De Bono’s Hats learning theory
During week 2, the course involved participation in a
wiki-based activity that asked students to discuss their thoughts on the topic ‘should
mobile phones be used in the classroom?’.
Even before contributing to the wiki, I had my mind made up and my
answer ready. However, the wiki was carefully
scaffolded in a way that encouraged me to think beyond this first impression
and explore alternative perspectives on the issue. The scaffolding technique is called ‘De
Bono’s Hats’ and it encourages participants to ‘try on’ six different
perspectives when exploring a topic. The
technique fosters higher-order thinking and helps learners to formulate a much
more meaningful response to the focus question.
This was definitely evident in the mobile phone activity, where a huge
range of different ideas were presented. The scaffolding supported diversity in
thinking and constructivist learning. I drew on my background and experiences
with mobile phones to formulate a response, and I was able to construct new
knowledge based on the experiences and responses of my peers.
The task also highlighted the importance of using effective
pedagogy when using ICTs to ensure that meaningful learning occurs. This is the principal of the Technological,
Pedagogical and Content Knowledge (TPACK) framework, which emphasizes the need
for solid content knowledge, technical knowledge and pedagogical knowledge to
support the use of ICTs in the classroom.
If the task had not been scaffolded in such a manner, learners wouldn’t
have considered all perspectives within their own context and students would be
less informed when continuing on to related tasks.
In a physics and mathematics context, DeBono’s Hats would
be a great tool to facilitate problem solving and decision making. For example, the technique could be used in
the physics classroom to support complex and creative thinking on topics such as
alternative energy sources. The scaffolding
would ensure that each alternative is analysed from a range of perspectives,
and students have a thorough understanding of the topic. For further information on De Bono’s Hats please
visit my wiki.
Editable online spaces
In week 3 of the course I was introduced to editable online
spaces, including blogs, wikis and websites.
These spaces allow users to publish, share, network, download or upload to
create user-generated content (Fasso W. , 2012) . They can support a range of learning styles, combining
text, images, video, audio and web links.
In particular, wikis caught my attention due to their affordance for collaborative
learning. Wikis allow learners to
explore, add to and comment on the contributions of their peers. They promote learning within a social
constructivist environment, and support learners in moving beyond their zone of
proximal development through peer collaboration (Vygotsky,
1962) .
Each user of the wiki is an owner and editor, and is
therefore given a lot of flexibility when using a wiki. Thus, it is essential that a code of conduct
be established to avoid misuse of the tool.
Learners also need to be aware of referencing standards when posting
externally sourced information. A
teacher should always be given administrative rights to the wiki so that use of
the wiki can be monitored.
One way to use wikis in an educational context is in student
assessment, particularly where group work is required. For example, in a junior high school maths
class, students may be investigating different navigational tools used
throughout history, with small groups of students each looking at a different
tool. The wiki would provide an easy
means for groups to collaborate on their assignment, and teachers could easily
keep track of how their work is progressing.
The wiki would be freely available for students to revisit and explore
others’ work as they like, rather than the assessment being handed in to
teachers.
Please see my blog posting on wikis for a link to my wiki,
an analysis of the benefits and drawbacks of the technology, and further information
on the use of wikis to enhance learning.
Digital Tools
Week 4 involved an exploration of digital imagery, audio and
video tools. I investigated Voki,
podcasts, image resizing and uploading tools, and digital video. Access to imagery, audio and video tools at
school is important for learners to develop media literacy skills and function
effectively in society, where digital media is everywhere.
Of these tools, I believe digital videos are the best to be
used in maths and physics to foster creative thinking skills and deepen learners’
understanding of theory. I love the idea
of students creating digital videos to demonstrate their understanding of physical
concepts such as elastic collisions. Students
could prepare a video to demonstrate elastic collisions by bumping one shopping
trolley into another stationary trolley to observe the transfer of energy. Several free motion analysis programs are
also available, which can track an object in a digital video and allow users to
analyse and graph the object’s movement.
When creating
digital media, students and teachers need to be aware of the legal, safety and
ethical issues surrounding the use of images and audio in video, such as the
requirement for all people recorded in a video to give consent. Please visit my blog post on digital video to
see my short video made using Windows Moviemaker, and a PMI analysis of the
tool in an educational context.
Presentation tools
During week 5 I examined several presentation tools,
including Microsoft PowerPoint, Prezi and Glogster. These
tools can cater for a wide range of learning styles, combining linguistic,
visual, audio and tactile semiotic modes.
They can be interactive, allowing students to navigate through the
presentations at their own pace and revisit particular aspects if they wish to,
thus enhancing the learning experience.
A huge favourite of mine was Prezi, an online, zoomable
presentation tool that allows you the unique opportunity to have a global
perspective on your material and then zoom in to minute details (Fasso, Prezi, 2012) . I think this tool would be fantastic to use
in class every day when going through handouts or assessment criteria sheets,
where learners would normally ask questions for the teacher to clarify. A teacher could upload a PDF document to a
new Prezi, and with the Prezi in editor mode the teacher could then navigate
the document on the interactive whiteboard, zooming in to review relevant
sections with the class. The teacher
could make notes or add comments where required, without the document becoming
cluttered or confusing. The final Prezi could
then be saved online for students to access and review at any time.
Please visit my blog post on using Prezi, which includes the
Prezi I created, a PMI analysis of the tool, and some further ideas for
incorporating the technology into the classroom.
Animations and simulations
Animations and simulations are web-based tools that can provide
a virtual experience for learners where using the real thing is difficult or
not feasible (Fasso, Google Maps (optional activity), 2012) . Tools such as
online concept mapping programs, Zooburst, Museumbox and Google Maps can
enhance learning of abstract concepts and have the benefit of being available
anytime and anywhere. Google Maps is a tool that I frequently use to get
directions and estimate travel times, and I was particularly interested in
finding practical applications for the technology in an educational
context.
Google Maps is a free online mapping website. Basic capabilities of the tool include
zooming to street view, calculating route distances and travel times and measuring
distances with a ruler. As part of my Embedded Professional Learning I have personally
prepared a learning experience plan for a Year 7 maths class that incorporates
the use of Google Maps. The focus of the
lesson is on calculating the area of compound shapes made up of rectangles and
squares. Google Maps is used to
demonstrate compound shapes in a real world context, fostering a more
meaningful understanding of the topic. Students
are asked to locate their own home using Google Maps, measure the dimensions of
the house using the ruler tool, and determine the roof area of their home.
Please see my blog post on Google Maps for a PMI analysis of
the tool and some further practical applications for the technology.
Conclusion
By examining a range of e-learning technologies throughout
this course, I have discovered that the use of ICTs in education is not just
about engaging students and having fun.
It’s about learners developing critical thinking and problem solving
skills, technological and media literacy, encouraging creativity and fostering
an appreciation of the safety, legal and ethical issues when working with
technology. I have been exposed to a
wide range of e-learning technologies, and explored learning theories aimed at
supporting meaningful learning with ICTs, but my journey doesn’t end here! The
world of e-learning is ever changing, and new technologies are created every
day. This course has inspired me to
incorporate ICTs in my classroom, and make e-learning a priority for my ongoing
professional development.
References
Fasso, W. (2012). Google Maps (optional activity).
Retrieved from CQUniversity e-courses, EDED20491: ICTs for Learning Design:
http://moodle.cqu.edu.au/mod/page/view.php?id=115378
Fasso, W. (2012). Prezi. Retrieved from
CQUniversity e-courses, EDED20491: ICTs for Learning Design:
http://moodle.cqu.edu.au/mod/page/view.php?id=115385
Fasso, W. (2012). Web 2.0. Retrieved from
CQUniversity e-courses, EDED20491: ICTs for Learning Design:
http://moodle.cqu.edu.au/mod/page/view.php?id=115356
Vygotsky, L. (1962). Thought and Language.
Cambridge, MA: MIT Press
