eLearning with the iLearn model (2009 CEO Position Paper)
Contrary to popular belief, computers are not the focus in eLearning. While eLearning embraces the use of computers and technology, the “e” in eLearning relates to learning that is engaging, evolving, enhancing and examining emerging practices, rather than simply electronic.
The focus is to develop engaging, challenging learning environments, in which students want to learn. Effectively incorporating and integrating Web 2.0 tools into teaching and learning will support engaging learning environments for students, in which students learn best. The use of such tools encourages innovative, creative, student-centred learning, in which students can learn anything, anytime, anywhere. This empowers and inspires students and gives them ownership and full control over their learning.
It is important to be aware of the iLE@RN skills that need to be addressed before students begin using Web 2 tools:
▪ communication and collaboration skills
▪ questioning skills
▪ reflective skills
▪ creative thinking skills
▪ critical thinking skills
▪ multimodal literacy skills
As educators, it is our role to teach children how to become reflective and responsible learners. This requires teaching and modelling a range of skills to children. We cannot simply send our students off into the wide world of information technology and assume that they will know how to interact with it successfully and appropriately. Students need to learn and develop the necessary skills to become reflective and responsible citizens in their local and global online learning communities.
As educators, it is also imperative to “remember, it is not about the technology. It is about good learning and teaching first. The technology is merely a tool to enable us to reach our goals”.
Bloom's Revised Taxonomy
The following version of Bloom's Taxonomy is extremely relevant to planning teaching and learning experiences in the classroom. It outlines the thinking process, by relating it to a series of verbs, which progress from lower order to higher order thinking skills. As teachers, we must encourage and provide opportunities for students to move through this taxonomy and become confident, engaged learners who have developed high order thinking skills.
Bloom's Digital Taxonomy
The elements included in the above taxonomy cover many activities and objectives, but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students. Of course, to be successful 21st century learners, students need to become confident and competent in the use of ICT. Therefore, moving through this digital taxonomy of thinking and learning is essential for our students.
The following diagram includes the existing elements from the Revised Bloom's Taxonomy (coloured in black) as well as the new digital verbs that have been included in the Bloom's Digital Taxonomy (coloured in blue).
These new terms are explained in more detail on the following website:
Final Thoughts...
I thoroughly enjoyed undertaking the Web 2.0 course this year. At our school, a group of teachers met regularly to discuss and work through the modules together. The support of other staff members, and our course facilitator, Amanda, created a wonderfully stimulating and supportive learning environment- the kind of environment that is so important for us to create for our students. I would definitely recommend this style of learning model to others who are interested in completing the course.
I believe Web 2.0 has been a highly informative and practical course that has made a range of engaging and interactive technology tools easily accessible, to both teachers and learners. It was affirming to realise that I was already using a range of Web 2.0 tools such as Flickr, podcasts and vidcasts, both personally and professionally, before beginning this course. After exploring the various modules in the course, I have begun to incorporate other tools into my teaching and learning experiences, such as bubble.us, glogster and delicious. The results so far have been so positive. I know I will continue to use these tools with students, as well as explore other tools with students and colleagues in the future, such as blogs, wikis and google docs.
Undertaking this course has introduced me to a fantastic and varied array of technologies, that when used effectively, can support students in becoming confident, independent and successful 21st cetury learners. It has begun a professional dialogue among staff about how to most effectively incorporate these technologies into teaching and learning experiences in the classroom. This is a dialogue that I'm sure will continue over time.
