Reflective Synopsis

This reflective synopsis will discuss the range of ICT learning tools presented over the duration of this course most suitable for implementation into the Industrial Design Technology (IDT) discipline area. It will explore methods in which ICT tools such as digital imagery, PowerPoint’s, digital videos, vodcasts and blogs could be implemented into Industrial Design Technology in a manner that will supplement elements of higher order thinking and lifelong learning. In doing this it will also identify the importance of aspects such as netiquette and student safety along with links to various learning theories including connectivism, constructivism, behaviourism and cognitivism. In order to construct further support the synopsis will refer to various blog postings and comments discussed within Cameron Szery’s Managing E-Learning professional blog.

Within the area of Industrial Design Technology there is vast revenue for the implementation of ICT integral learning experiences. As IDT is a particularly practical area, focusing mainly on technique and processes, the implementation of ICTs within the area needs to relate directly back to practical real life circumstances. Tools such as imagery, PowerPoint, digital videos, vodcasts and blogs all have the potential to provide a particularly strong basis for development of learning experiences within the area as they all have characteristics that make them effective tools in achieving such outcomes.

As suggested within Appendices 6; Imagery and E-learning (posted Monday, August 16, 2010), Imagery can easily be incorporated into learning design and potentially has the capacity to act as an effective tool for provoking higher order thinking among learners (comparison and contrast, critical analysis, deductive reasoning etc.), providing visual example, instruction and demonstration (Marzano & Pickering, 1997). Appendices 6 exhibits a variety of working drawings, all of which have distinct similarities and differences. Constructivist theories suggest that learners develop understanding through relating tasks to previously obtained knowledge or experience (Good & Brophy, 1990). It then becomes apparent that in exposing learners to a variety of different working drawings, some basic and some more complex but all with fundamental similarities, learners are able to actively transfer understanding form one example to the next. Using imagery in this manner also supports the development of complex reasoning and higher order thinking, encouraging learners to use critical analysis and in particular inductive and deductive reasoning along with a variety of other complex reasoning processes (Marzano & Pickering, 1997).

As mentioned within Appendices 6, these images could be incorporated into activities which focus on developing learner knowledge and understanding in work place contextual circumstances. Although there is a definite constructivist approach within this example, it also relates to cognitive theories referring to the process where learners construct schematic networking around learnt knowledge (Bahr & Pendergast, 2007, p. 110-115). These images provide a method of developing such schematic networks in relation to working drawings. Working drawings are required within an array of different trades and as stated within Appendices 6, many learners who undertake IDT courses have aspirations to follow trade orientated carrier paths. A negative issue that imagery presents is its ridged inability to cater for a large variation of learning styles.

Comparative to imagery, vodcasts also have the potential to scaffold learner understanding through visual contexts. Although in contrast to imagery vodcasts provide motion video with audio accompaniment, introducing more inclusive learning prospects. As discussed within Appendices 7 and further elaborated on in Appendices 2, 3 and 4 instructional video has a variety of very valuable uses. It can easily be implemented in an instructional manner in order to give visual and verbal demonstration. This is displayed within Appendices 5 and 7 through embedded instructional videos. These videos have been created within a fundamental workshop situation by professional crafts and trades people. This makes them ideal for learners to critically analyse, taking into consideration factors such as technique, safety, order of processes and materials properties. Instructional videos in there unrefined form are effective in catering for visual logical and audio learning styles although in order to make them a more inclusive learning tool they can be incorporated into constructed digital videos.

Digital videos can be constructed in computer programs such as Windows Movie Maker. This program allows for the construction of a movie in a format not unlike that of a PowerPoint slideshow. The advantage this program has over a PowerPoint style slide show is the fact that it allows text, audio, video and still imagery to be layered into a progressive video which can easily be uploaded to a blog or website or simply reviewed as a learning material. Appendices 5 gives a specific example of a composed digital video. As Appendices 5 suggests, within some learning contexts digital videos could easily take the place of slide shows and yet again better cater for variation in learning style. Within IDT contexts the digital video seems to be one of the most effective ICTs. As discussed within Appendices 5, it can easily be constructed to cater for a variety of learning styles and purposes and is not limited to just learning experience delivery but is also very suitable for implementation in learner assessment criterion.

Within IDT the main assessment focus other than that of practical capability and end product is developing design portfolios. Port folio style tasks require learners to investigate and essentially document the processes they undertake during product development and construction. This is fundamentally a behaviourist approach to learning where learners are demonstrating there level of conditioning through expressing knowledge and understanding of processes and terminology in relation to certain experiences the practical task requires (Bahr & Pendergast, 2007, p. 108-110). Traditionally within this situation learners have been required to produce hard copies from which learning managers derive grades. This style of assessment piece seems very ridged and insufficient in relation to catering for differentiation, especially when contrasted against the ICT alternative. In this circumstance it would be entirely possible to create assessment pieces that are digital in nature. Port folios could easily be composed of digital videos and imagery which could then be uploaded onto a blog website. Using a blog site for port folio development presents a variety of exciting and practically more suitable prospects, not only for learners but also for learning managers.

Developing blogs as portfolio style assessment pieces yet again caters exceptionally well for diversity within a learner cohort. The process successfully recruits each of the significantly differentiated learning styles, visual, social, aural, solitary, verbal and linguistic and to a lesser extent physical (Learning-styles-online.com., 2003). The physical aspect of learning would also be implemented within a contextual situation as learners are required to construct products by hand etc. Blogs provide an easy method of documenting and effectively logging progress. They are also compatible with vodcasts, podcasts and imagery. They cater for reflective aspects of the folio and also provide collaborative learning circumstances. The fact that blogs are a digital tool that is presented to the world through the internet adds to learner motivation to strive for higher quality work. Blogs are easily accessible for students and teachers alike.

In teaching contexts a blog could be used as a recourse bank for learning experiences. As discussed above and within Appendices 8 blogs are very flexible tools and the fact that they are able to be accessed from the comfort of the home through the internet makes them time savers for learning managers. A learning manager could easily develop a blog that caters for learning experiences through various mediums suggested above such as imagery, digital video and vod/podcasts. In addition to this blogs can act in research facilitation as links can be added for students to follow.

The use of a blogs allows learning managers to guide student research. This inturn aids in developing independence within leaners and also encourages the recruitment of higher order thinking skills. Through a well developed blog a learning manager can introduce learners to an abundance of accessible, changing and up to date knowledge, effectively interacting in a knowledge economy (Powell & Snellman, 2004). The use of blogging within learning design is heavily supported by connectivist theory. Through blogs learners are able not only post their own and view others postings but are able to collaborate with each other. The fact that blogs allow for collaboration with any connected individual in the world means that not only can feed back be highly original but it can come from experts within the field. This escalation in learning, knowledge and understanding through the expansion of networked associates is the essence of connectivism (Siemens, 2004).
The fact that learners are interacting with this extraordinarily large and changing bank of knowledge means that safety precautions must be solidified. Before learners begin to use these tools and resources, they need to be particularly aware of the safety issues that can arise if personal details are published on blog sites or any internet site for that matter. It would be a highly suggested precaution to first develop user rules for classroom blogging, possibly implementing usernames that do not suggest any personal detail. Along with this learners need to develop an awareness of netiquette and the potential effects that conversational articulation and view points have.

In conclusion the incorporation of integral ICT tools certainly has the potential to provide both learning managers and learners with effective methods of developing knowledge and understanding within the IDT area. These tools provide flexibility and functionality and seem to broaden prospective methods of teaching in order to gain higher levels of engagement and inclusivity among 21st century learners.

Reference list

Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity. Frenches Forest New South Wales: Pearson Education Australia.

Bahr, N., & Pendergast, D. (2007). The Millenial Adolescent. (p. 71-174). Camberwell: ACER

Costa, A., and Kallick, B., (2000) Habits of Mind. A Developmental Series. Alexandria, VA: Association for Supervision and Curriculum Development

Department of Education and Training (2009). Core learning component: Essential skills for classroom management. Queensland, Australia: Queensland Government.

Di Pilla, J., (Teacher notes) Video Education Australia (Producer).(2005). Student Centred Learning [Chapterised DVD]. Bendigo

Jenkins, H. (2009). Social and Interpersonal Development. In Ashman, A. & Elkins, J. (Eds) Education for Inclusion and Diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia

Knipe, S. (Ed.). (2007). Middle years schooling: Reframing adolescence. Frenchs Forest, NSW: Pearson.

Learning-styles-online.com. (2003). Discover your learning styles – geographically! Retrieved August 15, 2010, from http://www.learning-styles-online.com/

Marzano, R. J., Pickering, D. J., (1997). Dimensions of learning: Teachers manual. Aurora, Colorado, United States of America: McREL (Mid-Continent Regional Educational Laboratory).

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (4th Ed.). Australia: Pearson Education.

Powell, W. & Snellman, K. (August, 2004). The knowledge economy. Annual Review of Sociology. 30, 199-220. retreved August 23, 2010, from http://arjournals.annualreviews.org/doi/abs/10.1146/annurev.soc.29.010202.100037?cookieSet=1.

Queensland Studies Authority (2009). Technology learning area: Year 10 essential learnings. Spring Hill, Queensland, Australia: Queensland Government.

Siemens, G. (December, 2004) Connectavism: A learning theory for the digital age. Retrieved August 23, 2010, form http://www.elearnspace.org/Articles/connectivism.htm


Smith, R. Lynch, D. (2006). The rise of the learning manager: Changing teacher education. Frenches Forest, NSW, Australia: Pearson Education Australia.

Smith, R., Lynch, D., & Knight, A. B. (2007). Learning management: Transitioning teacher for the national and international change. (p. 81-91). Frenchs Forrest, New South Wales, Australia: Pearson Education Australia.

Wyn, J., & White, R. (2008). Youth and society (2nd ed.). Sydney, NSW: Oxford University Press.



Appendix (Supportive Blog comments & postings)

Discussion comments

Appendices 1

Managing E-Learning: PowerPoint

Ashe’s Blog said...

I agree with power point being a excellent tool in Design Technology to present examples of safety to children. Using slogans to get the safety message across to students would definitely engage the learner and help them identify the risks involved. Safety is paramount in this field and a power point lesson would be appropriate tool for this lesson.

August 3, 2010, 2:21 AM

Cameron Szery Said...

Yes power points can be particularly useful tools in developing awareness among learners in relation to safety. Along with slogans, semi graphic imagery and diagrams can be incorporated in order to give learners further consolidation. Safety is definitely paramount.

August 19, 2010, 11:07 PM

http://szerymanagingelearning.blogspot.com/2010/07/powerpoint.html


Appendices 2

Ashe’s E-Learning: Video Podcast

Cameron Szery said...

Hey Ash,
I agree, digital videos and pod casts have the potential to be very effective as a method of encouraging learners to extend themselves to a higher standard in order to please an audience. I think that the fact that it is such a flexible and easily accessible option makes it a particularly viable option. Examining professionals a work is ideal for learners who are aiming to move towards trades as it gives them an insight into the standard they will be required to develop as a professional. The fact that it provides alternative technique demonstration to just the teachers is also important as each individual will essentially develop their own preferred method of working most suitable. Incorporating these video demonstrations exposes learners to a variety of specialist and alternative techniques and methods they may not otherwise encounter, potentially improving inclusivity.

August, 19, 2010, 10:17 PM

http://ashbyel.blogspot.com/2010/07/video-podcast.html


Appendices 3

Karen’s e-learning blog: digital video

Cameron Szery said...

Hey Karen,
Yes I agree, digital videos could easily be implemented within learning contexts where learners are required to record their processes such as portfolios. I completely agree with your ideas on using this style of technology in order to help learners with special needs to achieve outcomes that would otherwise be very difficult. I also agree with your statement on safety. It seems that online safety is the most essential element to consider when conducting these ICT style learning activities or assessments.

August, 19, 2010, 9:14 PM

Karen Fox said...
Thank you for commenting Cameron. I know your interest lies in manual arts technologies and digital videoing is very useful in that area. Showing students how tradespeople work and have them demonstrate their trade enhances student learning experiences.

August 20, 2010, 6:58 PM

http://karense-learningblog.blogspot.com/2010/08/digital-video.html


Appendices 4

Managing E-Learning : Digital video – Here’s one I prepared earlier

Naomi89 said...

Hi Cameron,
Some great points here, are you hinting that students could make their own YouTube or video clips or simply use already created ones as a source of their learning? I personally think that, depending on the age of the learners, creating a video clop would be beneficial in students’ own learning and would give the students a sense of purpose for the task if it was then published on somewhere like YouTube.
What do you mean by catering for different learning styles in the sense of tutorial videos? What is the difference between them and face to face lessons, in your opinion?

Regards,
Naomi

August 18, 2010, 8:32 PM

Cameron Szery said...

Hey Naomi,
Sorry the post may have been a bit misleading, it wasn’t quite complete. In my opinion face to face teaching and interaction is far more personal and interactive than learning from a video, although a high quality video may have the potential to be an effective learning tool. One of the reasons I have focused on the video aspect is because within my area Industrial Technology and Design, there is a large amount of practical work which requires demonstration and videos can effectively give visual demonstration. One of the factors that an instructional video can consolidate is correct technique. Learners are able to examine a professional using tools or equipment in a manner that is particularly efficient which allows them to possibly implement this within their own work. This could be related back to learning style to a certain extent because every individual has a preferred method of implementing technique and processes that work best for them. A video would give them a possible alternate to the techniques that I would habitually demonstrate which may not be quite suited to the learner. I don’t quite know whether I would have students create a YouTube video as such but I do think that developing the tool as a progressive portfolio may be plausible. In relation to learning styles though, I think that they can provide imagery and visual demonstration along with complementary dialogue, music and captions making them a good edition for further catering for diversity among learners.

August 19, 2010, 6:08 PM

http://szerymanagingelearning.blogspot.com/2010/08/digital-video-heres-one-i-prepared.html#comments



Supportive Blog Postings

Appendices 5

Digital Video - Here’s one I prepared earlier; posted Tuesday, August 17, 2010 http://szerymanagingelearning.blogspot.com/2010/08/digital-video-heres-one-i-prepared.html

Appendices 6

Imagery and E-learning; posted Monday, August 16, 2010 http://szerymanagingelearning.blogspot.com/2010/08/blog-post.html

Appendices 7

Vodcast - Instructional Digital Videos; posted Wednesday, August 4, 2010 http://szerymanagingelearning.blogspot.com/2010/08/digital-vidio-wood-turning-techniques.html

Appendices 8

How can a blog be used to support learning?; posted Saturday, July 10, 2010 http://szerymanagingelearning.blogspot.com/2010/07/how-can-blog-be-used-to-support.html

Google Earth and Google Maps

Within in my discipline area, IDT, Google maps or earth could be used to examine factors such as situations of industrial estates in relation to geography and environmental factors etc. Similarly these websites could also be used to identify commonalities in topography in relation to timber plantations etc.

Google maps

http://maps.google.com.au/maps?hl=en&q=define%20topography&um=1&ie=UTF-8&sa=N&tab=wl

Google Earth

http://earth.google.com/

Animation and stimulation

Animation and simulation may provide a good method of engaging learners strongly in connectionist and constructivist theories. The supported link is a good demonstration of an effective animated simulation; Crime Scene Investigation http://smartmoves.questacon.edu.au/csi/

Digital video - Here's one i prepared earlier

backing track: Smooth Rider by Dave Mathews Band

This is the digital video I composed in movie maker. It focuses on a basic process within bicycle mechanics, the removal of a cassette. On reflection, the use of a digital video could easily take the place of a PowerPoint presentation. Both of these tools are capable of presenting content in a similar slide show style progression but movie maker seems to have the definite advantage of being easily able to incorporate audio and moving video.

Digital videos could also be used within assessment items. Learners could be set tasks where they are required to develop instructional videos demonstrating their understanding of processes within a task. This could also be implemented within portfolio style work where learners are required to develop a running port folio of their progress. In developing an activity where learners are required to reflect on and examine their own progress it is possible to incorporate aspects of higher order thinking. Marzano and Pickering (1997) suggest that in developing higher order thinking skills learners are better prepared to deal with real life problem solving and evaluation. This in turn contributes to moulding and effective lifelong learner.

Another important aspect that can be incorporated into the production of digital videos is terminology focus. Through developing their own and viewing other digital videos, learners are required to familiarise themselves with fundamental terminology. Digital videos are also an effective method of linking imagery to terminology in order to further consolidate learner understanding. By having learners undertake tasks where they are required to construct a digital video displaying the processes they have undertaken along with descriptive instructional terminology, it is possible for the learning manager to depict the level of understanding the learner has of the process.


Here is a complementary YouTube feed for removing a cassette...



The incorporation of tutorial videos has the obvious potential to aid learners in constructing meaning, catering for a variety of different learning styles.

Imagery and E-learning

Imagery can easily be incorporated into learning design. It is an effective tool for provoking higher order thinking among learners (comparison and contrast, critical analysis, deductive reasoning etc.), providing visual example, instruction and demonstration (Marzano & Pickering, 1997). Imagery is a common method of displaying processes, techniques, properties and developing terminology comprehension among learners within the Industrial Design Technology area. Many of the learners that undertake IDT have aspirations toward undertaking trade orientated carriers (cabinet making, carpentry, fitting and turning, boiler making, engineering etc.) which require familiarity with working drawings. Working drawings play a beneficial role in product development, providing required standards and specifications for construction. Learners need to be competent in working drawing interpretation if they are to produce quality workmanship. Introducing imagery through ICTs has the potential to provide learning managers with methods of providing mentally stimulating activities for learners to extend there appreciation for the content area.



http://houseconstructionindia.blogspot.com/2009_03_01_archive.html



http://www.woodbin.com/ref/design/drawing.htm



http://chestofbooks.com/crafts/popular-mechanics/Amateur-Work-1/Mechanical-Drawing-III-Working-Drawings.html



http://www.williamcampbellmusic.com/HousePlans.html



http://chestofbooks.com/crafts/popular-mechanics/Things-To-Make-In-Home-Workshop/Piano-Benches.html

Exposing learners to a higher order thinking activities involving a range of working drawings such as the ones displayed above, attributes directly to the constructivist ideology that learners develop understanding through personal experience and linking knew to previously learnt knowledge(Good & Brophy, 1990). These working drawings are all distinctly different and all serve a certain purpose. Although they are different they still have fundamental similarities within aspects such as layout and technical standard. This means that by having an understanding of one drawing (a simple one like the trestle table for example) an individual is able to apply this comprehension, to a certain extent, to another drawing (one of the house plans for example) that portrays something completely different and still gain understanding. The fact that the drawings all have commonalities but are designed to display a completely different content makes them ideal for developing complex reasoning tools and effectively extending the learners schema (Marzano & Pickering, 1997, p.114, 191).



http://runningahospital.blogspot.com/2009_05_01_archive.html

By incorporating imagery into ICT learning experiences, learning managers are also a better equipped to cater for variations in leaning style (Leaning –styles-online.com. 2007) Imagery can also be implemented in an emotive manner, often accompanied by slogans in order to evoke desired responses among learners.

Vodcast - Instructional Digital Videos

Here are two examples of digital videos that would be suitable for use within an Industrial Design and Technology learning experience. Both of these digital videos provide an instructional demonstration for specific processes in contextual workplace circumstance. These demonstrations are given by professionals with high levels of expertise which makes them ideal examples for learners to critique and evaluate.

The issues these type of demonstrations present (particularly with the woodturning demonstration) are those in relation to safety. Some of the practices these professionals implement would not be suitable for students as they are potentially hazardous and pose work place health and safety issues. On the other hand the fact that these safety issues are prevalent within the videos allows for their use as an aid for learner awareness of these issues. Learners could be set tasks where they are required to analyse the safety issues and miss-practices that the podcast presents, effectively engaging learners in higher order thinking processes such as investigating.

On the other hand there is a great deal students can learn in relation to technique, materials and processes by examining these professionals at work. Even examining simple technique such as how to hold a marking gauge in an efficient and effective manner (something that learners often have difficulty mastering) makes incorporating this style of demonstrative video an effective learning tool.

PowerPoint

PowerPoints are effective in presenting content but need to be accompanied with stimulus factors in order to be engaging for learners. PowerPoint stimulus can range from imagery to question posing, music and humor. For PowerPoints to remain stimulating while also conveying relevant content, they need to appeal to learner characteristics and learning styles. By making the presentation appealing to various learning styles there is more chance of learners retaining the desired information.

In my class room I would use power points to display techniques and processes, using imagery in particular. The use of PowerPoints could be easily used as an appetizer, providing learners with a snapshot of what they are going to be learning, presenting an exciting term or project. As safety is a prevalent issue in my area, imagery through PowerPoint along with slogans would make it easy for learners to identify associated risks. This could also become more interactive, displaying images that present a situation where machinery for example is being used in correct and incorrect circumstances.