Reflection On Action


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Reflection On Action

  1. 1. Reflection on Action Online Learning Episode By Jo McLeod
  2. 2. Overview of the project <ul><li>My aims in this project was for the students to use a combination of online learning technologies and to interact asynchronously with students from Rotokawa School. </li></ul><ul><li>Initially I set up a blog for a group of year 3/4 students from Te Ranga School. </li></ul><ul><li>The blog was called The Global Classroom and can be viewed at </li></ul><ul><li> </li></ul><ul><li>I took on the role of a C Teacher. </li></ul>
  3. 3. Constructivist theory behind this project. (Dewey, Piaget, Bruner, Vgotsky) <ul><li>Learning is the process where individuals construct new ideas or concepts based on prior knowledge and/or experience. </li></ul><ul><li>Individuals construct knowledge by working to solve realistic problems, usually in collaboration with others. </li></ul><ul><li>Teachers need to pose ”good” problems, realistically complex and personally meaningful. </li></ul>
  4. 4. What happened? <ul><li>The students created their own blog page using Blogmeister and introduced themselves online to the students at Rotokawa School. </li></ul><ul><li>The students interacted asynchronously with 1-2 students. </li></ul><ul><li>All of the students learnt how to send positive, constructive comments. </li></ul><ul><li>Hi Emma you have a cool blog!!!!!!!!! bye Comment Posted on September 18, 2008 at 06:38 PM by Kirsten </li></ul><ul><li>I encouraged them to ask the students questions as well as writing comments. </li></ul><ul><li>The students also learnt how to podcast and we shared photos using slide share. </li></ul>
  5. 5. Evidence of students learning-blogging <ul><li>This is the link to Chelsea’s blog- </li></ul><ul><li> </li></ul><ul><li>Hello everyone! </li></ul><ul><li>Hi my name is Chelsea. At school we had a Olympic day. I was in the Sri Lanka group. We made heaps of cool things. Now I will tell you about myself.I live in Papamoa -that is near the beach. I like Rotorua but not the smell! </li></ul><ul><li>Article posted # September 18, 2008 at 10:38 PM • comment (1) • Reads 82 • </li></ul>
  6. 6. Slideshare <ul><li>This was the link to the slide show that we shared on the blog. </li></ul><ul><li> mscd_embedded_url&view =original </li></ul>
  7. 7. Podcasting <ul><li>Here is the link to Olivia’s podcast: </li></ul><ul><li>http:// </li></ul>
  8. 8. What else happened? <ul><li>I had a specific focus for each face-face session which worked well but all of the tasks took much longer than I anticipated. </li></ul><ul><li>Some of the students really “got into” sending comments and exchanging information about their school. </li></ul><ul><li>Other students preferred to write about themselves and write comments to their friends rather than establish relationships with the students at Rotokawa School. </li></ul>
  9. 9. Summary of Key Learnings that emerged from my Refection on Action <ul><li>My focus for my Reflection on Action was to look at student participation and the role of the teacher. </li></ul><ul><li>I found I had to support the students through the process and give them time to build onto their technical skills. It was like “one step at a time” and I could not hurry them onto the next stage until they were ready. </li></ul><ul><li>Overall the students formed fairly superficial relationships with the students from Rotokawa School. </li></ul>
  10. 10. Why did this occur? <ul><li>A lot of the students were new to blogging. </li></ul><ul><li>Availability of computers was a real issue. We had problems with access onto the internet as the laptops we needed were not always available. </li></ul><ul><li>The students also encountered lots of technical problems at this stage. </li></ul><ul><li> took the students time to get onto the internet because of classroom passwords (set up by the seniors) that the students were not familiar with. </li></ul>
  11. 11. In Refection <ul><li>I found research by Gilly Salmons ( Professor of E-Learning and Learning Technologies at the University of Leicester,UK) to be very helpful in understanding what happened in my learning episode. </li></ul><ul><li>Gilly Salmons has found from experience that for online learning to be happy and successful, participants need to be supported through a structured developmental process. </li></ul>
  12. 12. Gilly Salmon’s 5 stage-model <ul><li>Gilly says there are 5 stages in Online learning. </li></ul><ul><li>The first stage of her model she calls the Access and Motivation stage. </li></ul><ul><li>At this stage students need considerable time to master the online learning platform they are using. </li></ul>
  13. 13. Access and Motivation (Stage 1) <ul><li>I came across a great series of pictures showing the stages. </li></ul><ul><li>In this one the new online learner is experiencing considerable frustration in logging on! </li></ul><ul><li>Teachers need to be welcoming and encouraging at stage 1. </li></ul><ul><li>They need to ensure access. </li></ul><ul><li>Even the most confident participants need support and motivation at the beginning. </li></ul><ul><li>Initially, the participants interact with one-two others. </li></ul>
  14. 14. Online Socialisation (Stage 2) <ul><li>At Stage 2 teachers are creating their own special online micro-community. </li></ul><ul><li>Teachers need to familarise and provide bridges between cultural, social and learning environments. </li></ul><ul><li>This is where I probably needed to do a lot more bridging between the two schools involved. </li></ul>
  15. 15. Information Exchange (Stage 3) <ul><li>At Stage 3,information can be exchanged and co-operative tasks can be achieved. </li></ul><ul><li>Participants are starting to get used to working online and working with colleagues. </li></ul><ul><li>Participants can explore information at their own pace. </li></ul><ul><li>Teachers need to show participants how to provide feedback to each other. </li></ul><ul><li>I believe all my students got to Stage 3 and I felt like we had come a long way at this point! </li></ul>
  16. 16. Knowledge Construction (Stage 4) <ul><li>At Stage 4 students should be adept at working online, managing their own time and working with each other. </li></ul><ul><li>Participants are able to collaborate in groups and set their own goals. </li></ul><ul><li>Teachers need to facilitate the process. </li></ul><ul><li>Some of my students got to this stage and continued to blog at home. </li></ul>
  17. 17. Development (Stage 5) <ul><li>At stage 5 participants become responsible for their own learning and that of their group. </li></ul><ul><li>At stage 5 participants are self-reflective, critical and creative. </li></ul><ul><li>I think if the learning episode had gone on for a few more weeks the students would have reached this stage. </li></ul>
  18. 18. Student Feedback <ul><li>I liked writing about things that have happened </li></ul><ul><li>and knowing that people would read it. </li></ul><ul><li>It was frustrating waiting for a turn on the computers. </li></ul><ul><li>I learnt that you can make slideshows. </li></ul><ul><li>(Bailey) </li></ul><ul><li>The best part about blogging is connecting with other kids. </li></ul><ul><li>I learnt some really interesting things. (Georgia) </li></ul><ul><li>It was cool sharing things with another class –it felt like you were writing for a newspaper.(Monique) </li></ul><ul><li>I liked when we recorded our voices. </li></ul><ul><li>(Amber) </li></ul>
  19. 19. Conclusions <ul><li>Overall I was very happy with the student participation in this project. They were actively engaged from the beginning. </li></ul><ul><li>I would have liked more interaction from the students from Rotokawa school. </li></ul><ul><li>I believe my students learnt so much (formal and informal) from this online experience. </li></ul><ul><li>We did have many technical challenges (mostly access) along the way but at the end of the project I was thrilled with how far I had progressed in using online technologies. </li></ul>
  20. 20. What would I do next time? <ul><li>Extend the time frame of the learning episode. </li></ul><ul><li>Establish more contact with the other teacher. </li></ul><ul><li>Set up an audio conference early in the project with the other school. </li></ul><ul><li>Give the students some background knowledge of the other school. </li></ul>
  21. 21. Links and References: <ul><li>Briner, M.(1999) Constructivism Retrieved October 20, 2008 from </li></ul><ul><li>Bruner, J. n.d. Constructivist theory Retrieved October 21, 2008 from </li></ul><ul><li>All Things in Moderation-E-tivities n.d. Retrieved October 19, 2008 from </li></ul><ul><li>Salmon, G. (2005) A pedagogical model of elearning at KVL: “The five- stage model of online learning” Retrieved October 12, 2008 from </li></ul><ul><li>http:// =http:// </li></ul><ul><li>Salmon,G.(2001 ) E-moderating: The key to teaching and learning online. London: Kogan Page </li></ul><ul><li>Sunny, L. n.d. Student Interaction Experiences In Distance Learning Courses. A Phenomenological Study. University of Southern California, Los Angeles. Retrieved October 7, 2008 from </li></ul>