e-learning and museum learning

Museum education for school students is about using artefacts and exhibitions to offer inspiration and authentic, curriculum-linked learning experiences. When it is the student's interaction with the museum object that is so important, how can e-learning contribute to improving learning outcomes?


Before a museum visit students and teachers can access information about the artefacts and exhibitions that they are going to see. They can plan learning goals with museum staff. On the day they interact with authentic objects, gather information, explore and discover. After the visit students reflect and discuss their findings. They can communicate with museum staff again to ask questions and get in touch with people from similar organisations to further their study. Students are then able to create resources about the museum objects for other students to learn from.


How can all this be done?
Museums and e-learning both involve the communication of information; museum-based communication channels in the past have been one-way; from curator/exhibition designer to the visitor. Effective museum education for schools needs to involve multidirectional communication channels between students, teachers, museum staff and possibly the wider community to help build and maintain relationships and help with pre-and post-visit learning opportunities. E-learning tools can facilitate these channels through features such as interactive websites, podcasting, e-mail, wikis and blogging which will allow for the exchange of resources.
We must bear in mind though, that New Educational Technologies will only work for those who are willing and able to use them. It is up to the museum to maintain all communication channels, old and new, to suit the needs of students and teachers and each specific situation; be it writing a response in pen and ink to a student letter or commenting on a blog post - how apt for someone who leads learning experiences on technological change!

Reading: for anyone interested in this area I found a great book called Digital technologies and the museum experience by Loic Tallon & Kevin Walker, (2008), Altamira Press. It is aimed at museum technologies in general, not specifically for school group based museum education, however there are some references to school learning experiences.

Being 'literacy' literate

The term 'literacy' or 'literacies' seems to crop up frequently in education speak, usually with a descriptor in front such as 'information', 'techno', 'new', 'multi'. What do they all mean?
I feel the need to become more literacy literate myself as I try to make my own meaning.
Conventional literacy, the literacy I learnt when growing up and when training to be a teacher "equated to vocational proficiency with language and numbers such that individuals could function at work and in society" Kahn & Kellner (2005, p.240).
However technology evolves, faster and faster, and so do the skills required to communicate, interpret and examine information that is disseminated using new technologies.

Lanshear & Knobel (2006, cited in Lankshear & Knobel, 2007) define literacies as
"socially recognised ways of generating, communicating and negotiating meaningful content through the medium of encoded texts within contexts of participation in Discourses."
They use the term "new literacies" to refer to social practices that involve sharing information, collaboration, collective intelligence etc. through the use of technological tools in differing contexts.
The term 'multiliteracies' was coined by the New London Group in 1996 and refers to the changes literacy practice as a result of "cultural and linguistic diversity" and developments in communications technologies (Cope & Kalantzis, 2001). Multiliteracy pedagogy involves linking in with students prior experience, explicit teaching of skills, examining the cultural contexts and then applying the infomormation in a new context; its role is to "supplement or extend literacy teaching for our new times" (Cope & Kalantzis, 2001). Multiliteracies encompasses computer, information, critical media and multimedia literacies (Kahn & Kellner, 2005).
Technoliteracy is put forward by Kahn & Kellner (2005) to extend the scope of multiliteracies to involve a more critical, analytial approach to literacy that examines the social background as well as the technological background to information and empowers people to use technology to put their own views forward.
The breadth of skills, knowledge and understanding needed to function effectively in 21st century society is wide indeed. The e-learning Action Plan (2006) and the New Zealand Curriculum (2007) begin to address this issue as they set targets to build understanding of "multiple literacies" (Ministry of Education, 2006) across the sector and weave literacy concepts through the effective pedagogy advice and key competencies (Ministry of Education, 2007). Is this enough? Can over-burdened teachers sift through the documents to work out what to teach and how to teach it?
The National Standards are being launched today to help students learn "foundation skills in literacy and numeracy" (New Zealand Herald website, 23.10.09). What 'literacy' is being referred to here? While there is no denying the vital importance of core skills, are we going forwards or backwards?

References:
Cope, B., & Kalantzis, M. (2001) Putting multiliteracies to the test. Retrieved 11 August, 2009 from
alea.edu.au/site-content/publications/documents/at/Feature%20article%20Feb%2001.PDF
Kahn, R., & Kellner, D. (2005) Reconstructing Technoliteracy, a mulitple literacies approach. E-learning 2(3)
Lankshear, C., & Knobel, M. (2007) Researching new literacies: Web 2.0 practices and insider perspectives. E-learning 4(3)
Ministry of Education (2006) Enabling the 21st century learner: An e-learning action plan. Ministry of Education: Wellington
Ministry of Education (2007) The New Zealand Curriculum Ministry of Education: Wellington

Planning a learning activity - content first, technology last

Following my study on TPACK and the taxonomies put together by Harris & Hofer (2009) I thought I would try to put the learning activity planning model into practice.

My current teaching role involves the facilitation of student learning through artefact discovery. The key to the learning is experiencing the artefacts at first hand in an authentic context. Learning outcomes negotiated with teachers tend to fall into the social sciences, science or technology learning areas.
I am interested in follow up work for students after a museum visit.
The day of the trip involves lots of questioning, discussion and exploration, however back at school it is sometimes hard to recall what has been talked about. Follow up activities are essential for students to build on the learning which occurred on the LEOTC trip (Rivers, 2006)
The activity I am keen to plan is to provide images of artefacts that students have explored on the trip. I would then invite continued online discussion with museum staff and other students.
This activity would add an extra dimension to just using photographs taken on the visit. Discussion could also involve students from other schools or classes who have also had a similar experience with the same artefacts. Students might also be able to add their images of the same or similar artefacts and include comments.
Pedagogically this activity offers students the chance to revisit the concepts they explored on the visit. They are able to continue working within the same community they experienced on the visit and have the opportunity to build that community. The collaborative nature of the experience involves the sharing of information; learning from and with others.

With this type of learning activity in mind I went to the social science taxonomy for advice on what type of NET might be suitable. I had been wondering whether a blog or wiki might work as they both invite two way communication.



Under Knowledge Building Activity Types there were a few possible starting points:
View Images - Power point, Word, Photostory, Bubbleshare, Tabblo, Flickr
Group Discussion - BlackBoard, Wikispaces, e-board
Artefact-Based inquiry - Digital archives
Under Conceptual Divergent Knowledge Expression Activity Types:

Generate questions - Word, Wikispaces or Google Docs
Develop a knowledge web - Inspiration, PowerPoint, Word, Imagination Cubed.

The list of activities didn't quite incorporate what I was intending to do - this presumably will happen to lots of people. However Harris & Hofer (2009) suggest combining learning activities into more complex experiences:
Viewing images of artefacts, discussing them and generating questions begins to fit the bill.
My next move is to investigate the suggested technologies as they might offer a better solution than my original concept and some of them, I know nothing about. Back off to the internet to further my research!

As far as my own learning goes - I have just succeeded in uploading an image onto my page. Next goal . . . a video link?



References
Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)
retrieved 30.9.09 http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Rivers, J. et al. (2006) Effectiveness of programmes for curriculum-based learning experiences outside the classroom: a summary. University of Waikato
retrieved 1.10.09
http://leotc.tki.org.nz/research_and_presentations/ministry_research

Unpacking TPACK

As I have progressed through the readings of EDPROFST 714 and followed the interactions between the group of elearners I have come across some interesting examples of teaching and learning practice and find them inspiring; so inspiring that I'm keen to rush out and try some for myself! However it is not just a case of rushing out to buy an interactive whiteboard, finding the power switch and letting loose. As with any effective learning experience, advance planning is the key.

Dias (1999) looks at successful integration of NET(New Educational Technologies) into classroom teaching and stresses the importance of making them a key part of teaching, not just using them as an add-on tool; technology should be integrated into the learning experience. She acknowledges that integration is not a simple process but can be achieved by creating an appropriate learning environment and addressing the barriers that get in the way. As others on the course have pointed out, in each school the barriers are going to be different and in some cases more insurmountable than others.


The TPACK model as devised by Kohler & Mishra and explored by Harris, Mishra & Kohler (2009) offers an approach to the integration of NET into the classroom environment. The model takes the three core areas of knowledge (content, pedagogy and technology) required to integrate technology successfully and explores the knowledge that develops as each of these areas overlap into the other, and meet in the middle as technology, pedagogy and content knowledge. It is a "form of professional knowledge that technologically and pedagogically adept, curriculum-oriented teachers use when they teach" (Harris, Mishra & Kohler, 2009).



Teachers need to develop a flexible working understanding of the relationships between the areas of knowledge and manipulate them as they develop effective learning experiences to meet the specific needs of their students (Harris, Mishra & Kohler, 2009). However this is easier said than done. Often teachers begin the planning process by choosing the NET that they want to use as a starting point, then they slot in the content learning goals and appropriate pedagogical approach afterwards. Harris, Mishra & Kohler (2009) suggest that teaching of content is compromised when this happens.



One way of achieving integration of NET is to approach planning from another angle. Harris & Hofer (2009) have developed a strategy to help teachers put TPACK into action which takes potential learning activities that students may undertake as a starting point and identifies technology that could enhance those activities. "Our approach . . . is to suggest that they [teachers] use curriculum specific, technology-enhanced learning activity types as the building blocks for instructional planning." (p.2)



The taxonomies that Harris & Hofer (2009) have developed, list examples of learning activity types for the core learning areas and offer teachers a tangible starting point. Primary teachers offering cross-curricular programmes can draw on learning activities from more than one taxonomy. The learning activities themselves are not new, however the advice on suggested technologies may be to many teachers. As teachers build confidence in understanding which technologies suit particular learning experiences, they will find that integrating NET into their classroom programme is achievable. Common barriers to integration identified by Dias (1999) include time, training and resources. As teachers identify activity types that suit the learning styles and needs of their class they can also identify potential technologies to use. By focusing on one or more appropriate NET, teachers can source specific training and resources thus saving time and concentrating their efforts in one area. As expertise develops then the range of technologies the teacher can add to their repertoire can also expand.

Dias (1999) indicated that there are 5 stages to integration, the work of Harris & Hofer may help some teachers move through those stages more smoothly than before.





References

Dias, L. B. (1999). Integrating Technology: Some things you should know. Learning and Leading with Technology, 27(3), 11-13, 21.

Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum -based TPACK development. In C. D. Maddux, (Ed.) Research highlights in technology and teacher education 2009 (pp.99-108). Chesapeake, VA: Society for Information Technology for Teacher Education (SITE) retrieved 30.9.09 from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Harris, J, Mishra, P. & Kohler, M. (2009) Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416

Reflections on e-learning

This post began in Sept but has been completed in Oct so is out of order. Another hike in the learning curve - you can't change the date in blogger or cut and paste!

The last few months on EDPROFST 714 have been an interesting learning experience with a number of parallels, such as using e-learning to learn about e-learning in practice.

It has been my first online paper and while I have appreciated the online interaction, I have missed face to face contact with fellow students and lecturer. Contributing to the forums is a challenge when beginning with very little prior knowledge; when the words stare back at you from the screen it can be harder to comment, however it does make one reflect and really think about what is worth saying. However the ease of access to online resources and the flexibility for a working, studying, forever juggling mother has been an absolute boon.

Participating in an inquiry about inquiry learning was interesting, especially when I came across the work of Carol Kulthau (2006) who describes the emotional journey of the inquirer as they progress. I could identify with the roller coaster of optimism . . . then uncertainty as I found information, then became aware of how much more I needed to find out; followed by the relief after uploading the assignment (and double checking that it had actually gone). The investigation revealed the benefits that e-learning brought to the classroom including the range of resources and the opportunities for collaboration; however the importance of teacher support to students was very clear, as was the need for teachers to be supported themselves.

Blogging about a blog; exploring the benefits of blogs as communication tools opened my eyes - there are some highly motivated students doing some great writing out there, their sheer enthusiasm made me want to comment on their work. Writing for an audience makes you try harder, it is authentic and (as Beth remarked in her blog), getting feedback is very positive. It was this interactive side of blogging that I was interested in as I explored improved communication opportunities between schools and a museum offering LEOTC opportunities. There are museum blogs already out there; the content is often for a specific audience which does not necessarily include school age students and the posting has much more prominence than the feedback. I am keen to trial a blog which encourages students to comment on the artefact or issue under discussion; these comments would be high profile so the comments themselves contribute as much information as the original post, thus building an ongoing community based child friendly information source.

Where to next?

• Doing my best to keep more current with technological developments so I am less behind than I was at the beginning of the course.
• Getting my hands on some IWB experience - my son's primary school starts up with new IWBs this term; I will be the nosy parent from hell.
• Following up my assignment proposal to link e-learning and museum education practice.
• Maybe even continuing to blog . . .
  

Thank you to Tony and other course members for their guidance and inspiration.

Reference

Kulthau, C. (2006) Information literacy through guided inquiry: preparing students for the 21st century. Keynote speech at IASL conference. Retrieved 28 August 2009 http://comminfo.rutgers.edu/~kuhlthau/recent_presentations/iasl2/IASL%2

Digital immigration

Having described myself as a "digital immigrant" in my first post, I am now compelled to comment again after reading Prensky (2001) and commentary related to the DI/DN debate.

When arriving in a new country the immigrant is faced with a new and perhaps strange environment about which he or she needs to develop understandings in order to build a fulfilling life. In some cases the culture shock may be enormous, in others the changes are subtle.

An immigrant to NZ myself from the UK, the transition was, on the surface, reasonably straight forward. However there was a whole level of language that I found hard to relate to. I picked up words that I heard and began to use them in what I hoped were appropriate contexts. Other words I didn't even attempt to use as the meaning was unclear. The same goes for making meaning from the language of the digital world.

Since I have begun this paper I have learned a whole lot of new digital vocabulary - some of which I understand and some I have a rough idea of what it might mean. I feel like an immigrant as I am getting to grips with the words of the environment. It is not just the language, it is also working in an online environment. I am using the Moodle blog to record my responses to readings, but I confess I have also invested in a paper notebook with real pages which I do find easier. I went to the university library and got out a book so I could read it and not be tied to a screen (actually in the bath - sorry Christine!)

There is change in the way we do things in the 21st century, who is to say whether it is better or not. My own kids should be, in Prenksy's terms, "digital natives" in that they are experiencing their formative years in the modern environment; they turn first to the computer for communicating with others, 'googling' homework questions, enjoying online entertainment. However they still love getting books from the library, will use a atlas as it is quicker and appreciate the joy of the 'real' thing, rather than a digital image (the result of having a museum educator for a mother?).

Research shows that learning builds on prior knowledge (Nuthall, 2002) and students need to experience a concept four times within a short time period to develop understandings around that concept. (Nuthall & Alton-Lee, 1994) Less structured learning experiences as suggested by Prensky (2001) which may not build on each other or relate to similar concepts might mean lost learning opportunities for some learners; others may thrive in such an environment, the difference between these learners however is not whether they are natives or immigrants but their personal learning styles.

I picked up the terms "digital immigrant" and "digital native" and used them as I had a hint that I knew what they meant. Maybe we actually have dual citizenship in my family! We are enjoying what is out there to be offered by our new country but still appreciate the value of the old.

References;
Prenksy, M. (2001). Digital Natives, Digital Immigrants http://www.markprensky.com/writing

Nuthall, G. (2002). The cultural myths and the realities of teaching and learning. New Zealand Annual Review of Education, 11, 5 - 30

Nuthall, G., & Alton-Lee, A. (1994). How Pupils Learn. Set: research information for teachers. 2. (p.1-8)

Reflections on week 3 of edprofst 714

Brown (1998) made entertaining reading as he explored the theme of ICT based learning strategies which offer exciting promises that have little major impact on the education system in reality. The memory of the coloured supermarket receipts to be collected with the goal of the latest Apple came flooding back (1993/4?). I can't recall being allowed the then treasured Apple in my classroom or what I would have done with it had it been there (maybe that is why I wasn't allocated it!); I'm pretty sure it wasn't online so our equipment would have been used for publishing stories and using various topic/level appropriate 'educational' software.

Campbell (2004) again cites a long list of initiatives to get effective use of ICT in schools up and running, but with a more positive outlook. I was involved in the ITTPD contract that she mentions which opened up more ways of using technology in my classroom. This PD may not have changed the world, but at least did get a substantial numbers of teachers on the first step of the ladder. Campbell feels that New Zealand teachers have taken the challenge of e-learning on board "by examining their own practice and how this can be enhanced by the use of new and different tools" p.23. This type of reflection is encouraged by Brown (1988) in his analysis of a good 'ICT-using teacher'. He comments that effective e-learning is reliant on the quality of the teacher who is facilitating that learning and issues a challenge to policy makers to ensure that happens.

Selywn (2008) echoes Brown's disappointment in the missed opportunities to achieve successful e-learning in schools and again attributes one of the reasons for 'failure' in the inability of teachers to keep up with the play.

The 2006 e-learning Action plan addresses the issue of "teacher capability" and has detailed strategies to develop the skills and knowledge of teachers, their leaders and communities.

Will this be another promise that fades away, or are schools working on professional development and confidence building for all staff? The world of e-learning changes so fast with new applications being developed all the time, so for the passionate e-learning advocates enthusing other teachers and maintaining the motivation may be a hard ask (along with all the other things on their plates), but it needs to happen if that promise is to be kept.

References

Brown, M. E. (1998). The use of computers in New Zealand Schools: A critical review. Computers in New Zealand Schools, 10(3), 3-9.

Campbell, N. (2004). The vintage years of e-learning in New Zealand Schools. The Journal of Distance Education, 8(1), 17-24.

Selwyn, D. (2008). Business as usual? Exploring the contining (in)significance of the e-learning policy drive. Computers in New Zealand Schools, 20(3), 22-34

Ministry of Education. (2006) Enabling the 21st Century Learner An e-Learning Action Plan for Schools 2006-2010.

2 August 09

End of week 2 - have got the laptop - yeah - thanks to a kind friend who didn't need her old one anymore.
Have just been on the Voicethread site. How cool is that!!
Images of all sorts of stuff, with people able to respond and share by voice, text, drawing etc.
One of my goals from this course is to develop more lines of communication between the museum and schools - this has heaps of potential.
Ideas off the top of my head include posting images of objects that a visiting school group are likely to see or handle. Students could record their response to the object before visiting in the form of questions/statements etc. We get an idea of what they like/don't like/know/want to find out about. This info comes direct from the students to us (and anyone else I suppose). Students could look at voice threads from other visiting groups. We can respond directly to the students on the voice thread too.
This is a practical way of communication as it is asynchronous - we don't all need to be at the computer at the same time, however only relatively small amounts of information can be shared.

Entry number 1

Sunday night and I have finally got the kids off the computer for my turn.

Note to self - look into getting MY OWN laptop!

Not sure who was more excited about setting up this blog, myself or my daughter, who twitters, skypes and texts her way through life. It is a special thing to be learning from one's offspring - they are the digital 'natives' while I am definately the digital 'immigrant'*, even though I am not that old and used to be up with the play!

I agree with Ram - I am looking forward to learning about the technology of today and how to make the most of all it has to offer in the teaching and learning environment.

The learning curve begins here . . .

*not sure who created these terms but I can so relate to them