Reflective Synopsis

Drawing together key themes, messages and conclusions from embedded tasks linked to theory and pedagogy of eLearning

This journey engages in self perspectives of what is known as the eLearning continuum evolution, through multimodal ideals of 21st Century education and Information Communication Technology (ICT) relationships. Creating dialogue to transform learning (Walsh, 2009), (Skyes, 2009) (White, 2012), developing imagination to construct meaning through experience, aligned with Piaget theory of Constructivist learning, influencing education reform, to blend with varying frameworks, styles and scaffolding identified by many and defined by Bruner, 2006.   Relationships that recognising the looking-glass perspective of self and others; a journey of discovery enabled by self identity through "social physiological concepts aligned to Cooley's theory that self grows from society's interpersonal interactions and perceptions of identity, interweaving and interworking of mental of self’s Cooley, 1902", (McIntyre 2006), (Shafer 2005 )(Lambert et al 2010) and (Vogt Isasken 2014) .  

"If I look what will I see?" The eLearning phenomenon for grassroots change, recognition, application, identification of education capabilities, diversity and inclusion within international declarations evolving education participation, interactive learning, collaborative (ICT) via the Internet, a reflection of eLearning, Australian Curriculum Assessment, Reporting Authority (ACARA, 2013)'.

 "The United Nations Education, Scientific and Cultural Organisation (UNESCO) strongly emphasises the relationship between ICT use, education reform, and economic growth. This is based on assumptions that systemic economic growth is the key to poverty reduction and increased prosperity and that ICT are engines for growth and tools for empowerment with profound implications (UNESCO, 2008)."

There are many components to seeking successful e-learning which not only encompasses how we look through the lens of many for an external perspective, while still looking internally at ourselves, finding the inner motivator and linking learner centred knowledge acquisition for the success of all.  Just as The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008, 2011), promotes successful learning dynamics that utilise technology to accomplish the aims of Education today, we look to the past to enable the future.   Identifying the key role of pedagogy in the digital world, changing learning outcomes across all modalities, creating and promoting ICT capabilities of Drucker, 1959 prediction of the future knowledge workers.  Thus in turn equipping teachers with the skills and tools to design and deliver technology-enriched teaching programs AISTL 2012, to experience the eLearning landscape.  Engaging the Cultural and learner lenss, identifying self and others in cultural competence as seen through Bangarra Dance Theatre and teaching resources identified as example within this journey for educational links within the arts through engaging story, diversity and inclusive practice also seen in other approaches to the conceptual framework of inclusive eLearning (Sangra, 2014). 

'A comprehensive education in Technologies will allow individuals to progress from foundations of creative play, through to consolidated skills and the challenges of developing new knowledge innovations. It will recognise the developmental demands evoked from first engaging in relatively simple technologies, project briefs and problems, to demonstrated knowledge, understanding and skills in established processes, and to the sophisticated level of working through technologically complex projects using materials, information, systems, tools and equipment ACARA 2012, p6. " 

MATHINNA Bangarra Dance Theatre Education Resource

‘As an education resource, Bangarra’s production of Mathinna relates directly to the Australian Curriculum cross-curricular priority - Aboriginal and Torres Strait Islander histories and cultures. As a theatrical production the work can be studied as a resource for the Arts Curriculum with cross curricula links to other learning areas, for example History. Students can consider the range of viewpoints through which artworks can be explored and interpreted, including the contexts in which the artworks are made by artists and experienced by audiences. General capabilities of Information and Communication Technology (ICT) capability, Critical and Creative Thinking (CCT), Ethical Understanding (EU) and Intercultural Understanding (ICU) can be developed and applied in the study of the work.’ BangarraDance Theatre Australia, Mathinna Study Guide , p 17 2014 

This in turn comes with the responsibility to create ways of thinking, and identifying frameworks used to work ethically, legally and safely across technology to being mindful of copyright, licensing, and intellectual ownership and Plaigerism through learning experiences.  In creating safe learning journey's comes the enablement of collaborative messages that include but are not limited to 'Bullying No Way', an Australian Government and the Department of Education and Training, (DET), 2015 to build student resilience and well-being.  Identifying links to safety education via concepts like Cybersafe Digifest 2015, supported by Learning and Well-being Framework from Education Queensland (EQ, 2015).  This underpins safe, respectful and caring learning environments through ethical and safe online communication including Online etiquette, Safe Supportive and Disciplined Schools, and DET provided links for teachers to engage them in positive behaviours for teaching and approaches to Cyberbullying in turn building awareness for all areas that can impact the success for failure of the use of ICT within the classroom and the engagement of eLearning as a Teacher (DET 2015).

This virtual classroom, has identified what is widely known; in that creating successful classroom engagement can be challenging, then adding eLearning's elements that are challenging the imagination in different ways yet help teacher identify key learning themes while adding another dynamic for student engagement.  This hinges on evolving classroom practice and participation through eLearning, as seen over the past 6 weeks of this ELearning Student ELearning journey reflections. This virtual classroom has identified modalities that include Blended learning, Mulitmodal literacy potentials to support learning, and create avenues to develop the learning teacher and learner within us all.  Aligning with the changes now being identified as a textual shift, occurring within educational environments filled with visual, electronic and digital texts.  Including working through the principals of TPAC and SAMR that engages the reflective self though thought and imagination to link educational needs in it useful frameworks just as the identification of Gardner's multiple intelligence adjusted the way we approach learning and teaching.

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtGmGP0gqWSHO990a_ZDo0U1Fmmnxl8fNGElQvvxR4etvb4nmFGoCS5oPFwAb1bR5KdYifPRnMpUHDIsvHbpPKBS_SE_1oV4TxGtic_1Z0vflBS_pPUBHQpU7LlxE2xEWQ9JGCov0J4r8/s640/TPACK+++SAMR+++November.jpg

Which have been identified through participation in a world where terms like ‘multi-literacies’ (Cope & Kalantzis, 2000; Unsworth, 2001) are becoming a norm as cited by (Walsh 2009)' and Project based learning seen through the reflections of other teachers like Bianca Hewes, 2013 encompassing the creative of resilience and multilayers of gaining technological pedagogical and content knowledge in 21st Century Education for success of all including learners and teachers of today.  Incorporating what Larmer 2014  discussed in project based vs problem based intricacies and the engagement of multimodal learning strategies (VARK 2015) to guide tool investigation and development that has included Scootle and other links. Guided by expectations set for young Australians ACARA 2015  All defining learning in action for a holistic approach to learners and learning design for all learners in our ever changing in the wave of the information age to enable access to learning for  all learners UNESCO 

“Curriculum is only one part of the story of school learning. The Australian Curriculum does not specify how the content must be taught. Schools and teachers still make decisions about how they organise learning, which means they can teach the curriculum in accordance with requirements and needs of their school and individual students. It is in the hands of teachers that the Australian Curriculum comes alive and they make the expert decisions about the learning experiences each student needs to succeed.” ACARA 2015

Implications as at teacher from this journey, for future practice is not only connected with the balance of phenomenon in eLearning continuum but continual looking glass self moments, experiencing and identifying learning styles to engage students in interactive safe learning, diverse and inclusive environments for all as Prestridge 2012 , noted, to building teacher confidence, competency, expand skills base and engage in interactive professional development.  Patterns or relationships recognised in this journey have been in identity of self, resilience and openness to engage in flexible learning. Developmentally as a teacher their is a need for further experiences in developing eLearning through application, to nurture creativity as a student teacher through this journey acknowledges the building of confidence  personally and professionally through flexible, blended learning that is engaging, builds discussions, to transform learning and enable inclusive practice within the celebration of diversity of self and learner centred learning. 

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAu2THBAsbtFAnmDIf6tOVzAjGpl20SsxFRVe8KXA6eQD0X_Yy9OHFw0oOfKnBrB12G2lmzdR0qSaWoVW5hwzQvzXGwh9X9XZZe1ekJQJSqtbZD9-QyeadrgQg5lTJyZATMADJ_GAjwJQ/s1600/Venspired+Teaching+quote.jpg

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/

Reference:

ACARA, Draft Shape of Australian Curriculum, Technologies 2012, p6  http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf#search=curriculum ICT

ACARA, Retrieved from http://www.acara.edu.au/default.asp
ACARA, Setting expectations for young Australians Retrieved from  http://www.acara.edu.au/news_media/acara_news/acara_news_2015_08.html#201508071

Australian Curriculum Retrived from http://www.australiancurriculum.edu.au/Home

Australian Curriculum ICT capabilities 2013 Retrieved from  https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-12/ac-ict-capability.aspx

Australian Government, Using technology in service delivery to families, children and young people, Australian Institute of Family Studies, Knight, K., Hunter C, Retrieved from https://aifs.gov.au/cfca/publications/using-technology-service-delivery-families-children

Bangarra Dance Theatre, Teaching Resource Youtube Clip,  Retrieved from https://www.youtube.com/watch?v=wgEw4cgcE7o

Bangarra Dance Theatre Australia, Mathinna Study Guide , p 17 2014
Retrieved from http://www.bangarra.com.au/wp-content/uploads/2014/03/Mathinna-Study-Guide.pdf

Department of Education and Training, Education, (2015) Teacher, Australian Professional Standards for Teachers, Pedagogical Framework, Online Coaching and eLearning Retrieved from http://education.qld.gov.au/teach/index.html

Education Quensland, (2008) Smart Classroom Bytes, Retrieved form http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Common Sense Media,  (2011) 7 Rules to Teach Kids online Etiquette, Retrived From https://www.commonsensemedia.org/blog/7-rules-to-teach-kids-online-etiquette

Education online, the Future of Education Through the Looking Glass, Education Trends, 2015 Retrieved from http://www.wiziq.com/teachblog/the-future-of-education-tthrough-the-looking-glass/

eLearning Industry, (2015) Teaching about plagiarism in the online classroom, Instructor Hedgepeth O., Retrieved from http://elearningindustry.com/teaching-plagiarism-in-the-online-classroom

Frameworks, Queensland Government, Department of Education and Training, eLearning Frameworks, Smart Schools, Retrieved from http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Gardner, H, Theory of Multiple Intelligences Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, www.niu.edu/facdev, 815.753.0595  Retrieved from http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf

Lambert, M., Surhone, L M., Tonnoe, M., Henssonow S, F., Looking Glass Self, VDM Publishing  
                  2010, Overview Retrieved from https://books.google.com.au/books/about/Looking_Glass_Self.html?id=EUMlkgAACAAJ&redir_esc=y

Larmer, J (2015) Project based learning vs Problem based Learning vs X-BL, Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer


Melbourne Declaration on Educational Goals for Young Australians 2008,
                   Retrieved from
 http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Morodor, K, Push My thinking, 2013 EdTechCoaching, Retrieved from http://www.edtechcoaching.org/2013/11/ed-tech-frameworks-why-i-dont-use-tpack.html

Prestridge, S, The Beliefs behind the Teacher that influences their ICT Practices, Computers & Education, Vol 58, Iss 1, Jan 2012, p449-458 Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131511002065

Queensland Government,
Department of Education and Training, Safe, Supportive and Disciplined Schools.  
Ethical Behaviour
Retrieved from http://behaviour.education.qld.gov.au/Pages/default.aspx
CyberSafety Digifest 2015: Retrieved from  http://behaviour.education.qld.gov.au/cybersafety/CybersafeDigifest2015/Pages/default.aspx
Positive Behaviours: Retrieved from http://behaviour.education.qld.gov.au/positive-behaviour/Pages/default.aspx
and Retrieved from http://behaviour.education.qld.gov.au/cybersafety/Pages/default.aspx
Cyberbullying: Retrieved from  http://behaviour.education.qld.gov.au/SiteCollectionDocuments/cybersafety/cyberbullying-reputation-management-guidelines.pdf


Queensland Government, Smart Classrooms Retrieved from  http://pan.search.qld.gov.au/search/search.cgi?query=safe+ICT+learning+practice&x=0&y=0&num_ranks=10&form=smartclassrooms&scope=education.qld.gov.au%2Fsmartclassrooms%2F&tiers=off&collection=qld-gov&profile=education

Robinson, Dr Ken, Do Schools Kill Creativity, Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en


Sangra, A., Vlachhoppulas, D., Cabrera, N., Building an inclusive definition of e-learning: An approach to the conceptual framework Retrieved from  http://www.irrodl.org/index.php/irrodl/article/view/1161

Scootle.com , Learning Resources Bangarra Dance Theatre Retrieved from https://www.scootle.edu.au/ec/search?q=mathinna&field=title&field=text.all&field=topic

Scaffolding Learning for Novices, Amateurs and Experts, Retrieved from  http://elearningfacultymodules.org/index.php/Scaffolding_Learning_for_Novices,_Amateurs,_and_Experts

Statements of Learning for Information and Communication Technologies (ICT) 2006 Curriculum Corporation, Carlton South, Victoria 3053, Retrieved from http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

Study.com Looking-Glass Self, theory definitions and examples Chapter 1, Lesson 5, Lesson transcript, Instructor, Vidhi Desai, Retrieved from http://study.com/academy/lesson/looking-glass-self-theory-definition-examples.html

Syke, B., Transformative Autoehtnography, An examination of Cultural Identity and its implications for Learnners  http://alx.sagepub.com/content/25/1/3.refs

Te@chthought, Blended Learning Definition Retrieved from http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/

Torissi-Steele, G, This thing called Blended Learning, a definition and planning approach,Reasearch and Development in Higher Education, Higher Education on the Edge (2011), Vol 34Higher Education Research and Development Society of Australasia, Inc. Griffith University, Meadowbrook Australia  Retrieved from http://www.herdsa.org.au/wp-content/uploads/conference/2011/papers/HERDSA_2011_Torrisi-Steele.PDF

University of Sydney retrieved from http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml

UCSC The Ethics of Intellectual Property, Retrieved from https://classes.soe.ucsc.edu/cmpe080e/Spring05/projects/ip/

UNESCO, Education for all, The EFA Movement, Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/the-efa-movement/

Vergburton, C 21st Century Education, Blog Retrieved from http://craigverbruggen.blogspot.com.au/

Vogt Isakens, J, (2013) The looking glass self, How our image of our self-image is shaped by
                     Society, Retrieved from
                     http://www.popularsocialscience.com/2013/05/27/the-looking-glass-self-how-our-self-image-is-shaped-by-society/


Walsh M, Chapter III, Pedagogical Potentials of Mulitmodal Literacy ACU National Australia
                  Retrieved from  http://www.acu.edu.au/__data/assets/pdf_file/0007/195676/Chapter_3_Multimodal_Literacy_M_Walsh.pdf

White, G, (2012) E-Learning Definition, Australian Policy Online, Retrieved from http://apo.org.au/commentary/e-learning-definition


WizIQ Blog, Education Online, Learning Trends, The Future of EducationThrough the Looking
                     Glass, 2015 Retrieved from
                     http://www.wiziq.com/teachblog/the-future-of-education-tthrough-the-looking-glass/