As we move forward into the 21st Century, teaching and learning is a far more complex and different relationship to what it has been in the past. With advances in Information Communication Technologies (ICTs) the methodology of teaching also needs to advance and evolve to not simply utilise these ICTs but to use them meaningfully in order to enhance learning. Pedagogies will also need to evolve to become not only the art of teaching that is an interaction between the teacher and learner, pedagogies must be productive in that they realise student learning outcomes (Fasso, 2010).
In a digital era, eLearning pedagogies must be employed, teaching must use pedagogical principles and instructional strategies that are applicable to an eLearning environment (Waterhouse, 2005, p. 5). According to Fasso (2010) “eLearning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology. At the very basic level eLearning is using ICTs to engage, enhance, and extend learning in pedagogically sound, flexible, and innovative ways”. Hamilton (2003) concurs with this stating that “using a media-rich system encourages educators to instruct their students in innovative ways”.
As with all pedagogies, eLearning pedagogy must be considerate of learning frameworks (cognitivism, connectivism, constructivism, and behaviourism), as well as learning styles (such as VARK [visual, auditory, read/write, and kinaesthetic] and Gardener’s multiple intelligences). Once the learning frameworks and learning styles have been established it is necessary for the teacher to focus on the learners’ needs. Each learner will possess a “unique combination of prior experiences, prior knowledge, perceptions and attitudes, learning style, intelligence, personality and temperament” (Fasso, 2010) and therefore the teacher will need to cater for the individual as well as the learning cohort.
Prensky (2001, cited in Fasso, 2010) has classified learners as either being a digital native or a digital immigrant. According to Prensky a native will have been born into and grown up in an environment that is enveloped by digital technology whereas an immigrant will be forced to assimilate into the digital era. This approach is ‘broad brushed’ and does not take into account that not all students are digitally active. The students that are digitally active generally limit their use of ICTs to web searches, word processing, Youtube, and social networking such as Twitter and Facebook (Fasso, 2010).
ELearning pedagogies moves the focus from ICT tools to teaching learners how to work in a digital era. It has the ability to transform learning as it enables learners to develop their knowledge and understanding through enquiry and by connecting to sources of information through the internet that would usually be unavailable to them. Through this it must be remembered that learning with ICTs is only beneficial when the appropriate approaches are taken by both the teacher and the learner. We will now explore four digital tools that can be easily used in the classroom to enhance learning, as well as the pedagogical strategies that accompany each tool.
Concept maps
A concept map is a diagram that is used to explore and represent knowledge and relationships as well as to gather and share information (The graphic organiser, unknown). Concept maps can be used in a number of other ways such as assisting students to access prior knowledge, design structures and/or processes as well as assist with problem solving. Gopal (2010) states that concept mapping is a proven and effective pedagogical tool and a metalearning strategy that is useful across many subject areas. Ritchie and Volkl (2000) note that students that use concept maps show a higher level of achievement in their work. It is for these reasons I believe that using concept maps for teaching and learning is beneficial.
Novak and Carias (2008) outline the three conditions that are needed for meaningful learning to occur. First, the content must be conceptually clear and presented with language and examples that relate to the learners’ prior knowledge. Second, the learner must possess adequate and relevant prior knowledge. Lastly, the learner must decide to incorporate new meanings into their prior knowledge rather than simply remembering the lesson. This last point is perhaps the most important and the one that the teacher has the least direct influence over.
Based on the above information about concept maps and meaningful learning, the teacher would easily be able to present the content to the class using a well formatted concept map and can encourage meaningful learning by asking the learners to add to and expand on the concept map by applying to knowledge to new situations and mapping out the expected outcomes.
PowerPoint
PowerPoint is a computer program that is widely available to the community. It allows information, images, concepts and ideas to be organised and stored for later presentation. PowerPoint has the ability to include still images, audio, and video clips to be added to the presentation to further engage and enhance learning.
Jones (2003) has identified several benefits of using PowerPoint in a teaching-learning context that include that potential for PowerPoint to appeal and engage learners with varying learning styles by mixing medias. Also, the electronic file format of PowerPoint allows easy distribution of presentations as well as the ability to modify the presentation to include learners with visual and/or auditory impairments. The format of PowerPoint also allows the presenter to ‘hide’ information to assist in answering predicted questions as well as provide feedback to learners in a distance-learning scenario. Furthermore, PowerPoint presentation can be printed in a variety of layouts allowing learners to recall information, and when used as a handout, learners are able to make their own notes beside each slide to further aid their recall of information.
In addition, as PowerPoint presentations can be saved and modified at will, they can be revised, revamped and reused as necessary. However, presenters must be mindful that too much or too little text can affect the desired outcome, as well as the excessive use of images or irrelevant information. However, when used appropriately it is easy to see why PowerPoint is an easy, effective, and engaging method of delivering information to learners.
Images
‘Image’ is a broad term that can be applied to photographs, drawings, charts, tables, maps, and many other items. For this purpose, image is inclusive of all of these items. Images, when used appropriately, can assist learning, particularly still images as they allow for greater exploration of details (Slaughter, 2010). Slaughter (2010) has identified a number of reasons that images can also be particularly useful is assisting learners with problem solving including the development of reasoning by asking a student to explain a sequence, pattern, or logic through a series of images, improvement in analytical and synthesis skills through the classification of information presented in a diagram, or by bringing together a series of outwardly unrelated images into a meaningful cohort. Furthermore, Slaughter identifies sight as the most receptive sense for many learners and argues that information can be more easily understood when presented as an image such as a concept map.
As vision is commonly a main method of learning, it is important to remember that obscure or irrelevant images can distract the learner from the information that is being portrayed. In order for images to enhance learning they must be relevant to the content and the learners’ needs. Images should compliment what is being said by either explaining a technical term, triggering the description of a process, linking one argument to another, or by obtaining a response from students. In order to obtain a response from learners, the image should be easy to understand but also pose a question that needs answering or a problem that needs solving (Slaughter, 2010). Seek clarity from each image by carefully selecting the background, considering the shape, size, and spacing of accompanying text, and omitting distracting or irrelevant components and include selective emphasis. When used correctly, images can easily engage learners, enhance learning, and create opportunities for learners to further their knowledge through inquisition.
Podcasting
The ABC (2010) defines Podcasting as a convenient way of downloading audio files to a portable media player. These Podcasts can be accompanied by still images, or video clips (this is commonly known as Vodcasting). Podcasting can be easily adapted to be used in the classroom through the presentation of lectures, discussions, and interviews and may be easily disseminated among learners. The Department of Education (2010) notes that learners and teachers are able to create their own Podcasts from original material, allowing learners to reflect on their learning experiences, and teachers to provide additional or revision materials to learners.
Flannigan and Calandra (2005) provide highly appropriate and innovative ways for Podcasts to enhance learning. For example, learners can take a portable recording device on field trips to record verbal notes, interviews, ‘guest’ speakers, etc. and disseminate the information among their peers. Another example is for history teachers to share time-period music, historical speeches, radio plays, interviews, and ebooks.
REFERENCES
ABC, 2010, Podcasts, viewed 13th December 2010, http://www.abc.net.au/services/podcasting/.
Department of Education, 2010, Podcasts in the classroom, viewed 13th December 2010, http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/.
Fasso, W 2010, Manage eLearning, Central Queensland University e-Courses.
Flannigan, B and Calandra, B 2005, ‘Podcasting in the classroom’, Learning and Leading with Technology, vol 33, n3, p.p. 20-23, viewed 13th December 2010, http://eric.ed.gov/PDFS/EJ728915.pdf.
Gopal, P 2010, Concept mapping: a pedagogical tool for grammar lessons, viewed 13th December 2010, http://www.hbcse.tifr.res.in/episteme/episteme-1/allabs/pranita_abs.pdf.
Hamilton, J 2003, ‘Classroom of the future: teaching in a media-rich environment’, in Library Hi Tech News, vol 20, n. 5, (online Emerald).
Jones, A 2003, The use and abuse of PowerPoint in teaching and learning in the life sciences: a personal overview, viewed 13th December 2010, http://www.bioscience.heacademy.ac.uk/journal/vol2/beej-2-3.aspx.
Novak, J.D and Carias, A. J 2008, The theory underlying concept maps and hot to construct an use them, viewed 13th December 2010, http://www.cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm.
Ritchie, D and Volkl, C 2000, ‘Effectiveness of two generative learning strategies in the science classroom’, School Science and Mathematics, vol. 100, n. 2, viewed 13th December 2010, http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2000.tbl17240.x/abstract.
Slaughter, T 2010, Using images to help students learn, viewed 13th December 2010, http://www.cshe.unimelb.edu.au/pdfs/Still_Images.pdf.
The graphic organiser, n.d., Concept map, viewed 13th December 2010, http://www.graphic.org/concept.html.
Waterhouse, S 2005, The power of eLearning: the essential guide for teaching in the digital age, Person Education Inc, Boston.
