Week Two Reflections

What is Pedagogy?

How does one critically discuss pedagogy, a subject that has been exhausted by educators? The reality is that pedagogy is dynamic. It requires imaginative thinking and working with the latest tools (whether they be theoretical or technical) to help ensure our learners maximise their learning experience.

I believe the tools required for effective pedagogy are basic knowledge, real context, evidence of problem-based learning, developing a comprehensive understanding of the issues, higher order thinking, collaboration and developing the learners ability to think critically and creatively so they have can problem solve in their everyday life. This week our readings have addressed how ICTs should be used as transformative tools. In response to concerns that connectivism has created a “Google culture”, l believe the use of ICTs will change the way we learn and will ultimately create new education and learning models.

The SAMR Model and Bloom's Taxonomy

The analysis of both Bloom's Taxonomy and the SAMR Model allowed me to develop my understanding of the difference between basic knowledge and comprehensive ways of thinking (referred to as Higher Order Thinking skills).

I really like the circular image of Bloom's Taxonomy as I feel learning is an infinite exercise, with no beginning and no end. Bloom's cognitive Taxonomy highlights that while basic knowledge and "low level thinking skills" are important, for individuals to survive and for our society to grow intellectually, higher order thinking must be achieved. This means our pedagogy needs to stimulate analysis and critical thought. We need to evoke curiosity.

The SAMR Model addresses the four levels of technical integration and the impact these levels have on reaching that higher order of thinking. The SAMR model gives this process logical structure, assisting with pedagogical design and guidance in regards to introducing ICTs. The iPadagogy Wheel pictured above (sourced from www.coetail.com) nicely brings together Blooms Taxonomy and some of the technical integration discussed in the SAMR Model.

In an educational context, the first two levels of SAMR - Substitution and Augmentation, represent the framework that ensures efficiency in the modern world (for example tools such as word processors that are a direct substitute but offer no functional improvement) while the final two levels of Modification and Redefinition can actually change the way we learn. In the classroom this means a new set of resources for students which allow them to modify and build a greater understanding. We are not getting rid of traditional analysis, rather we are providing different perspectives to how we analyse (eg. visualisation tools and online communities). At this level we see a collaborative process that will generate a different way of thinking, new learning practices and innovative business models.

The WIKI

The WIKI exercise has been a revelation. My initial opposition and fear evolved into excitement. I was learning, I was interacting, at night, from my home I was collaborating. As mentioned previously, I feel the experience was particularly aligned with Connectivism as we shared resources available on the web via links, knowledge was compiled in a structured manner and some technical skill was required. Cognitivism was seen with the chunking of information while Social Constructivism was obviously evident in the real world issue featured (ie. the use of mobile phones in the classroom). As always, the learning experience featured aspects of all learning theories, an important feature to consider when designing lesson plans. All learners are different and lessons should incorporate a variety of learning styles when introducing digital pedagogy (or any pedagogy).

I felt the experience particularly aligned itself with the SAMR model in that Modification and Redefinition were occurring. The collaborative process allowed me to scaffold my learning and I feel that if we were to extend the exercise as intended (ie by building an overview of ideas) due to the fact that the critical and constructive process had been simplified (by forcing each participant to clearly outline and justify their thoughts) a productive direction would be achieved. 

I loved the logical aspect of de Bonos hats. It’s structured approach lends itself to creating higher order thinking skills as per the cognitive domain of Bloom's Taxonomy. The ability to not only share ideas, resources, films, links to discussion forums (and more) allowed us to quickly escalate the depth of discussion. My personal scaffolding of learning (prior learning in addition to the collaborative learning experienced) was achieved by having to extend my initial thoughts – as the last person to comment in my forum I was challenged to think of different ideas. I had to be concise and I was led to research my ideas on the web to further justify and collaborate my thinking. 

As always, I was was challenged technically and need to learn more about how to best navigate a Wiki if I am to introduce this tool into my pedagogy. I did add a link as an example of both extending my skill base and collaboration. To me, it is this collaboration that is the key, the world wide web has absorbed the traditional role of the the village Storyteller/Keeper of Knowledge, though individuals are able to meet via this same web to share prior knowledge, ideas, resources and to propel innovation. The controversial subject matter did not lead into heated argument, rather individuals calmly put forward their opinions via the forum of the Wiki. It will be important when designing these e-learning exercises that we give student the skills to navigate with confidence and the guidelines to ensure they are safely and ethically operating online.

I feel that the ICTs used in the WIKI clarified my thought process and ensured collaboration at a higher level, I was able to look at the subject matter both critically and creatively. Rather than a messy ball of string, I unraveled my ideas and plaited them together to create a stronger thread.