Synopsis

Sadi Myers s0136692


The first tool that I recommend, is the seemingly underestimated, Video Clip . The reason for this is that Video clips are an ideal example of a text that combines more than one mode, as all of the semiotic systems are essential for decoding to occur; linguistic, visual, spatial, gestural and audio. Throughout my blogging experience, I have also been learning,( for another course), about the benefits of multimodal text and what it means to be literate in the 21st century. I have found these understandings to be particularly relevant for the e-learning process.

By simple definition, multimodal text combines more than one mode of communication, such as words and pictures. Contemporary technology has changed what it means to be literate, therefore it is important to use different modes of literacy to fully enhance the learner’s capabilities, and develop critical thinking (Unsworth, 2001). Although videos are not necessarily viewed as a new technology, the aspects that make a video effective, and the skills needed to interpret them, are relevant to the skills needed to communicate in the 21st century.

Through learning about multimodality, I now also understand, that student’s learning can be enhanced when they simultaneously receive information from more than one channel/or mode. Mayer (2001 p1-13), for example, expresses how words and pictures together are more effective than words alone. Multimodal learning also results in significant gains in basic and higher order thinking (Fadel, p12-14). Therefore, a carefully considered video from sites such as YouTube or Brainpop, has the potential to not only engage learners, but may also assist the learners’ ability in being able to grasp complex concepts. YouTube Link & BrainPop Link

Using videos may be effective in engaging students and assisting them in learning new concepts, but, ‘knowing and understanding, requires the learner both to acquire information and integrate that information…’ (Marzono and Pickering p.51). Which brings me to the position of advocating; online concept mapping, or similarly, interactive graphic organizers (I found a range of very impressive and useful interactive graphic organizers on readwritethink.Org).

My experience with the suggested online concept mapping, had me questioning the benefits of these online tools, therefore, I initiated quite a few conversations about concept mapping. Amongst other things, I suggested an alternative programme called kidspiration, and also suggested that readwritethink.org had some similar tools, that may be more effective and easier to use.

I personally found readwritethink’s interactive online organizers better suited to organizing information, and for getting the ideas to flow. Organizers assist students in acquiring and integrating knowledge (Marzono ps,61-72). Organizers also assist in the extending and refining of knowledge. These type of organizers are also available on this site, such as the interactive Venn Diagram, (which helps students to understand and use the process of comparing, Marzono,p120).
Organizers Link

Thirdly, I love the idea of students having the opportunity to express themselves creatively, and meaningfully, through making their own movies. Movie making also suits educator purposes, such as presenting what students have been achieving with parents . I have gained an appreciation of Animoto Slideshow, because it is easy to use and looks effective. Animoto, however, may not suit all movie making purposes, and a full account is not free, unless you apply for an educator’s account. Making videos provides an opportunity for students to put their skills into practice , transform what they have learnt and develop new understandings. An important and meaningful aspect is that movies provide a medium for presenting information to an audience. The movie making process will also allow for collaboration, so learning is further enhanced. “Students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. (Kearsley, G. and Shneiderman, B,1998).
Animoto Link

After experiencing blogging, and what I now understand about Wikis, I feel online spaces, are very beneficial, if not essential to today’s learning environment. These tools are not only valuable for teacher collaboration and learning, but have the potential to facilitate and support students’ learning, as opposed to simply providing a computer for such purposes as research, I appreciate that online ‘spaces’ will enable me to place a range of tools needed to scaffold student learning in one ‘area’. It is also a relatively safe environment, helps to prevent information overload, and helps students from being bombarded with irrelevant information. ‘Spaces ‘such as Blogs and Wikis also encourage group social interaction and collaboration, and will allow students to be actively involved in the construction of their knowledge. This further enhances their learning (WA, Education Dept. 2010) About Blogging Link

Before my Blogging experiences, I perceived the use of ICTs as mostly being a passive experience, and I mostly associated ICT use with individual learning tasks. My thinking, however, has now been transformed, and I can now see the potential for collaboration when using ICTs . For this reason the ICT’s chosen in this synopsis align with the engagement theory approach, (Kearsley, G. and Shneiderman, B. ,1998), as they all have great potential to enhance student learning, when used in an engaging and collaborative way.

An important lesson I received through my blogging experiences and conversations, was to be mindful of the fact that technology is really just a tool, and it is what you do with it, and how, that is important. In order to effectively enhance learning, and meet the transformative, supportive, and facilitative aspects of learning, the teacher needs to consider the individual interests and needs of each learner, when designing tasks using ICT. Teachers should have a clear purpose for the planned use. (Thrupp,R, p7) Changes in thought Link

It is vital to provide the right balance of classroom tasks and strategies. Technological tools can be aligned to suit a range of different learning abilities and styles. Kinesthetic learners, for example can be provided with the opportunity to use clay and lego when creating animated videos.(Johnson and Lamb ,2007).