The
definition of ‘e-Learning,’ along with its influences is an ever-changing,
ever-present and diverse learning tool. No longer is the term ‘e-Learning’
confined to computer abetted learning which was seen in the dawn of the 21st
Century, instead these used technologies have evolved into becoming an
essential part of the next generation’s life and consequently in a prospective
teachers, also.
As
technology advances, so do the opportunities for new e-Learning tools to be
created. Applications such as Wimba, Elluminate, NetMeeting, CentraOne and
Skype allows real-time communication through a combination of voice and video
streaming and makes way for an even more globally connected e-Learning system
to be established (Berman, 2006). These, along with instant messaging,
podcasts, e-mail and blogs are a amalgamation of both online and offline tools
that can be integrated through e-Learning (Berman, 2006). Berman, (2006) says
that almost “any computer application can be an e-Learning delivery or
collaboration tool.” The most recent inclusion to e-Learning is the addition of
game-based and animated learning and training in the classroom (Berman, 2006). This
is shown in applications such as Voki and Prezi as a presentational tool.
The
experience of e-Learning/online learning for students brings with it the relationship
of collaborative learning. Recent studies are showing that the benefits of
collaborative learning are far exceeding the negatives, as opposed to what was
previously thought by educational professionals. Along with building
self-esteem for students, the benefits of collaborative e-Learning include
enhancing student’s consummation with the learning experience, upholding a optimistic
assertiveness toward subject matter and provides less-experienced students with
extensive one-on-one tuition by their classmates. Curtin University’s view (2011)
on collaborative learning is that this type of learning assists to “assimilate
multiple views, which deepens knowledge and promotes critical thinking.”
The
incorporation of a software tool such as Wikispaces would be one very effective
utensil in attempting to integrate collaborative learning within the classroom
environment whilst using the e-Learning concept. Personally, I would use this
application liberally in my classroom as I am a great supporter of both
collaborative learning and the integration of e-Learning in my classroom. The
benefits of Wikispaces are endless. As a teacher, this tool could be used as a
paperless and inkless way to set homework, brainstorm and potentially even
assessment tasks. Wikispaces poses as an online whiteboard where students are
able to type up their own opinions and ideas on a particular topic for all to
see. For the less confident students, there is always an option to type up
anonymously is they are unsure of the correctness of their own opinion. Since
all ideas are displayed, the introduction of Bloom’s taxonomy is encouraged
along with higher order thinking skills such as analysis, evaluation and
invention (Dalton, 1986). One example of how Wikispaces could be used for a
classroom situation is in De Bono’s Thinking Hats. For a more advanced approach,
add-ons such as video recordings, voice recordings and/or images may enhance
the learning experience for most or all learners.
Another
vastly effective e-Learning tool is the famed Microsoft PowerPoint. PowerPoint
comes with many huge advantages. Firstly, (and arguably its main advantage) PowerPoint
along with its other Microsoft programs is the most widely known and used
presentation program. Due to the large amounts of people who use PowerPoint, it
seems that its functions and procedures are well known to most, resulting in
more confidence with its users. PowerPoint users shortly become accustomed to
the simplicity of PowerPoint and in turn its popularity increases. Realistically,
PowerPoint and its sister programs have become some of the essential tools that
21st Century students will use at some points during their schooling
journey.
With
the use of technology, comes the need for its user to be taught both critical
and resourceful thinking skills in order to successfully obtain and decipher
the information they need. Students must be taught also how to correctly
reference the information that they are using. However,
for the students to be taught correctly these skills, their teacher must be
fluent in both areas also. This is why I believe that a subject such as ‘Managing
e-Learning’ in University is such an essential course to be taught to
prospective teachers.
Due
to the sheer abundance of information on the internet, students need to be able
to search the internet effectively in a way which they obtain the most relevant
information to their particular topic. This needs to be done in an effort to
avoid irrelevant, false and misleading information which may in turn contribute
to mistakes within their work if not identified immediately. Yet, there is not
just the hazard of false information falling into the possession of students.
The current version of the internet is riddled with concealed viruses,
suspicious and illicit websites and other unethical and dangerous information. Unfortunately,
a stop will never be able to be put to this type of behaviour, and consequently
students must be efficaciously taught how to navigate around this information
and evade it all together. Principally, the learning manager must set a prime
example of how exactly to do this. Teachers must also (for the sake of safety
for students) constantly re-enforce that any prohibited actions on the school’s
computer property will result in severe consequences.
While
the use of technology within the classroom environment is becoming more
ever-present as the years pass, it most certainly does have its time and place.
It is important that e-Learning is not seen by prospective and current teachers
as just being a ‘fill-in’ tool or an accessory to learning, but instead is
embraced and use effectively by all.
During
these past six weeks of studying the course of Managing e-Learning at
CQUniversity Bundaberg, I believe I have a changed perspective on the
integration of many e-learning materials within my future classroom
environment. I have come to appreciate the technological advancements of our great
futuristic era and I am learning more everyday how to embrace them and take them
with me on my learning journey. Some examples of e-learning technologies that I
anticipate to use within my classroom environment include Wikispaces, Voki, a
blogging program of some description (preferably not Blogger as I found it difficult
to use on my first few attempts), Prezi and possibly Weebly (once I practice a
little more at it). Not only this, but my outlook on the integration of
collaborative learning has changed also, as I used to believe that working
collaboratively brought with it more negative factors than positive ones. I have
learnt the importance of how and why to correctly attribute scholastic papers,
as well as why it is important to teach the next generation this also. I now
understand that they need to be told of the consequences of accessing illegal,
dangerous and unethical online materials as well as what the consequences would
be of plagiarism and incorrect citations. While the internet is a scary place
for the uneducated, it is also a place that provides endless opportunities to
the future generation and inspires students to be more interactive with their
studies whilst sufficiently catering for all differentiating learning styles.
E-Learning is in fact it is a notion which in many ways is already very much in action within the Australian educational system. It is because of this statistic that the learning managers of the future have no choice but to appreciate and use the abundance of resources that e-Learning provides and secure a successful prospect for our future learners.
E-Learning is in fact it is a notion which in many ways is already very much in action within the Australian educational system. It is because of this statistic that the learning managers of the future have no choice but to appreciate and use the abundance of resources that e-Learning provides and secure a successful prospect for our future learners.
REFERENCES
Berman, P. 2006. Chapter
4 e-Learning Concepts and Techniques. [ONLINE] Available at: http://iit.bloomu.edu/Spring2006_eBook_files/chapter4.htm.
[Accessed 13 August 12].
Curtin University. 2011. Collaborative
Learning. [ONLINE] Available at: http://cel.curtin.edu.au/ePedagogy/student_centred/collaborative.cfm.
[Accessed 13 August 12].
Dalton, J. 1986. Applying
Bloom's Taxonomy. [ONLINE] Available at: http://www.teachers.ash.org.au/researchskills/dalton.htm.
[Accessed 13 August 12].
