session 1
In this session [The PowerPoint is attached here] we:
• We reviewed what we had learnt from the projects we had carried out. The descriptions of the projects are linked here [Our projects] please check that yours are in fact included and the write up is accurate. We also discussed some of the general feedback on essays and in some cases the need to read more widely. The contribution of ICT to learning and the pedagogical thinking underlying the use of ICT cam up both as an academic and practical issue; we are very much concerned with this during the term ahead.
• We then looked at theories of learning, this is very much summarised into the section on thinking aloud. In the PowerPoint slides I made the point that theories were not 'true' and did not fit all the facts, rather they provided a lens through which to view teaching and learning. We were right to be pragmatic in our teaching and borrow from a range of theory but theories can help us better understand what is going on.
• E learning and theories of learning. There was more to say here as some people want to claim that e learning offers a new theory of learning, I am not sure about this at all; new technology allows you to do different things but does this add up to a new overarching theory? In discussing the issue Mayes and DeFreitas (full reference in the handout) think e learning is informed by associative, cognitive and situative theory.
• Is e learning a special kind of learning?
Yes in that it is often claimed the new technology allows interactivity, asynchronous and synchronous communication, automatic processing (eg in a spreadsheet replication), storage (almost unlimited via the internet); provisionality (the opportunity to amend endlessly). These features of ICT are seen as allowing the everyday use of multi media, any where any time access, and deeper levels of independent or personalised learning and engagement. However none of this should be taken for granted.
As a means of understanding teacher use of new technology and the role of new technology in the classroom we looked at the idea of TPaCK. This is covered in the handout [What is TPaCK?] and forms the framework for considering your use of technology this term.
Further resources
I have further linked to some of examples in which learning theory tends to underlie the design of an application of e learning. You may want to look at:
An example of more 'associationist / behaviourist' pedagogy
Pi-Hua, T. (2006) Bridging pedagogy and technology: User evaluation of pronunciation oriented CALL software Australasian Journal of Educational Technology
2006, 22(3), 375-397 http://ascilite.org.au/ajet/ajet22/tsai.html
An example of using technology to aid cognitive understanding
Neumann, D. , Neumann, M. and Hood, M.(2011) Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics, Australasian Journal of Educational Technology 27, 2, 274 - 289.
http://www.ascilite.org.au/ajet/ajet27/neumann.pdf
And an example of a more situational approach
Weaver, D., Viper, S., Latter, J. and McIntosh, P.(2006) Off campus students' experiences collaborating online, using wikis, Australasian Journal of Educational Technology 26, 6, 847 - 860.