Reflective Synopsis:

This course was fun, engaging, challenging and practically relevant to life and classroom learning, a prime example of how we as teachers ought to formulate our classes. Digital learning has come a long way, not solely in the context of technology itself, although obviously it has, but the application of technology into learning. As a father, it is incredible to watch children’s interest, effort and ability to use technology in completing tasks or solving problems. For my children it is as simple as using puzzle apps, counting apps, and problems solving apps in general that they simply love and are very good at; did I mention my children are 5 and 2. Much like my children it is imperative that the apps or websites used are done so legally and ethically in a structure that promotes higher order thinking, collaborative, cooperative and effective learning in both classroom settings and beyond. You see one thing that this course has done has taken my own narrow concept of classroom learning and made it global. Indeed I have come a long way from the beginning of this course and feel better placed to continue that development over many years to come as a learner and educator.

Upon reflection, it was evident as each week went by that my understanding evolved and grew. The possibilities are endless connecting digital technology to learning frameworks such as Dimensions of Learning (DOL’s), SAMR model and Bloom’s Taxonomy to apply high order creative thinking and learning, a few tools in a small but ever growing tool belt. This simple mind shift gave new perspectives to learning, it almost relieved me of pressure to think that I can give students the platforms to reach their own goals, whilst pushing them go even beyond their own expectations. Collaborative learning engages the student to be analytical, critical, constructive which works in seamlessly with theories such as constructivism theory. Students are encouraged to create the end result using creative frameworks for higher order thinking, problem solving via their own personalised avenues. The ability to work together and process information for problem solving are invaluable life skills that students carry well beyond the classroom.

This approach allows students to engage in community and professional based topics and problem solving, giving children purpose, accountability, responsibility within the framework of any particular course and pedagogy of their particular teacher. Scaffolding their learning are sites such as blogs and wiki pages that allow for engagement between students/students and teacher/students with the ability to multi-author. This platform is used to help guide and develop their understanding of any illegal content, copyright laws, bullying or immoral content; all monitored by the teacher. This collaborative learning enhances student’s ability to think critically and communicate without fear of offense, encouraging resilience and grit. This was actually a requirement of our class however we missed the mark in terms of critically analysing and improving each other’s work. For example comments such “Good work” and “Loved your font” didn't really, well do anything. Through our lectures and collaborating in class using ITC’s in reference to learning theory’s already covered, it became very obvious that the interaction between students in class and online was a huge benefit. The De Bono’s Hats exercise was a prime example of how the ideas of others can help open your own opinion or perception of a subject matter. Students in that environment felt content to say their piece and read others, however this didn't really allow for further growth of ideas beyond.

The well-being of students is paramount, students who are shy in class have more confidence online, although social behaviour needs to be constructive, and this would take time as it does in real life. Classroom management benefits, time restraints in class don’t allow everyone to contribute to a well thought out and effective collaborative process. Online collaborative learning allow ideas to grow, although I think to begin there needs to be some basic establishments and ground rules laid out before this type of learning  takes place. For example students need simplistic understanding to begin; constructive criticism isn't directed at the person only the topic, don’t take criticism personally and whatever idea put forward will not be the idea at the end. To collaborate will take everyone’s input; some ideas will work well together while some won’t. This will help students to be brave enough to critic a class member without feeling guilty, as we did. Individual learning is yesterday’s news and the modern age is breathing fire into the belly of student or peer based learning. Help students to focus on how to apply collaborative frameworks and tools to better understand problem solving, not just the problem.

For a teacher to teach higher order thinking they first must become higher order thinkers. The constant use and re-use of Bloom’s Taxonomy and the SAMR framework allowed, in time, for me to grow my own understanding of facilitating a real class. It allowed me to understand that learning must have the highest of expectations, to the point where there is no specific view at the end but a journey to walk that will encourage a person’s ability and understanding. As a teacher I will take a new initiative to collaborating with fellow teachers, challenging myself on a daily basis to raise the bar of expectation and different ways for students to enhance their learning experience. I will use my students to help guide me, hopefully as much as I guide them. 

References:

Australian Curriculum: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Constructivist Learning Theory: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

CQ University: EDSE 12024 Digital Pedagogies in secondary schools.

Online Learning Insights: https://onlinelearninginsights.wordpress.com/2012/04/27/online-groups-cooperative-or-collaborative/