Conclusion
Through my experience of eLearning with the Profile, Learning Theories and the Mobile Phone wiki activities I was able to recognise fundamental elements that would shape designing for eLearning.
The core elements relate to the theories that support the learning processes. Theses theories that mainly scaffolded the wiki activities and my learning were predominately Constructivism, Connectivism, Blooms Taxonomy of Learning, Technological Pedagogical and Content Knowledge Framework and Engagement Theory.
These learning theories were demonstrated through the wiki’s, such as collaborative learning exercises where we as the learner could enhance our knowledge, develop, compare, analyse and investigate experiences connected with researched theories and perceptions amongst fellow learners in this program. Analysing tools such as Plusses, Minuses, Interests (PMIs), DeBono’s Six thinking Hats and Strengths, Weaknesses, Opportunities and Threats (SWOT) assisted in the complex reasoning process.
The theory that is informed here is Constructivism, Connectivism, Blooms Taxonomy of Learning, Engagement Theory and Dimensions of Learning 3,4, and 5. Constructivism as L.Vygotsky believes social interaction has a large influence on learning. Connectivism, G.Siemens proposed connectivism is focused on connecting specialised information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connecting theories, perceptions and information sets. Blooms Taxonmy of Learning encompasses ‘higher order thinking’, levels of knowing from simple to complex. Learning Engagement Theory framework is based on meaningful learning with a constructive approach that includes Relate (team efforts, communication), Create (application of ideas) and Donate (making useful contribution), G Kearsley, and B Shneiderman. Dimensions of Learning 3, 4 & 5 incorporates, Extending & Refining Knowledge, Use Knowledge Meaningful and Habits of Mind, R Marzano and D Pickering.
Furthermore the wiki’s were scaffolded through Technological Pedogogical and Content Knowledge (TPACK), which framed the learning of content through ICT. The use of the wiki to learn content was a very helpful process as it encompasses all the above where the learning was meaningful and relevant.
These reflections has informed me as a learner to deign eLearning based on learning theory to help me understand how learners learn, especially 21st Century learners. I would consider the above frameworks and learning theories to support the content to make it a more meaningful learning experience.
References:
Felder, R. M, Solomon, B. A (n.d) Index of Learning Styles Questionnaire. Retrieved March 1, 2011, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Prensky, M. (2005). Engage Me or Enrage me, what today’s learners demand, Educause.
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record 108 (6), p1017 - 1054
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon.
Siemens, G (2005). Connectivism A learning Theory for the Digital Age Retrieved March 7, 2011, from http://www.elearnspace.org/Articles/connectivism.htm
Marzano, R.J,
Mergel, B. (1998). Instructional Design & Learning Theory Retrieved March 1, 2011, from C Q University eCourse, EDED20491 ICTs for Learning Design
Vygotsky, L. (1962). Social Development Theory Retrieved March 1, 2011, from http://tip.psychology.org/vygotsky.html
Kearsley, G, Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning Retrieved March 7, 2011, from
Blooms Taxonomy of Learning (2010). Retrieved March 8, 2011, from
Churches, A. (2010). Bloom’s Domains of Learning Retrieved March 7 2011
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