Draw a diagram of your use of learning technologies (either for your own leaning or for your teaching) mapping the technologies to pedagogical functions. As a starting poing, try to use Laurillard's Conversational Framework and her approch to categorising media and technologies.
I find this task tricky to complete as I'm not entirely sure what the end result should look like. It has though led me to look at this article "A model for selecting educational technologies to improve student learning (Lambert & Williams)" which I found a useful primer as it runs through from "use of technology for novelty value" to mapping technologies to what it describes as learning processes.
|Laurillard's "conversational framework" model of the learning process (from Laurillard, 1993, p103)|
Laurillard's Conversational Framework features in the article, and I look at it and think I understand it - but I don't see how it helps me to evaluate and reconsider anything in particular. I look forward to further reading and thinking about it when I've seen some more responses to this...
The change described in Lambert and William's paper, made by Curtis to make step 1 into "Information Transmission" (rather than combine it with 2, 3 and 4 as discursive) seems to me to be a useful one as the tools used may well be different, so to break them apart could lead to a more specific analysis.
Using that model, and taking a recent piece of work in which I took on the role of teacher with a primary school class, I'd set it out as follows:
Information Transmission: Online Concept Board (Realtimeboard)
Presentation: On-line document (writing frames and templates made in Google Drive and shared through Google Classroom), big screen, Online Shared Concept Board
Search & Retrieval: Internet Searches from prepared 'whitelist' of high value sources
Learner response: Document preparation using Google Drive and templates from Google Classroom - working in groups collaboratively in what is essentially a wiki, plus photographs and video clips collected into same same folders.
Discursive: Through sharing the documents produced for comment (only) with peer groups and teacher and hyperlinking to Online Concept Board.
Adaptive: Review of the responses from pupils, both the original work, and the comments made on their peers to shape follow up work to address gaps, need for progress etc
Interactive Use of comments and email. Media resources added as links to Concept Board
Reflective Email, self review/ peer review and teacher review of document(s) produced and handed in via Google Classroom.
Clearly this isn't a diagram!
This is my attempt to present the above in diagrammatic form - I'm not happy with it but that is perhaps because there is something much deeper and more useful about Lorillard's Conversational Framework than I have understood. I'd find a model based on the ePedagogies described in next week's study much more engaging.
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