Within the learning theories wiki we had to choose a partner and examine a reading in great depth. This was a really helpful learning task for me. I realised why we had to proceed with this task because we could work with others and discuss our ideas in depth. It was an expert jigsaw; I could compare and evaluate my scaffold of ideas with my partner which established deeper meaning around the reading. I found that working online with a partner was flexible because we worked over email and by phone but I still found it difficult to not be face to face with my partner and interact instantaneously with my partner.
I believe that working online doesn’t support all learning styles and needs, because it only corresponds with some visual and auditory learning needs. Social interaction and human contact I still think is an invaluable learning experience which benefits most students in a learning environment.
The PMI thinking routine is an excellent scaffolding technique. It helped me to extend my learning from lower order thinking to higher order thinking which is a learning design framework created by Blooms taxonomy. The PMI thinking routine provoked an analytical process rather than just a descriptive process which helps to identify key points within the reading.
The value of the learning theories wiki is learning how to work with a fellow student who lives 500 miles away. The PMI scaffolding technique we used is helpful in promoting high order thinking rather than just recalling information from the reading. My partner and I used the PMI on the multiple intelligence article developed byGardner (Smith, 2008)
Working together with a fellow partner, discussing ideas and being able to adapt to different ideas and view points. Organising and sharing critical analyse with one other develops a sense of pride and motivation.
My partner and I constructed and evaluated information from the reading using the PMI thinking routine. To obtain thought provoking analysis we related the knowledge and content of the reading to a real-life situation in the teaching realm or school realm and from there we gained a comprehension of the knowledge and could apply it.
When we read the multiple intelligence reading, we used our sensory memory which then shifted into our working memory where we gained comprehension of the ideas within the reading. By applying the knowledge to a real-life context enabled us to shift certain ideas and concepts to our long term memory.
For instance, I can acknowledge that each learner has a learning style and teachers need to be able to embrace, cater and nourish a range of them to create successful learning outcomes for their learners.
Following on from the profile wiki, I felt more comfortable with editing this wiki and this is due to repetition and external experiences surrounding the development of a wiki.
Through been able to connect with a partner, we were able to discuss and comment on each other’s ideas. I used many ICTs to finish this task. For a start I emailed my partner, I found her email address on the moodle site. Then, once we agreed to be each others partners, we drew up a table each using the PMI scaffold, we each emailed each other our table and from there my partner rang me and we discussed our ideas before we posted them to the wiki. It was about connecting to your partner but to ICT’s as well, such as email and the same learning space, the wiki.
Yes this is a valid exercise that reaches a range of diversities and when different diverse backgrounds are grouped together many positive and conversant ideas are introduced. My partner is from America and I am from NZ, so when we discussed our ideas and concepts surrounding the reading, there was great debate on what country did it like this and which country did it like that. The wiki gives students a base structure and foundation but still allows them to give their own opinions and thoughts rather than make the wiki rigid and forceful like traditional methods.
Learning to work with a partner through telecommunication and via email is essential for an online e-learning strategy. As the learning engagement theory suggests that an e-learning design and space is not about interacting with a machine or ICT but engaging with other students through the use of e-learning strategies like the wikis and email. This supports learning by establishing time management and organising times to ring each other and get tasks completed through ICT.
I believe that working online doesn’t support all learning styles and needs, because it only corresponds with some visual and auditory learning needs. Social interaction and human contact I still think is an invaluable learning experience which benefits most students in a learning environment.
The PMI thinking routine is an excellent scaffolding technique. It helped me to extend my learning from lower order thinking to higher order thinking which is a learning design framework created by Blooms taxonomy. The PMI thinking routine provoked an analytical process rather than just a descriptive process which helps to identify key points within the reading.
The value of the learning theories wiki is learning how to work with a fellow student who lives 500 miles away. The PMI scaffolding technique we used is helpful in promoting high order thinking rather than just recalling information from the reading. My partner and I used the PMI on the multiple intelligence article developed by
Working together with a fellow partner, discussing ideas and being able to adapt to different ideas and view points. Organising and sharing critical analyse with one other develops a sense of pride and motivation.
My partner and I constructed and evaluated information from the reading using the PMI thinking routine. To obtain thought provoking analysis we related the knowledge and content of the reading to a real-life situation in the teaching realm or school realm and from there we gained a comprehension of the knowledge and could apply it.
When we read the multiple intelligence reading, we used our sensory memory which then shifted into our working memory where we gained comprehension of the ideas within the reading. By applying the knowledge to a real-life context enabled us to shift certain ideas and concepts to our long term memory.
For instance, I can acknowledge that each learner has a learning style and teachers need to be able to embrace, cater and nourish a range of them to create successful learning outcomes for their learners.
Following on from the profile wiki, I felt more comfortable with editing this wiki and this is due to repetition and external experiences surrounding the development of a wiki.
Through been able to connect with a partner, we were able to discuss and comment on each other’s ideas. I used many ICTs to finish this task. For a start I emailed my partner, I found her email address on the moodle site. Then, once we agreed to be each others partners, we drew up a table each using the PMI scaffold, we each emailed each other our table and from there my partner rang me and we discussed our ideas before we posted them to the wiki. It was about connecting to your partner but to ICT’s as well, such as email and the same learning space, the wiki.
Yes this is a valid exercise that reaches a range of diversities and when different diverse backgrounds are grouped together many positive and conversant ideas are introduced. My partner is from America and I am from NZ, so when we discussed our ideas and concepts surrounding the reading, there was great debate on what country did it like this and which country did it like that. The wiki gives students a base structure and foundation but still allows them to give their own opinions and thoughts rather than make the wiki rigid and forceful like traditional methods.
Learning to work with a partner through telecommunication and via email is essential for an online e-learning strategy. As the learning engagement theory suggests that an e-learning design and space is not about interacting with a machine or ICT but engaging with other students through the use of e-learning strategies like the wikis and email. This supports learning by establishing time management and organising times to ring each other and get tasks completed through ICT.
Smith, M.K. (2008). Howard Gardner, Multiple intelligences and education.
Retrieved from http://www.infed.org/thinkers/gardner.htm
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