How NGL can inform my role as a teacher

Carl Rogers proposed that there was a need for shifting rom teaching as ‘telling’ to teaching as facilitation of learning (O’Hara 2007). A career practitioner helps students find their career path in life. In more detail I help students identify their interests, skills, aptitudes and abilities, work and lifestyle preferences, which need to be related to the world of work. Help the students find work experience placements. I have the fun job yet again to administer and interpret tests designed to determine the interests, aptitudes and abilities of the students. To also research areas relevant to professional roles, and keeping update with new career moves. In sum mainly to help provide a base service that helps students manage their career life and have the answers to any career information they might need.

The curriculum is provided by Blueprint, they provide a generic way to help years 7 to 12 understand who they are and their potential in life, the curriculum also provides different aspects of self exploration for each year level. With also other important information added in.

Therefore how NGL can inform my role, as a teacher would be able to be answered with the theory of Connectivism and the use of Web 2.0 tools and through the social constructivism theory. Using these theories provides evidence how being a teacher now, means being a facilitator no matter the role. These will provide details how NGL can help my role as teacher for the students benefit.

Kligyte (2009) Connectivism and networked learning theories came about from discovery of new learning paradigms that describes the ability of the new learner. Which are now built on relationships, collaboration and help with developing knowledge. Furthermore, Connectivism theory states that knowledge is made up of connections, between humans and within communities (Puzziferro & Shelton 2009). With networked learning complementing the connective knowledge and describes how a learner would learn information off other individuals and their teacher, but there is no real main ‘teacher’ just an idea and then everyone inputs the information, through blogging and wikis (Carvalho Dohn & Goodyear 2014). This theory describes how learners are the masters of their own learning, with guidance on what they learn from their teacher for a certain topic, but using NGL there is little limit to depth that can be learnt using a learning community.

The new learner now requires a new teacher, which is perfect in some respects as teachers want their students to have some autonomy and creativity in responding to tasks they set; NGL is a setting where this can flourish in an student with certain learning style as visual, auditory and sensing are all catered for, within Toolbelt the web 2.0 tools (Carvalho et al. 2014). SpEdChange (2009) states that there is many tools or programs out there available for those that require help, these days everyone can use them though not just people with disabilities, as people all learn in different ways, and programs are tailored to those needs, to help learners move on quickly.

ReCap (2010) stated a quality career education program is designed to deliver planned learning and activities that help students develop the attributes and skills that will help them make informed decisions about their study/work options to be an effective member of their community they live in. The key role on providing high school students with access to a range of career development services to maximize their career and life choices, and develop their appreciation for lifelong learning. NGL can provide a context of this setting I believe, as there is no better place to show adolescences where lifelong learning begins now, how to maneuver within NGL arena, and knowing that will give them the tools for life, as they are apart of the information era.

Anderson-Inman (2009) stated the web 2.0 tools, blogs, wikis, tagging, social booking marking and media sharing are perfect tools to teach the new generation how to learn these 5 skills.

Constructivism was based on the belief students do not passively absorb information; meaningful learning involves the active creation and modification of knowledge structures (Palmer 2012). Therefore teaching and helping the students with maneuvering within web 2.0 helps them for their future and will also help them find more information about careers and their choices in life and knowing how to network can also be an asset for looking for work a little later in life.

The main bonus to NGL which helps my role as a teacher and the students or learners alike is that the price reduction of the costs of access to the useful information. Sharing information through the networks is well-established feature of human nature; NGL just produces the information for the audience on a much larger scale as ever before (Carvalho et al. 2014).

Constructivist models assume that the main objective of teachers should be to support learners in gaining experiences rather than aiming to transfer ‘knowledge objects’ from the teacher to the learner (Anderson-Inman 2009).Leu et al (007) identified a set of 5 literacy skills of online and future help in life that adolescences must know.

  1. Identifying the question or problem
  2. Locating appropriate information through searching and reading search results
  3. Evaluating the accuracy of the information found
  4. Reading and synthesizing information from multiple sources
  5. Communicating a response to the question or problem formulated.

Anderson-Inman (2009) stated the web 2.0 tools, blogs, wikis, tagging, social booking marking and media sharing are perfect tools to teach the new generation how to learn these 5 skills.

Constructivism was based on the belief students do not passively absorb information; meaningful learning involves the active creation and modification of knowledge structures (Palmer 2012). Therefore teaching and helping the students with maneuvering within web 2.0 helps them for their future and will also help them find more information about careers and their choices in life and knowing how to network can also be an asset for looking for work a little later in life.

The main bonus to NGL which helps my role as a teacher and the students or learners alike is that the price reduction of the costs of access to the useful information. Sharing information through the networks is well-established feature of human nature; NGL just produces the information for the audience on a much larger scale as ever before (Carvalho et al. 2014).

References

Anderson-Inman, L. (2009).Thinking between the lines: Literacy & learning in a connected world. On the Horizon, 17 (2), 122-141.

Carvalho, L., & Dohn, N., Goodyear, P. (2014). Design for networked learning: framing relations between participants’ activities and the physical setting. In S. Bayne, M. de Laat, T. Ryberg, & C. Sinclair (Eds.), Ninth International Conference on Networked Learning 2014 (pp. 137–144). Edinburgh, Scotland.

Kligyte, G. (2009). Threshold concept: A lens for examining networked learning. In Proceedings of the Ascilite 2009 Conference (pp. 540–542). Auckland, NZ.

Leu, D.J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y. and O’Neil, M. (2007) What is new about the new literacies of online reading comprehension? National Council of Teachers of English/National Conference of Research on Language and Literacy, Chicago, IL.

O’Hara, M. (2007). Strangers in a strange land: Knowing learning & education for the global knowledge society. Futures, 39, 930-941

Palmer, D. (2012). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27, 1853-1881.

Puzziferro, M. & Shelton, K. (2009) Challenging our assumptions about online learning: a vision for the next generation o online higher education. Distance Learning, 6, 9-20.

ReCap (2010) Resource for Career Pratitioners, Retrieved from http:// http://cica.org.au/wp-content/uploads/ReCaP-Resource-for-Career-Practitioners-2010.pdf

SpeEdChange

Me as a student – participation in NGL was useful for me

The reason why I am a student in this course has to do with lifelong learning, I want to continuously learn and acquire new skills that are useful within society.

Lifelong learning can be facilitated by the development of real time multimedia applications available via the Internet and computer mediated learning (Mouzakitis & Tuncay 2011). Therefore for this course to be useful to me I needed to learn from, explore and understand NGL more than I did. This course did not disappoint, first week I had been submerged within all Web 2.0 tools and services. I learnt how to learn freely off the net and also how to give information back to the masses. I now understand the tools needed to be charge of my own learning and not a backseat driver to my life of learning really.

Anderson-Inman (2009) stated that Web 2.0 design encompasses blogs, wikis, tagging, social book marking, and media sharing. They have changed and now supply powerful new ideas about how people interact with each other. Web 2.0 tools and services have transformed social interaction and the impact it has upon people to support user production of content (Anderson-Inman 2009). To me since being a student and learning about blogging and all the other parts, I believe this web 2.0 gives a voice to everyone, no matter who they are, and their knowledge can be passed on now easier than ever before.

The Age of information encourages individuals to become a culture of openness and transparency. Being an individual in this age though, one must learn how to learn in the environment, as it has become a portal to the world’s collective knowledge (Arjvand et al. 2013). Google has partnered with libraries all over the world to have information now be able to be read by the general public, no matter the age or race (Kearney & Zuber-Skerritt 2012). To me the information from just having most books now on the net is crazy, then all the rest of the free information, there is more information then I think I would ever need to know or be able to learn in one lifetime, its crazy.

Although Ill Google it, is now the phase to learn anything most people don’t know right, and through doing this course I do believe the Google company is making sure that they have nearly all the answers, they should be proud.

Harold Jarche stated individuals now need to take control of their professional development through a continuous process of seeking, sensing and sharing. As there is crazy amounts of information one must narrow it down and understand how to have shortcuts to access only what they want to learn.

Which requires individuals to work out their own PKM – Personal Knowledge Management system; from what I understood it was what a person uses each day to learn from the Internet, where they go to do it.

Which just through this course has changed completely for me. Seeking information now has completely changed I no longer am I bystander of what I learn I now seek out information. I have subscribed to 2 newspapers my local and an international one for media news, Courier Mail and New York Times. I read feedlys feeds now daily, which I’ve learnt are really interesting, as I’ve weeded out the noise and non-informative posts. Twitter feeds I only check every 2 or 3 days, so I guess they aren’t in my daily routine.

Sensing the information I use Evernote, where I collect everything to now. I use sticky notes a lot, freemind I also use to piece together the more complex issues together.

Sharing information I guess I only do that over blogging and Diigo but not on a daily basis it all. But that is more than I did or even know about before I started this course so for me that’s useful and a bonus.

Browning & Williams (1997) stated within blogs, learning materials can be cross liked to each other for easier access and helps others learn what may have taken an hour to find and compile together, which helps as other individuals will build upon your knowledge and even more than in created. As the age of information is all about knowledge made by individuals for the masses (Kearney & Zuber-Skerritt 2012).

I even like the compassion to ladder rungs to my journey through this course and how useful it is to describe my journey. For example, Bigum & Rowan (2013) described learning NGL is like climbing a ladder. Taking steps up on the ladder, the steps below disappear as you’ve mastered what it took to move up a step, and you know more than you did when you were on a lesser rung, this analogy suits my learning of NGL perfectly. I mastered where to find the information with many hours of trails and tribulations but when I knew what to do, it took 5 minutes to find and work through and never bothered with the searching and trying to figure out things again.

All in all my participation in NGL was useful as it feed my need to learn something new everyday. I learnt more than one thing most days since it has begun. Although I had to learn how to learn from NGL first which was frustrating at times, but I mastered the Web 2.0 tools and gave back to the community I am involved in, therefore I believe I am useful and it has been useful to me.

References

Anderson-Inman, L. ((2009).Thinking between the lines: Literacy & learning in a connected world. On the Horizon, 17 (2), 122-141.

Arjvand, H., Hassandeh, F., Hessan, S., Navidi, M., Omidvari, F., & Ostad, A. (2013). The effect of information technology on e-learning. Interdisciplinary Journal of Contemporary Research in Business, 5 (2) 652-671.

Bigum, G. & Rowan, L.(2013) Ladders, learning & lessons from charlie: Exploring the potential of public click pedagogy. EdExEd Working Paper Series.

Browning, P. & Williams, J. (1997). Using the internet in teaching and learning: A UK perspective. Comute & Geosciences,23 (5), 549-557. 

Harold Jarche

Kearnet, J. & Zuber-Skerritt, O. (2012). From learning organisation to learning community: Sustainability through lifelong learning. The Learning Organisation, 19 (5) 400-413.

Mouzakitis, G. & Tuncay, N. (2011). E-learning & lifelong learning. Turkish Online Journal of Distance Education, 12 (1), 166-173.

Me as a Learner, Participation in NGL was Useful for me.

Starting the network global learning course, which feels like a complete different lifetime ago, I did not really know how to learn from the net and utilise it to its full potential. The course entailed actually choosing something that we were interested in and learn it with only using the Internet. I chose spanish, Ive always wanted to learn a language but never found the time or had any motivation to try to.

Through Connectivism, a personality trait theory openness to experience, and self-determination theory, plus with my own thoughts about the whole process also included, the focus here will be clear that NGL has been completely useful learning experience. NGL has been useful to me as I have actually learnt basic Spanish and enjoy conversing in it; I’m still a little slow and sound like a toddler when mixing sounds up but I never knew the net could make learning something so easy and free to anyone.

Connectivism is a theory that has arisen for the digital information age. Connectivism is a new learning theory explaining how young and old individuals learn, and how all learning begins with a connection (Mackness & Tschofen). Buchem et al. (2013) stated that learners benefited from being apart of communities. Abbott & Lear (2010) stated the style of connections were vital for an individual to learn how to transverse in spanish. Communities were a positive social connection especially when native Spanish speaking people interacted and helped learners, which is now possible for more people than ever before since the Internet and the tools that are provided, microphones and cameras. I found that joining a community was an enriching experience and a perfect way to learn how to speak a new language.

Copyright From Mrs. Singh

Another interactive style that was used in this situation that was free and readily available, even when I had insomnia, were online games and quizzes. An individual needs to log into the website but every time you return the quizzes you’ve done and games you have mastered are there letting you know the next progression, which was user friendly and easier than redoing quizzes and games that may become boring if you redo them. Walsh (2011) stated that students are able to access an exhaustive amount of electronic recourses to help them learn Spanish over the Internet. Although learning the language with native speaker in social media communities proved statistically superior. As the social interactions provided a more social aspect, where the learners could ask questions and be given feedback in real time also help each other learn (Walsh 2011).

The personality theory complements Connectivism as it provides details as to why some individuals would take to NGL like a duck takes to water and why some individuals are reserved about the experience.

The personality trait openness to experience had implications on how NGL was useful for my learning as the trait indicates levels of curiosity, exploration, creativity and unusual ideas (Mackness & Tschofen 2012). High on openness spectrum means a readiness to perceive ongoing experience accurately without distorting or attempting to avoid the experience which also would have been in my favour to want to try to at least see what NGL had to offer without stopping and saying its crap straight up. I investigated and involved myself in the technology to be able to learn something fresh and new to me with a little craziness and a lot of laughing at the way I pronounced the words, which did not come out right a lot. But the experience was a complete success to me and I only will recommend NGL to others now even if they are standoffish.

Therefore the personality trait openness to experience had implications on how NGL was useful in helping me learn Spanish because of the curiosity, and exploration that the trait helped me utilise the Internet.

Connectivism stated self-determination theory is a personality construct reflecting an individual’s preference to be in charge of their learning process, ability to conceptualise, plan, implement and evaluate their own learning experience. Self-determination theory believes for a person to be motivated, 3 basic needs are to be met. The basics needs are Autonomy, competence and relatedness (Kreijns et al. 2014). Kuan-Chung & Syn-Jong (2010) stated autonomy encompasses a persons sense of control and having some belief they are in control of themselves and their actions. Competence means that the individual has the feeling of understanding and knowing what is expected within the tasks and activities set for them. Relatedness is about a social need and includes the feeling of being included or affiliated with others (Kuan-Chung & Syn-Jong 2010). Dedi & Gagne (2005) stated only when the satisfaction of the needs gives nutriments for motivation. Therefore I had to feel like I had control over how I learnt Spanish which I do believe I did, as I was given ideas how to find my way but I had to actually plan and implement the exchange and became apart of a community, so I felt more and more competent as the weeks progressed, so I didn’t not give up, and finally the feeling of being included within the learning community was a deal breaker as it was fun learning with others that were like me. Therefore this learning experience was useful to actually learn Spanish and I can be self-motivated since I have never bothered in the past.

All in all the influences of autonomy, connectedness, relatedness, and openness, have affected the usefulness of NGL in a way that the experience of learning how to understand Spanish was free and affective for me. I could not believe that that’s the real reason why the Internet was first thought of way back, to learn from each other, and connect to people that individuals would not normally even be able to associate with.

References

Mackness, J. and Tschofen, C. (2012). Connectivism & dimension of individual experience. The International Review of Research in Open & Distance Learning, 13 (1).

Walsh, A. (2011). Learning spanish today: A research guide. Reference and User Services Quarterly, 51(1), 3-9.

Abbott, A., and Lear, D. (2010). The connections goal area in spanish community service-learning: possibilities and limitations. Foreign Language Annuals, 43, 231-245.

Buchem, I., Camacho, M., Cochrane, T., Conin, C., Keegan, H. (2013). Building global learning communities. Research in Learning Technology, 21, 1-14.

Kreijns, K., Van Acker, F., Van Buren, H., Vermeulen, M. (2014). Predicting teacher use of digital learning materials combining self-determination theory and the integrative model of behaviour. European Journal of Teacher Education, 1-16.

Kuan-Chung, C., and Syn-Jong, J. (2010). Motivation in online learning: testing model of self-determination theory. Computers in Human Behaviour, 26, 741-752.

Dedi, E. and Gagne, M. (2005). Self-determination theory and work motivation. Journal of Organisational Behaviour, 26, 331-362.

Advantages and Disadvantages of Online Learning

I have been busy discovering all the literature that surrounds the theories to explain the interaction with individuals and the internet and how one learns from all the information. Mainly for the purpose to build a strong argument for my assignments that e-learning does help people and NGL is worth learning and studying from in a students perspective.

Andrew’s thoughts really struck a cord with me, as did the week 7 readings, I was already trying to find disadvantages but they all seemed superficial to me, no real argument about e-learning and online communities being awesome, as both sides need to be produced advantages and disadvantages then people make up their own minds or from data and research provide details if learning online does really produce better results. But that might be my academia background taking over and wanting more than the ecstatic praise for the internet and the connectability from it.

Stephen has tried to produce some advantages and disadvantages but they are not from studies, they seem to be thoughts and worries only so far, as well as this PDF.

I really have no comment about it all yet, I just I agree completely with the reading of this week, and in time I hope the subject is researched and the results show if e-learning is better or maybe a combo would be better for individuals well-being.

Me as A Teacher

Communities for career advisors are not easy to find, I have googled, feedlyed, and all things in between to try and find some remnants of educational career advisors for high school students, with no luck.

I ended up with looking for a career or general practitioner vacancies and many weird and wonderful things in between.

Until a friend of mine reminded me that I had tried to become a member of CICA community last year when I was accepted for the postgrad cert, and that helped me to find the community group QASA and they accepted me and there is so much information they share freely, other advisors blogs and describe how they practice and how they use BluePrint in their schools curriculum.

I realised that Im connected through twitter with a local career advisory company also that tweets at least once or twice a week. So I guess I am connected in more ways to a community of shared learning.

As for NGL being used by career practitioners/advisors, Ive been informed everything happens over the net these days, the questionnaires, blueprint tasks, and info about which career of choice needs what credentials and where to find those courses within Tafe or university.  

But it is not all in the one place, so thinking about my first assignment for as a teacher I guess I would try to do NGL as a way to bring all those options into the one place for the students to access. With using literature and examples about NGL will help prove my case they learn easier when the information is where they can find it easily and they are so tech savvy they probably think it was easier, to be able to browse at their own leisure.Plus they would be able to add to it and provide knowledge that they had discovered and contribute early to a community base, free of judgement, well its a dream! 

Hamburg (2010) stated that using eLearning within communities has a potential to support sharing, development and transfer of individual or organisational knowledge through interactive methods. Using collaborative procedures enriches the experiences for the participants involved.

Knowing that Hamburg was trying to express that NGL was for the best and gained fruitful experiences for the people involved their would be a hopefully a positive affect on students when introduced to them in a career help context also.

Career Advising in public schools assist students in developing personal career plans, and a key role would be to provide the students with access to a range of career development services to max their career and life choices and develop their appreciation for lifelong learning and to be an acceptable contribution to society, which I believe could be easily transfer without depersonalising the process hopefully. 

Reference

Hamburg, I. (2010). ELearning 2.0 and social, practice-oriented communities to improve knowledge in companies. Internet and Web Applications and Services 411 – 416 DOI 10.1109/ICIW.2010.68

 

Introvert Extrovert Doesn’t Matter

I decided to read some blogs today, as there wasn’t much really going on with any of my normal stuff I do on the web of a morning, and I swear somehow I missed this chain of conversations I guess would be a way to describe it, of insight into who you guys are BrendonAnneliseMari, and Anne have been busy analysing themselves and how the NGL works for them and how they influence the world.

Thank you guys for the insights. I really enjoyed reading them as for me they were a nice easy read and small amounts of learning to boot :).

The BigFive! is the personality test I liked to use, the link shows a free version not the actually one I would administer to people, but also adds another view within the blogs and help others that maybe wont to learn a little about themselves too. 

I am a ENJF, as the bigfive will give you letters and then describe about yourself, therefore I know I need noise and all the crap going on around me so I can concentrate, as my head has nothing going on so I feel I need to absorb  so much and fast paced so I can feel alive I guess thats how I see my extrovertism and why I always trying to find new things and always researching random things. But me beening me Ive done all the research to try to understand introverts as I noticed most of you commented that you were, and I wish I was able to live in quietness, sometimes I can but right now I have the radio, tv and I have 7 web pages up looking at everything I want to know. Sorry this went completely off topic as you all were talking how NGL works for introverts and extroverts which in a way I really thing its a community that can work for both, introverts if theyve had too much information, like overload they can relax and just let their minds absorb slowly by waking away and milling over it, and extroverts and keep looking till theyve had enough, endless supply of learning.

Am I right or off base? Id love to know you options

Regards and thanks for the blogs guys

Kath

Learning Spanish

This we were asked to seek out a community to help us with learning what we had decided to learn for this semester so here is my report about the simulation into a community that helps people learn a language.

Learning Spanish from a community with this actually site, has been a very different experience I was set up with a few people also wanting to learn espanol and a willing to teach us teacher via a mic mostly, sometimes we type also, Ive only interacted once so far, there is not enough hours in the day I swear. I went into the experience with an open mind so is seems ok so far, was really funny hearing others try to learn also and it helped that they were just as good/bad as me, so they seem nice so I hope it goes well.

The community though seemed to be based on a task-based community with only a drive to an outcome that is intended (Polin & Riel). Which is fine with me but as soon as we have learnt all we can from this community we will probably all move on and fine a more advanced one, which I guess is how it works. As being a member of a task-based learning community the membership was excepted and there were learning goals, with a participation structure. They only work together to achieve the desired outcome (Polin & Riel). Not a collaborative style community really just one that came together for a purpose and thats about it really.

Referring back to me earlier blog I wrote up that I had found tools to understand the language more, I have found a better one for myself that I would like to share the WordReference is really good, the program gives the dictionary meaning in many difference contexts also, not just meaning for the word, so it gives you the ability to be able to use the language within the real world so you are able to be sarcastic or righteous while talking if thats how you feel at the time.

But the most fun thing I found exploring this week was an interactive game it made what Im learning fun in a way and also this game makes learning this not as boring to say the least.

 

References

Polin, L., and Riel, M. (2004) Online Learning Communities, Common Ground and Critical Differences in Designing Technical Environments. Cambridge University Press: NY, USA.

Revising Kath as a Teacher

David Commented about that I wanted to work along the lines of being a career advisor to help students learn who they are and how they can contribute to society, within job and a career context only, I dont think anyone really can answer who they are question in a few sentences and especially not without using the FreeMind application.

My role as a teacher, I have decided to be implementing NGL to Year 7 to 12 now since Grade 7 becomes a High School level for Queensland in 2015. I will only be designing the program for one high school set of kids,a Ive discovered through interacting with other career advisors they jump for a few different schools per fortnight and that would make the assignment too difficult I think. 

Researching the role in a current NGL context, brings a bump in the road as there actually isnt one at all, to even have a look at and get ideas from so Ill designing it with a lot of foresight, there is a curriculum style to follow and who to be in contact with but not with NGL in mind. So Ill be designing something relatively new by the looks.

NGL I think will help students to be in contact with a semi structured learning place that has a lot of ideas and interactive programs that could help them in the long run to work out jobs and even choices available to them to provide a particular career path to aspire too.

Difficulties

well there will be many but I would prefer to dwell on the how tos, not the how not and wont happens of the project, Im am an optimist so Im staying positive :).   

 

As a student

I entered my blog to show my evaluation of my own work, a reflective blog evaluation which I thought at that time was definitely not good enough, I have learnt more even though that was only 2 weeks ago, I cant believe the progression I have made.

The issue I am having is to ‘pick on’ or evaluate another peers work, this is the real reason I never went into main stream teaching and only teach dance for fun, I cant handle confrontation with giving feedback, but hopefully its not too hard here, as its not like face to face really. 

 

Helping with Warcraft

Ok so I am finally up to week 4 readings and I was reading that Warcraft help needed for you David, well I cant go past it, as I play the game, my main characters and a few ‘alts’ are on Jubei’Thos, in a guild called city of angels and I just wanted to say guilds help so much, the collective help you receive from people in game and WowWiki and mmo-champion off those websites are so much help, then when you have your toon to full level which at the moment is 90, then Mr Robot will help to fix your gear so people dont pick on you,as ingame some people can be really mean :(, but I thought Id help alittle about what I know so far, good luck and have fun