2.+Reflections+on+e-Learning+Technologies

In this post I will define and critically reflect on my significant learning experience and development of expertise in e-learning technologies that I have been involved with throughout this subject. The learning experience will be analysed and examined with reference to relevant ideas from different readings and scholarly texts. Throughout this post will be various hyperlinks embedded relating to relevant literature of my personal work and group discussions via the social platform Ning for this semester.

A Personal Learning Environment (PLE) is comprised of all the different tools we use in our everyday life for learning. Attwell’s (2007) journal focused on how PLE’s for individuals in today’s society are changing with all the different technologies and social software available. My initial map of my PLE was developed at the start of the semester using a program known as Tagxedo. This program allowed me to incorporate numerous words to represent myself as a learner in my initial PLE at the start of the semester and who I am as a learner today in my current PLE. The items chosen in my PLE map to represent myself was made apparent through reflecting on my past experiences in life as a learner which have provided me with the knowledge I have today. It was an aim to make this map clear and succinct to truly reflect and add value to my learning experiences. My current PLE consists of far more e-learning tools than what I began with initially. If one had to summarise my personal leaning environment from an e-learning perspective it would be simplified to a computer, internet, social software, usb storage device and communication. My current PLE reflects my initial PLE, with the addition of my personal experiences and learning during this semester. []

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During the semester, all students undertaking the subject participated and worked from a social networking platform known as NING. This was a good medium where all students participated in online discussions amongst themselves and the teacher. Ning was my first experience of posting a blog. To view some of these discussions click on the following link. ===== []

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My experience and capability with e-learning throughout this semester at UTS has allowed me to gain an insight of the concepts that underlie e-learning and its application and applicability in its context to contribute to an effective learning experience. Learning online is becoming more and more convenient and flexible to match people busy lives however, there are significant challenges that learners face. Roper (2010) notes that in any form of online learning that there is need for interactivity. Identifying these key aspect and others that contribute to the effectiveness of an e-learning course were made evident through undertaking an online course. =====

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Participating in an online course this semester made it apparent for the need to identify the correct pedagogy for an online course and the learning styles they may suit. Chizmar & Williams cited in Cashion & Palmieri (2000) note that pedagogy must drive our choices in delivering and setting up instructional technology, not the opposite. Online courses set up with minimal insights to pedagogical aspects can have detrimental effects on ones learning. Secondly, interactivity needs to be included in the setup of courses online to allow interaction with other learners, share experiences and collaborate on technical issues. Reading Smiths “Communities of practice” allowed me to understand the relevant theories and practices that are involved in communities with learning as learning involves a deepening process of participation. Wenger cited in Smith (2009) notes that ‘communities of practice are groups of people who share a concern or passion for something they do and learn how to do it better as they interact regularly’. Participating in forms of online discussions is paramount to achieving a higher success rate as it provides learner engagement and feedback. Roper (2007) further highlights that online connections also promote a sense of being a learner among other learners. Engaging and motivating the learner was also found to be paramount for successful learning. This could be achieved by implementing formative assessments to a course to drive and guage ones learning with the learner receiving feedback. Finally, undertaking the online course made me aware that there is a need and provision for technical support to eliminate technological barriers. =====

On the the following page "3. University Work" is an analysis on an online course I completed which gave me an insight to the critical aspects that contribute to the effectiveness of an e-learning course.

David Merrill's YouTube video on instructional design was for me one of the most relevant items referenced during the semester with e-learning. In summary Merrill (2008) states that not all courses online are effective. Some are far the opposite of this and are information dumpsites. Merrill (2008) explains three key aspects that need to be looked at for instructional design to be effective. These three aspects were relevant to my learning as they were much suited for a kinesthetic learner. (Fleming 2010)

media type="youtube" key="i_TKaO2-jXA" width="425" height="350" align="center"

As stated above my learning would be best described as kinesthetic. My learning style was determined earlier this semester in class using the VARK website questionare. This website provides people with awarness of the variety of different approaches to learning and questionaires to determine what learning style an individual may have. Finding my own learning style using VARK has had a big impact on my learning this semester at UTS as it has provided me with certain approaches that best suit myself to learn effectively. []

My scores were:
 * The VARK Questionnaire Results
 * Visual: 4
 * Aural: 1
 * Read/Write: 2
 * Kinesthetic: 9 || [[image:http://www.vark-learn.com/english/images/header.gif width="457" height="85"]] ||
 * I have a strong Kinesthetic learning preference. ||  ||

Throughout this semester it has become more and more evident that techcnology in todays society is being used to enhance part of ones learning. Siemens (2004) notes the learning theory that involves the utilisation of technology to learn is connectivsm. It is to my understanding that this theoretical framework of Siemans is designed to create understanding of our learning processes for the digital age, as learning today is not limited to the learner themselves. Learning today is supported by various technologies and social networks to enhance ones learning. I believe that connectivsm is paramount to all forms of teaching, as teaching pedagogy must adapt to the digital era.

As part of this subject, it was a requirement to present a presentation using a form of e-learning technology that had been embraced throughout the semester. I had chosen the technology of Screencast with Jing as this was a preferred technology due to its ease of use and the effectiveness of being able to incorporate audio narration. The technologies used throughout the semester including Screencast and Jing have expanded my knowledge of using e-learning technology to deliver effective teaching and learning practices. King (2007) emphasises before deciding what types of technology to use, we must first have a clear idea of what we want technology to do in our classrooms-what learning outcomes we want students to acheive. In addition to learning these new technologies, the presentation of the associated case study made me aware of the barriers that e-learning and technology itself can have. Technology today still has glitches which emphasises the need of having reliable Information and Communication Technology (ICT) and technical support.

<span style="font-family: Arial,Helvetica,sans-serif;">Completing assessment task 3 presentation with the various e-learning technologies has instilled confidence in me. I am looking forward to developing many more e-learning tools and further improving my skills in this area in the near future to assist my teaching.On the the following page "3. University Work" is a case study analysis, I have completed using the technology of both Screencast and Jing to develop a presentation. <span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Applying e-learning to my teaching area of Carpentry and Joinery may require a blended delivery of teaching and learning. This combination would enable web-based learning and face-face delivery for the practical components of the course. One might say that over the past two years of study at UTS we as learners have researched a large amount of content in such a short time without e-learning technologies used, however as a young teacher at TAFE NSW, e-learning is a thing of the future and needs to be adapted by all teachers due to its flexibility to keep up with a rapidly changing economy and society. With all this technology embraced I have concluded that e-learning tools are there to assist and enhance effective teaching methods, not to make teachers obsolete. Huffaker (2003) quotes, “the importance to envision e-learning as a way to enhance, not substitute traditional classroom teaching. Yet, with its technical advantages, e-learning also offers ways to continue teaching and learning outside of the classroom”.