Grounding experiments in ICT theory & experience

Photo courtesy of Shena Macdonald

Although our online process seemed very spontaneous it was actually grounded in Mrs Moore’s years of research style teaching as well as her vast collection of articles on current developments in education and online courses.  Moore has also presented numerous projects for Microsoft and Google on blended learning, flipped classrooms and catering for a variety of learning styles. Mrs Moore has been working with integrating ICT into education for many years- in fact she was making me laugh the other day when she said she had no idea how the first computer that arrived in her classroom worked and the principal just smiled at this panicked teacher and said- "you're a bright person I am sure you will figure it out!"...Well, Mrs Moore has certainly used her intelligence to mastermind many successful computer-supported projects!

We recently did a strengthsfinder course at school and Mrs Moore’s top 5 strengths are in the ideas category, which explains why we are constantly trying new things in our studio classrooms! We seem to never stick to the same curriculum content and are constantly adding new links.  Being a young teacher, who likes to appear in control, I have adopted the strategy of smile and nod, and scrabble to research various terms at the end of any discussion with Mrs Moore- I often feel like the duck who is gliding along but its' legs are paddling like crazy underwater.  Although in reality I think I appear more like a toddler with a million questions. What follows is some of the pearls I discovered from Mrs Moore’s presentations, our departments research, and various discussions with lecturers and colleagues. Our move to online learning is not only about using computers in the classroom.  

It is all about incorporating Flipped classroom and blended learning theory.

Harvey Singh ( 2003, pp. 51-54) in a Journal Article titled “Building Effective Blended Learning Programs” states that first generation e-learning courses where too similar to their classroom counterparts in that their single mode of instructional delivery did not provide sufficient choices, engagement, social contact, relevance, and context.  According to Singh, studies have proven that combining multiple delivery modes in a blended learning environment facilitates greater learning and performance.  Blended learning is when one merges a variety of learning tools as well as events-based activities (Singh, 2003).  Thus an example of blended learning is combining a classroom based discussion with a digital worksheet that learners can complete in their own time.  

Thus Singh proposes that digitally delivered learning needs to be more than an online presence for it to be effective.  Singh (2003) reinforces the notion that catering for a variety of learning styles and allowing learners to collaborate with educators in a various manners will boost course outcomes. As our journey in e-learning has progressed, Neith and I have spent considerable hours discussing a variety of learning styles and delivery modes that we could translate into a digital classroom.

For example digital mindmaps cater for visual learners whereas practical application benefits kinesthetic learners. Thus I will set up a digital worksheet for those who enjoy writing, and other learners will create a mindmap on A3 card and others will use prezi. I also set up a practical hand-generated element that stimulates the kinesthetic learners. It may sound like a lot of work, but once it is done you just copy and paste the links for the next year and learners enjoy the work so much more that it makes the extra effort worth it.



Link to PPT discussing our application of blended learning

Link to PPt on Flipped Classroom Application at DGHS

Preparing learners for the world of work

Photo courtesy of Shena Macdonald

Blogging is a wonderful place to connect learners with online resources that relate to the career your course is preparing them for.

Art research is made up of prac and theory, and the learners process work requires them to investigate other artists and various art techniques. I use blogposts to share links to various artists works and websites.  This means that learners are able to find examples that they can analyse in preparation for creating their own work.   It is difficult to organise regular excursions that expose learners to current exhibitions, but online catalogues and artists' sites increases learners' exposure to current examples. 

Broadening students contact base benefits me, as there is less pressure on the teacher to be an expert in every field of art.  Art is made up of various practical techniques and each learner has a different area of expertise. For example some learners enjoy two-dimensional work and others prefer working in 3-Dimensional styles. I majored in sculpture and painting in my Fine Arts degree, and I have a basic understanding of other fields, but I will never know as much as professional potter. Some art teachers limit learners to the art techniques that they are familiar with, but I prefer to allow learners to explore all different fields.  

Learners seem to appreciate honesty and I have never had a student complain when I explain that I can help them with applying art elements and principles to their project design, but they will have to consult another resource for technical assistance. Of course our studio does have the added resource of Mrs Moore, whose creative expertise extends across most art disciplines. So the freedom to experiment as students and teachers is not without the safety net of a very experienced head of subject. 

The aim of most education systems is to prepare learners to for their futures (Robertson, 2013).  Wagner (2010 in Robertson, 2013) states that developing critical thinking and problem solving, collaboration and leadership, agility and adaptability, and initiative and entrepreneurialism are the four skills that learners need to secure a good job. 

The interactive element of blogging has certainly encouraged learners to take initiative in their engagement with the curriculum. Working on with other professionals also promotes collaboration. Sometimes learners conduct email interviews with professionals via the contact details displayed on their websites.

I have found that students often complain that they do not understand how school relates to the working world. I know that complaints are sometimes a result of a poor attitude to learning. I also know that students do not understand the importance the skills school develops (for example Mathematics enhances learners logic). However I do think it is important for learners to understand how school work relates to their future aspirations. Thus I have appreciated how working online sustains learners' interest by linking educational activities with career-related applications. I also appreciate the way art integrates prac and theory, but I shall write more about that soon.

I will also add some screenshots of student discussions and links to this post.

Link to Blended Learning Powerpoint
 

Reference:

Robertson, K. 2013. Assessment as an Opportunity for Developing Independent

 Thinking Skills in Students. (online)  Available at:  http://www.facultyfocus.com/

articles/educational-assessment/assessment-as-an- opportunity-for-developing-independent-thinking-skills-in-students/ (Accessed October 2013)