to participate by providing a PIN.. Each slide is viewed by swiping the iPad to the next screen and at the same time, students’ screens will also change.
It allows the teacher to share presentations to students with added features such as quizzes, videos, polls, allowing formative assessment tasks to be incorporated into the lesson. Fundamentally, it is a tool that can be used in the classroom however “homework” can be set for students to continue working on at home Nearpod also provides “ready made” tutorials for use.
In terms of learning, it is very much a teacher centred approach with the teacher in control of the lesson however it does provide ample opportunities for students to collaborate and provide peer support.
(Frontiera, 2013) outlines the functionality of Nearpod and how it supports many of the Personal Learning Environments (PLE) elements. PLEs embed students into wider learning communities. He continues, “PLEs are rooted in the Constructivist and Networked Learning frameworks, where learning is constructed instead of reproduced. Collaboration and connectivity are essential to the process of learning”
When I first saw this app, I wondered how it could be applied in a setting where I teach information literacy skills and how I could create my own online experience for students. One of the great features of Nearpod is the ability to add content such as existing powerpoint presentations. I can also add images, screenshots and create quizzes. It is very easily customised.
Looking at Nearpod, and SAMR, , I return to my own experience in teaching information literacy skills. If using Nearpod in this example, it is a tool that allows for Modification. It certainly encourages “deeper analysis” and real life application and students can accomplish new goals. (Chell & Dowling, 2012)
The potential is there to provide a richer, more engaging learning experience.
Chell, G., & Dowling, S. (2012). Substitution to Redefinition: The Challenges of Using Technology.
Frontiera, C. (2013). Nearpod: A Way to Organize a Mobile Learning Environment. Paper presented at the World Conference on Educational Media, Victoria, Canada.
Instructional design, also known as learning design, appears to be making a comeback. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design. And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction.
You can't have a university without a library. The hub of any academic's life, some of these libraries have been feeding the minds of scholars for nearly 500 years.
From Duke Humfrey's Library at Oxford, built in the 16th century, to the Joe & Rika Mansueto library built only a couple of years ago, to the Stirling Memorial library built in the 1930s, each has its own unique look and feel.
How we expect our libraries to appear and function has changed. Irrespective of age, these spellbinding library buildings each demonstrate unusual and beautiful approaches to the focal point of any university.
All these libraries stand testament to the brilliance of books.
Meograph is the easiest way to create multimedia stories.
Mary Coghlan's insight:
Meograph allows the user to create digital storytelling. It is available to use of the web free of charge but you can also upgrade to use in a classroom setting. Looking it is closey, Meograph seems designed for secondary school students however I can also see its application in a tertiary setting.
How it works is a student can create a story using videos, images and you can include a timeline. Once a story is completed, it can be embedded and shared on most social media sites. Meograph enables an intuitive approach to digital storytelling.
Digital storytelling is usually presented as a short video (between 2-5 minutes in length) and can utilise video, images such as photos and audio. They can range in levels of sophistication from the very basic to movies that are highly interactive.
From an information literacy perspective, digital storytelling assists with developing skills in “researching, writing, organisning, presenting, problem solving and assessment” (Robin, 2008).
The types of instruction that I can see Meograph being applied are with History where the library instructs in information literacy skills. It allows students to create their own story using a particular event or an historical figure.. Using digital storytelling in teaching and learning can assist with critical thinking and learning motivation (Yang & Wu, 2012).
Digital storytelling allows text (story) to be augmented by visuals and audio. Meograph would fall into the Modification level of SAMR, however it can move into the Redefinition level with the addition of video. It can also be further enhanced by sharing the story with others, inviting feedback and collaboration.
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228.
Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2), 339-352.
MentorMob provides the best learning experience online by guiding you through the web's best content, organized and ordered by users like you
Mary Coghlan's insight:
When I saw MentorMob, my heart sang! This is something that has real application with teaching information literacy. MentorMob is a web based platform requiring users to register, available free of charge and has two streams, one general and the other education. In terms of scholarly literacy and in particular the skills that library staff try to impart, the evaluation of material is very important. The idea behind MentorMob is that it recognises fact that there is so much information out there on the web and getting the good stuff takes time. MentorMob enables users to create lists of relevant content on specific subjects and then post what they think are the most relevant and appropriate. The existing number of sites ranges from 1 to over 50 however most fit between 10-20 sites. A number of media types are supported eg videos, websites and PDFs. Playlists can also be embedded into LMS, blogs and other websites.
To apply in my own learning environment, there are two ways in which this can be achieved. The teacher can create a playlist or get the students to create their own after learning about how to evaluate websites. Currently we instruct students on how to evaluate sources using a checklist. What we could do is get students to create their own list of resources after being taught how to evaluate. When students can create their own playlists (own content), the engagement level is high with students demonstrate learning as they progress
Using evaluation as the instruction and applying MentorMob (connecting to a model), students gain confidence as they create their lists.
Curation of resources has become not only popular but also effective in the teaching and learning context.
MentorMob sits nicely within the constructivist learning theory, enabling students to construct their own content.
“Constructivism views learning as a change in understanding of the phenomenon which is the object of learning, in our case purposeful information seeking and use”(Limberg, Sundin, & Talja, 2012). In using MentorMob, students access information, evaluate, assess and decide if worth including in their playlist, a truly constructivist approach.
MentorMob may also address the problem of only having one information literacy session with students that are all too common. An idea would be for the librarian to continue, “monitoring” the playlists and providing feedback and continuous assessment. This should certainly be explored further.
MentorMob certainly sits within the modification model, allowing students to create their own playlists. This is a vast improvement from handing out a printed sheet with tips on how to evaluate web resources
To move into the Redefinition level, students would need to be able for students to be able to work on the playlist simultaneously.
Limberg, L., Sundin, O., & Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT, 11(2), 93-130.