This framework is adapted and based around an e-learning framework by G.Salmon (2002).
The following is a picture of my Concept Map.
I have used Salmon's framework to tie in with concept map to show how the process can facilitate learning from foundation level right through to final stage where the learners are proficient and confident with the used of Web 2.0 tools.
My Social Learning Prezi can be view here:
http://prezi.com/g-nloygl6jzm/assignment-2-social-learning-technologies/
Salmon's E-learning framework.
Below is an interpretation of Salmon's e-learning framework with relevance to the CAME automotive course.In this framework you will notice that during the learning process the learner and the facilitator is moving parallel in the learning process. This means that we are learners to and that is why the process is called Teaching and Learning ( we are learning at the same time).
The progressions or scalfolding pyramid below, shows different stages of where our student might find themselves in terms of their capabilities regarding digital literacies and use of Web 2.0.
Different stages:
Stage 1:
What happens here?
I see this stage as the most crucial stage where most of the foundation work needs to be done. At the beginning an initial assessment needs to be done to ascertain the ICT skills of our learners. In my course we have a wide array of learners from diverse ethnicity groups. To ensure learner buy in , a course outline is given and the relevance of the e-learning concept is explained.Setting the scene is important this includes class dynamics (inline with living curuculla), software and hardware issues need to be sorted. Student id's and ease of access will reduce frustration.
To assume, as some have done, that all young people are 'digital natives' ( Prensky, 2001)may be inaccurate. Young people come to classroom with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring,and do not bring , to the classroom ( Julia Davies and Guy Merchant, 2009).
During this time the lecturer's support and guidance are very crucial. Learner were given tutorials on Google Apps which is our Main Web 2.0 tools that we use.Although most of our learners have been exposed to or have been using Txt messaging, gmail, Facebook and Youtube , they were not aware that these tools could be used for educational purposes. Te Puna Ako were brought in to facilitate a few ICT sessions.Once the google account were setup , small tasks were given to the learners for eg. sending email messages. The first four weeks was spent getting learners to set up bloggs, how to create posts and to insert docs and multimedia. Teamcame blogsite was created where learners were invited to join and were put into different groups.The learners were also shown how to access the Google tutorial videos on Youtube show that they can view the videos at the their own leisure and pace when off the campus.To accommodate the weaker learner, one on one (face to face), synchronous sessions is the key.With bigger class numbers it was decided to team teach which made it much easier to give some students the extra help they needed.
It is very important for the facilitators to be part of the learning process, be engaged with them and be part in the process.
Stage 2:
Learners become more confident with gmail and Blogger. They easily access and navigate Google docs. Small class groups are now formed and learners are given a task to blog about. It was found that it was difficult get students to naturally engage in a group task and also in a online activity.I have based an student centered e - activity around the group learniing models Source: Cowie et al (1994, pp. 96 - 81)
Model 1:
This model focus on group learning, peer engagement and sharing.This is adapted from Cowie's jigsaw model (1994). As part of the task each learner will be allocated a certain part for which they will be responsible for.This means that for the task to succeed each member of the group will have complete their task. If this task is set as an assessment the learners will almost forced to complete their tasks. The facilitator must always keep track of the learners progress and intervene where neccessary. Continuous feedback from lecturer to learner and visa versa is essential for the task to be successful. The learners are encourage to use the internet such Google or MS Explorer.
Stage 3:
In this stage the learners are now more comforfable with use of some of the Web tools. New tools are introduced such as Buzz, Picasa, twitter,Youtube, Docs, Powerpoint to name but a few. Another activity is given based on the second model by Cowie. This model dictates that students work cooperatively because there is only one task for whole group.The assessment is also written as part of the activity. See model 2 below:
Model 2:
Stage 4:
During this stage online interactions,discussion and engagement will become more collaborative and frequent. The learners will be creating own content and takes ownership of their learning.The facilitator have to be involved at all times to monitor group activities, keep them active and engaged .
Stage 5:
The learner will now be equiped with neccessary tools to self manage, be creative, critical and self reflective.
From here onwards the sky is the limit. As you can see from the Prezi presentation, the pyramid of learning is complete, this however is not the end of the journey, only the beginning.
References:
- Cowie, H., Smith, P.K., Boulton, M., Laver, R. (1994). Cooperation in the Multi-ethnic classroom. London: David Fulton: The impact of cooperative groups work on social relationships in middle schools. London: Fulton.
- Prensky, M.(2001). Digital natives,digital immigrants.On the Horizon, 9(5), 1-6.
- Salmon, G. (2002). e-Tivities: The key to active online learning. London. Kogan Page.
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