EDEL 20001- Learning Theory in the Digital Age- Assessment 1

I started this course to explore other avenues of facilitating learning in the electrotechnology certificate III course. Since most of the delivery that i do is face to face i found it extremely hard to figure out how i could fit in elearning in my facilitating.
I started by collecting internet based learning objects, experiences and as much information as i could find about learning theory in the digital age. I did this by means of opening a scoop.it account and ever since this has given me insight as to how i can actually facilitate learning in my field of teaching.
The most fascinating was the form of transformative learning as defined by the SAMR model. A quick overview of the model is shown in the youtube video below:
www.youtube.com/watch?v=eLqs09wosLs

I also explored blended learning which is a practical tool to learning, this is a program in which is a formal education program in which a student learns in part through online delivery of content and instruction with some element control over time, place, path or pace. While still attending a school structure, face to face classroom methods are combined with computer mediated activities. Blended learning cite the opportunity for data collection and customisation of assessment as two major benefits of this approach.

Proponents of blended learning argue that by incorporating the asynchronous internet communication technology into courses serves to facilitate a simultaneous independent and collaborative learning experience and this incorporation is a major contributor to student satisfaction and success in such courses.
The use of ICT have been found to improve access to as well as student attitudes towards learning. By incorporating IT into class projects, communication between myself and students is improved, and students are able to better evaluate their understanding of course material via the use of 'computer based qualitative and quantitative assessment modules' in a study by Alexander McKenzie (1998).

 These can come in the form of exploring materials such as The Electrical Safety Act of 2002, The Electrical Safety Regulations of 2013 and the Electrical code of Practice. These tools are essential for students to understand how they work, where to find them and look up information in them . Each student was given a task to research on a certain topic in the regulations and they were supposed to share and reflect on what he/she has learnt.

 The other students were asked to ask relavant questions as the student presented his powerpoint presentation. Every student was involved and they were asking meaningful questions from the Electrical safety office website which these regulations can be accessed, each student was supplied with a laptop on wireless network, because they has the internet they could google meanings of words they did not understand.

 The young generation is computer savy and the use of laptop in class for the first time and being allowed access not only to the regulations but also the website gave them empowerment and also felt they could be trusted with looking up on the internet. This had great results and the interest and participation of the students was far beyond doing the unit the traditional way whereby as the facilitator you only transmit information to students and the only feedback you would get was a written assessment of content covered.

This takes me back to the SAMR model which was designed to help educators integrate technology into teaching and learning and was developed by Dr. Ruben Puentedura. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilise technology.
The SAMR model describes a continuum of the extent to which technology is integrated in the classroom; from the enhancement of existing practises to the development and creation of new practises.

The SAMR model enables teachers to gauge how technology is utilised in classrooms. The ratings are influenced by teacher’s comfort with the technology. The focus is on what can be done with the technology. The model is premised on ICT as a tool for learning not a substitute for a teacher.
Technology integration can be considered on a continuum - moving from substitution to redefinition of classroom activity.

Substitution is when the use technology is used as a direct substitute for existing classroom practises. It is doing the same task with the introduction of technology but without any modification of the task. For example, using a note taking application on the iPad to draft a document rather than handwriting with paper and a pencil.

Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly. For example, using some of the iPad’s built in tools such as the thesaurus, dictionary or speak mode to augment the classroom task.
If technology integration remains in the substitution and/or augmentation level, classroom work flows will only be slightly enhanced. Students may be engaged whilst using technology in the classroom but the use of the device remains defined and limited.

Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.

Redefinition is doing something that was inconceivable without technology and gives students a stage. For example, creating a digital storybook to share with students across the classroom, school or world.
When technology is used in this way it leads to the transformation of classroom and student work flows and the technology is used in its most effective form.

I made a collection of various artifacts from scoop.it that cover the SAMR model. I also had the chance to look at and review the artifacts that were scooped by the other students in the course and managed to rescoop some which i found practical in my field of teaching. The links below show a few of the scooped artifacts which where of paramount interest.

http://newsroom.opencolleges.edu.au/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/#ixzz2CiJDuUIz

http://brholland.wordpress.com/2014/02/25/in-response-to-redefinition/

http://www.techchef4u.com/history/samr-augmenting-your-creativity-and-amplifying-your-curiosity/

Conclusion
Technology is not the focus but rather how the technology fits into the actual unit of competency we are delivering to meet the students' needs. Quality technology integration is not necessarily easy but achievable if we are willing to change the way we teach.

References
SAMR: Puentedura, R. R., Ph.D,: SAMR model
(Staker,2012)_(Strauss,2012)_(Alexander,2010)_(Alexander, n.d.)