A reflective analysis | Learning with ICT

A reflective compendium Learning with ICTThis part of the assignment is a reflective analysis of my cultivation with ICT on this module. I am going to re see to it my experience in collaborative claiming on this module drawing my attention to the erudition experience from the formulation to face sessions on the social unit comp ard to the schoolroom sessions.Collaborative Learning ExperienceThere argon many styluss that people learn in their e trulyday lives. Learning sack take place anywhere at any beat wherever you may be. Joel (2003) stated that Learning is a tack in behaviour that results from the learners inter act with the environment. Joels avouchment is linked into the two environments experienced on this module. This module the teaching and acquirement consisted of face-to-face schoolroom sessions and online VLE reciprocations held on a weekly basis for one hour. The stems that were coered in this module are the track you advise learn in distinguishable slipway. Students participated in these discussions about various experiences and reinforced the information to promote progress discussion. These discussions were mostly set in groups where we had to sketch together to complete various toils. This type of collaborative tuition is when two or much people are in a situation to learn something together Dillenbourg (1999). This occurred on two occasions in this module, one was creating a mindmap (online) and one was marking a early(prenominal) assignment (face-to-face). Both were instances of cultivation something new and we were in groups of more than one. Harding (1993) besides suggested that collaborative larn normally works when students group together to create a acquaintance and fellow feeling of a authorized situation. This in my understanding is communication amongst the group. Computer-supported collaborative scholarship (CSCL) is a concept within collaborative learning where it uses applied science in the learn ing environment to facilitate group interactions Mitnik (2009). In my understanding on this module collaborative learning is the completion of any kick downn project or task. According to Miller (1998) successful collaborative tasks have characteristics such as the problem being solved are example of the types of problems found in normal everyday life. Millers statement here links in with the past and current experiences of all students on the course where they have discussed the topic in hand relating them to their own personal experiences. Miller (1998) also went onto explain that the problem arsehole be solved by a sharp number of students who have non got the current k straightwayledge and understanding to solve the problem alone but piece of tail contribute to it amongst a team. When working with my peers on the collaborative learning tasks I firstly felt as I am the youngest I wont know as much knowledge as the rest of them. However it gave me the hazard to develop a hi gher level thinking skill to show my peers I am raise in the subject that we are going to discuss. The task was a positive learning experience which was very active, involved and insightful. When the mind map task was being developed I found that I was learning mostly from the facilities of the bundle that were available to me. Thanasis (2009) said that the role of the computer is to support users to communicate and structure the learning occupation. This was the case in the collaborative task I completed in this module and the use of quislingism here is the idea of learning taking place when peers interact to achieve task outcomes (Thanasis 2009). This collaboration activity of the module was a challenging task as many of us had unlike ideas. However I felt that we all put our ideas together to stupefy the best outcome. Smith (1992) suggested that this sort of collaborative learning process is not beginning with facts and ideas and then finding out the problem but it begins wi th the problem to find out the facts and ideas in the first place. We as a group didnt meet up altogether ab initio but I discussed the task before hand to a member of my peer and just went over what we would want to do. This pre-process helped as I went away and did my own research to find out some ideas I could share. By working in this environment we could cover more ground and get the task through at a quicker pace than doing it case-by-casely in which female genitalia help by overlap resources and ideas. With my teaching experience in my previous school, students working in smaller groups enable them to increase their knowledge and widen their understanding of the task in hand. The task which is foundern to the students is structured in a way to accomplish the learning objectives set. Giving students individual responsibilities overturns a lively and energetic vibe to the classroom and the mind of competition amongst other students seemed common. Stahl (2002) suggested t hat when using technology to support collaborative learning it fires peer interaction and facilitates the scattering of knowledge and expertise amongst the group. The different collaborative Learning strategies I used in the classroom were that I created different tasks and activities that were indispensable for the group to work together and be dependent on each other. If certain individuals do really well and shine through, it created a more motivated establishment in the group.Communities of get alongMy experiences of group interaction relates to the work of Jean Lave and Etienne Wenger Communities of Practise (CoP) which we covered in our module. Wenger (1991) defines CoP as a passion of learning something and sharing it amongst a group of people and then establishing how it was done. This is a way of promoting new ideas, developing social means, facilitating and spreading knowledge within a group (Wenger 1991). Wengers definition relates to the module task we worked on. The process of social learning that occurred when a group of students came together to discuss a task was something that we were interested in and collaborated with. Wenger went onto explaining that CoP had 3 main components to it which were domain, community and pract codswallop. A domain of interest is a specific subject area, which in our case the multiple intelligence theories. The community is where students gathered together and divided ideas and information about Gardner in the module. The practise is members of the group who are already helpful in the resources and give common experience encountered. These components were explored more in Part 1 Websipration unit on Microworlds. Effective classroom interaction needs to be managed to help student generate a deeper understanding of the lesson. Harry (1993) describes Moores guess (1984) that this type of management involving three types of learning. Interaction with resources, teachers and peers. With the face to face sessions w e encountered on the course I learnt to work with different types of people from different backgrounds. During our lecturers the small group discussions allowed us to reflect and act upon discussions and responses when certain incredulitys were elevated by the tutor. These small group interactions on a weekly basis allowed us to have a better understanding on our peers point of view. Downes (1998) states the idea is that learning is not paced so much by the teacher, as it is by the students own capacity to acquire the material. Downes statement is exactly how our module is routined. The tutor has a certain role in the classroom but it is up to the student to obtain and research the necessary information to be prepared enough for the upcoming discussions. This collaboration experience in the classroom and online allowed different students give different responses and established a range of different perspectives on the topic discussed. In MacGregors view he states that Knowledge is shaped, over time, by successive conversations MacGregor (1990). The ability to relate to other students in the face to face session is helpful for other students who find it difficult to communicate in front of others and can benefit their own social skills. However the same(p) goes for the online learning sessions on the module where the learning is catered to individual students and their different learning styles (Downes 1998). As Downes suggested the student can adapt the materials and discussions thrown at them and can resolve in a learning style that suits them. These different learning styles online without seeing peoples faces becomes a centre of excitation and pauperism that we all can feel throught the discussions. Ma slack offs theory of motivation describes how human actions are directed toward last attainment. The esteem needs from Maslows hierarchical pyramid shows a link to the online learning sessions that as students we need the confidence, self-consciousness and achievement when working and expressing our views online. To add to this experience it has a deeper impact on me when I answer a question and others respond to it. This built my own self esteem which is described by Maslows theory of motivation as the others were responding to my ideas and come ond me to give more to the discussion. At time from the online session it was hard getting the topic discussion together as many in the small group didnt want to manage the talk. Gunawardena (1995) suggested that online learning lacks social interaction surrounded by students and teachers, as well as within peer groups themselves. I train with Gunawardenas statement here because it was hard getting everyone to agree with a certain responsibility which slowed down the discussion process. It is difficult to recognise that our group needs a little help and guidance in our conversation but this is not established by the tutor as they are mainly floating between group discussions. I also found that in many of our discussions even off though we had a small group, 1 or 2 members would not say anything at all. This then leaves the discussion on 2 people who are the most dominating of characters end up having a conversation between themselves and others are simply sitting and reading. With the online discussions weekly discussions are uploaded on the VLE before the group get together. If the online conversation becomes slow and undirected, I tend to look at a group discussion they placed on the VLE and give my own options on it. This tends to gear the conversation back up and others tend to join in. These posts at times gives me ideas that I hadnt thought of and enables me to respond to their posts so the other students know that other students have acknowledged them. by means of the experiences on the online chats I have noticed that this type of interaction allows the opportunity for students to share their own reflections, give critical feedback and comment openly about the topic. If a question is asked from the tutor in lesson its apparent that the same 3 or 4 confident students (including me) will raise their hands and continually answer. The answers are intuitive commonly on the spot with limited time that we have to discuss. However on the online environment, if the same question is answered its opens a new dimension of read, review and respond method that we have encountered on the course. This VLE learning and online discussions encourage the use of other resources such as internet links, course materials, discussions boards at my convenience to help lush group discussions.EvaluationICT has changed dramatically from when ICT as an A level in my experience was simply reading, write out of a book and then taking the exam. This module has developed my understanding of the intensity of ICT and how ICT can be differentiated in many ways through the range of different virtual worlds software packages. The different activities we entailed in the module were across the board where as I discussed before even different students from different backgrounds could explore. Calongne (2008) explains in his article that Virtual worlds support different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. However the tools capabilities do not guarantee a great learning experience. This was the case on the module, even though there were different virtual softwares we experimented with some were not interesting at all. Only the software I felt I learned the most from were described in part 1 of this opus even though most of the software activities were similar to each other. I have learnt a flowerpot about the resources available that I didnt know about and how it can be used in Learning. Applying for my get the hang I was worried that I would not have the confidence or techniques to stand up in the classroom again however this module has given me more resources to help me in the future to enhance my lessons using different learning materials. I have always been interested in ICT choosing it at GCSE and A LEVEL and then following it through into my degree and PGCE course. ICT has impacted learning so much that everything is now based around PCs. The online lecturers which were part of the module were accessed at any convenient time and place. This enabled students in the UK and oversea to approach the module without any limitation and express ideas at a pace convenient to them. Online learning as experienced on this module has brought a new dimension to learning and allows the student to lead with other members of my class outside the university environment which helps build confidence amongst the group when we got together. The flexibility of not report quick short hand notes in lecturers but the detail of discussion remains and I can easily read back anything I may have missed. The tutor in this instant can be seen as a guide to the dis cussions and gives us students the opportunity to express our opinions and comments on other comments. The classroom interactions are more for the students who prefer to gain more knowledge from other people but also establishing new friendships amongst the group and direct contact with the tutor. Within the learning environment from face to face sessions which are rather brief in my experience however it becomes at times a great ice breaker for those who tend to be the much shy students. Our tutor being the certain point in both the face to face and online sessions gives them plenty of experience to help avoid any future drawbacks from these sessions. This enables tutors to empale the potential of collaborative learning and pull together information from the module evaluations to improve the course as a whole.ConclusionOnline learning can always have its advantages and disadvantages but technology is there as a tool for learning which is combined with the different teaching method s. It is the way the students respond, review and reflect which was a key aspect of learning in this module. Students explore education in many different ways and the course has allowed us to do this online and face to face. These are only 2 types of learning but more technology will be introduced and more ways of learning will be introduced. This can change how we learn today through the use of student social collaboration methods. As cited in Gibson (2007) Visions without action is a dream action without vision, nightmare. If only there was a virtual simulation that can work out the future of education and how a learning environment would look like which could give us an indicant of how rapidly technology is changing.