Reflective Synopsis

Professional Blog: Reflective Synopsis

This blog contains reflections on the new web based technology that pertains to learning in the 21st Century. In a digital age where children are wired to technology around the clock, educators need to familiarise themselves and incorporate web 2.0 technologies into their teaching designs in order to engage students in a more meaningful way. For School based learning and education, to succeed in the task of building and incorporating technology and new media to support learning, education ideals must shift from traditional views on teacher delivery of information.
Teachers of the 21st Century need to provide a platform that engages the learner in activities that involve active cognitive processes such as creating, problem solving, reasoning, decision making and evaluation. Kearsley & Shneiderman suggest in their Engagement theory, that students are more motivated to learn when they are able to interact with others in meaningful learning environments and worthwile activities. Web based technologies provide a extensive forum for learning that involves direct, purposeful, hands-on learning experiences which are associated with the most positive learning thoeries.(Dale 2006).Web-smart kids love discovery-based learning.(Brown 2000).

Many of the Web 2.0 technologies examined in the course of this assessment have presented to the modern teacher tools that would enrich and greatly expand their teaching capabilities. The Internet and other computer based technologies honor the multiple forms of intelligence (Cheek 2006) being abstract, textual, visual, musical, social or kinesthetic. Through the use of these tools educators are presented with tremendous opportunities to design new learning environments that enhance the natural ways that individuals learn. The social and physical context of learning associated with the acquisition of knowledge is satisfied through the interactive process of web technology and through collaboration while engaged in blogging, social networking, wikis, video and the music sharing or on a webquest adventure. These interactions allow learners to share ideas, collectively problem solve and discover new information and knowledge from a collective pool.

Looking at e.learning technology and theory from a professional communication perspective I have taken the view that teachers are communication professionals, though I have tried to broaden the scope of my assessment to encompass teaching in professional training and human resource development, political, media and marketing fields. As much of the theory delivered through the course materials was school teaching based and in relation to children and their engagement with new technology in classroom forums, I have found this quite challenging.
E.learning can be defined as Internet enabled instruction focusing on the revolutionary impact of networking technology, including mobile,wireless,iPod, video, games and other technology. It involves methodology issues such as instructional design and best practices, and includes blended learning, personalisation and collaboration.(Markus. B, 2008. p16)
For the area of professional training and development there has been a shift
from traditional education or training to flexible, individual, self-organized learning. The emphasis in teaching and training has shifted from the product to the process, where learning is being sort through collaboration within a community of learners, experts and facilitators. In an ever changing workforce, the need for training and professional development has required employers to apply constant on-the-job training to remain competitive. E.learning programs have enabled staff members to gain necessary new skills quickly and efficiently. An increasing number of companies, organizations and institutions are supplying to the market of media-based education and training with their products and services. The Internet and in
particular the World Wide Web are setting the pace of this development.
Professional communication in the area of political public relations, media and marketing has adapted to new web 2.0 technology and is rapidly developing new arenas to network and connect with wider audiences. Government bodies are supporting e.learning and expanding their ITC departments to develop these new web bases technologies.

Through the exploration of many of the e.learning technologies presented in this assignment, I have learnt alot about the changing face of education and communication. It is an exciting time for all involved in these fields and through this learning experience I feel more engaged and motivated to continuing to build on this e.learning journey of my own.

References:

Bodendorf. F 2001, Electronic Services for Virtual E-Learning in Marketplaces,University of Erlangen-Nuremberg, - viewed 10 August 2009, published 27 September 2001.

Brown, J. (2000) Learning in the Digital Age. Viewed 18 August 2009, http://www.johnseelybrown.com/learning_in_digital_age-aspen.pdf

Jonasson cited in Mergel, B. (1998). Learning Theories of Intructional Design. Viewed 22 July 2009, http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm


Cheek.B 2006, 'Multiple Intelligence, gp-training.net -gp-training.net - a GP education and training resource, viewed 30 July, published October 2006. http://www.gp-training.net/training/educational_theory/multint/multint.htm

Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. viewed July 16 2009, http://home.sprynet.com/~gkearsley/engage.htm

Prensky, M. (2001). Digital Natives, Digital Immigrants. viewed July 23, 2009, from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prensky, M. (2005). "Engage Me or Enrage Me" what today's learners demand. EDUCAUSEreview, September/October Edition 2005