'Design and Create a Digital Profile which Reflects on your Journey as a Learner During this Module'
In this webpage I reflect upon what I consider to be the most significant aspects of my journey as a learner during the course of this module.
What have I included in this webpage and how is the webpage organised?
You will encounter different sections within the webpage. The sections are labelled using ascending letters (A-E); and subsections within these sections are labelled using ascending numbers (e.g. 1-7) as you scroll down.
Below is an outline of the content of each section within this webpage:
(A)Introduction
(B)Learning journey split into 7 subsections (labeled 1-7)
(C)Discussion of the webpage itself split into 2 subsections (labeled 1,2)
(D)A summery of my learning journey
(E)My bibliography.
You will encounter different sections within the webpage. The sections are labelled using ascending letters (A-E); and subsections within these sections are labelled using ascending numbers (e.g. 1-7) as you scroll down.
Below is an outline of the content of each section within this webpage:
(A)Introduction
(B)Learning journey split into 7 subsections (labeled 1-7)
(C)Discussion of the webpage itself split into 2 subsections (labeled 1,2)
(D)A summery of my learning journey
(E)My bibliography.
(A) Introduction:
An introductory overview of my learning journey during this module:
Through this module, I have learnt about new tools with which you can tackle learning. These include thinking tools, digital tools, and tools for reflective practice.
I have also learnt much about who I am as a learner, including how and where I learn best, and what are my current strengths and areas for development.
I have benefitted from what I have been taught during this module because the support of my learning (through teaching, scaffolded learning, and structured group-working) has stretched my learning beyond the limits of what I would have been able to do had I not had help (from those who knew more about the subject than I).
A visual representation of my journey as a learner during this module can be viewed below in the form of a flow chart (the arrow heads represent the direction of my journey as a learner).
(B) My Learning Journey
1. Significant points of my learning journey during this module (i.e. key learning experiences for me during this module):
The digital tools I used in this section of the webpage
- Audio-boo (for my audio-recording)
- Powerpoint,
- Lucidchart (for making my mind-maps)
- Word
- Slideshow (for putting all the aspects of my presentation together)
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to use an audio-recoding to describe the meaning which I ascribed to the particular wording of the question which I was trying to answer in the Slideshow below it.
I used an audio-recording because I felt that this enabled me to convey the nuances of my meaning via tone and intonation more effectively. I chose to use a slideshow to integrate different digital tools together.
Due to the differing natures of the information which I wanted to convey, I felt it was important to use a variety of digital tools (each of which I felt was best suited to the type of information).
For example, for information about my thinking I used Powerpoint because it allowed me to order the information into a logical sequence; I used Lucidchart because it allowed me to show the interconnections between different resources; and I used Word because it allowed me to convey text in a more condense manner, and also make clear distinctions between my self-reflections (shown via Powerpoint slides), and my reflections subsequent to critical reading of the work of others (shown through Word).
2. How differernt learning tools/contexts work for me:
What I have learnt about using different learning tools over the course of this module - their advantages and disadvantages for me as a learner; what this tells me about who I am as a learner; and how I will use this knowledge in my future learning/teaching.
For optimal viewing, please click to view in 'fullscreen' mode.
For optimal viewing, please click to view in 'fullscreen' mode.
The digital tools I used in this section of the webpage
Why I chose the above digital tool to convey the information in this section of the webpage
I initially tried to describe what I have found out (about different tools/contexts work for me) using Powerpoint because it it allowed me to convey the information in a succinct and organised way.
However, I found that using Prezi enabled me to order the information in a way which better equipped the reader to follow my 'train of thought' throughout the presentation from one aspect of the 'answer' to another.
I feel Prezi offered this advantage to me because I often struggle at the initial planning stages of writing as to how best to structure my answer, and Prezi's pre-made presentation building blocks was a useful tool for me to overcome this difficulty.
Through this learning experience I learnt that I benefit from working from a pre-made structure so as to enable me to more effectively structure my argument.
Therefore, in future I will endeavour to use tools which provide this facility, and I will also start to make structures for myself from which to work.
- Prezi
Why I chose the above digital tool to convey the information in this section of the webpage
I initially tried to describe what I have found out (about different tools/contexts work for me) using Powerpoint because it it allowed me to convey the information in a succinct and organised way.
However, I found that using Prezi enabled me to order the information in a way which better equipped the reader to follow my 'train of thought' throughout the presentation from one aspect of the 'answer' to another.
I feel Prezi offered this advantage to me because I often struggle at the initial planning stages of writing as to how best to structure my answer, and Prezi's pre-made presentation building blocks was a useful tool for me to overcome this difficulty.
Through this learning experience I learnt that I benefit from working from a pre-made structure so as to enable me to more effectively structure my argument.
Therefore, in future I will endeavour to use tools which provide this facility, and I will also start to make structures for myself from which to work.
3. The learning contexts I have found to be most productive for me:
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The digital tools I used in this section of the webpage
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to make a Venn-diagram to describe the learning contexts I have found to be most productive for me because I felt that certain learning tools could be used only individually, some only with others, and some could be used in both scenarios.
I felt that a Venn-diagram conveyed this idea in an easily accessibly format, and that a combination of simple diagrams and text meant the reader would be able to quickly gather key points from the diagram.
However, I felt that whilst this was advantageous, that it was important to elaborate on some aspects in more detail; and therefore I chose to make a short audio-visual recording, using Screencast-o-matic, based on the image.
- Screencast-o-matic (for my audio-visual recording)
- Word (to make my Venn-diagram and pictorial representations of learning contexts)
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to make a Venn-diagram to describe the learning contexts I have found to be most productive for me because I felt that certain learning tools could be used only individually, some only with others, and some could be used in both scenarios.
I felt that a Venn-diagram conveyed this idea in an easily accessibly format, and that a combination of simple diagrams and text meant the reader would be able to quickly gather key points from the diagram.
However, I felt that whilst this was advantageous, that it was important to elaborate on some aspects in more detail; and therefore I chose to make a short audio-visual recording, using Screencast-o-matic, based on the image.
4. How and where I learn best and how these learning contexts interact with each other:
The digital tools I used in this section of the webpage
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to use a flow diagram so that I could clearly demonstrate the interconnectedness of the different learning contexts.
Through planning and making it, I analysed ,and thereby clarified, my own thoughts about how and where I learn best.
I was therefore able to display the information in as concise and accessible way I could (i.e. using a flow diagram), which I feel to be appropriate to the medium of a webpage due to it's reliance on a mixture of narrative text and visual stimulation.
I feel that the flow diagram enabled me to do this to a greater extent than the Venn-diagram, and also more effectively equipped the reader to understand the nuances of the ways in which different learning contexts connect.
Through the use of a flow-diagram to convey this information, I was able to demonstrate visually how working with others happens alongside learning independently but cannot happen simultaneously (connected by lines with no arrows), whilst a variety of learning tools can be used both while working independently and while working with others (connected by double headed arrows).
By using flow-diagrams I was able to make the information more accessible to the reader, and avoid a lengthy text-based description.
In this instance, for me, there was no advantage to the tool having been digitally based as opposed to being paper-based and then scanned in. However, I chose to use the digital version of the tool for the sake of consistency of text throughout the webpage, and to ensure legibility.
- Bubblus (for my flow diagram)
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to use a flow diagram so that I could clearly demonstrate the interconnectedness of the different learning contexts.
Through planning and making it, I analysed ,and thereby clarified, my own thoughts about how and where I learn best.
I was therefore able to display the information in as concise and accessible way I could (i.e. using a flow diagram), which I feel to be appropriate to the medium of a webpage due to it's reliance on a mixture of narrative text and visual stimulation.
I feel that the flow diagram enabled me to do this to a greater extent than the Venn-diagram, and also more effectively equipped the reader to understand the nuances of the ways in which different learning contexts connect.
Through the use of a flow-diagram to convey this information, I was able to demonstrate visually how working with others happens alongside learning independently but cannot happen simultaneously (connected by lines with no arrows), whilst a variety of learning tools can be used both while working independently and while working with others (connected by double headed arrows).
By using flow-diagrams I was able to make the information more accessible to the reader, and avoid a lengthy text-based description.
In this instance, for me, there was no advantage to the tool having been digitally based as opposed to being paper-based and then scanned in. However, I chose to use the digital version of the tool for the sake of consistency of text throughout the webpage, and to ensure legibility.
5. My strengths and areas for development I have idententified over the course of this module:
For optimal viewing, please click to view in 'fullscreen' mode.
The digital tools I used in this section of the webpage
Why I chose the above digital tools to convey the information in this section of the webpage
To display these reflections on this webpage, I wanted to make clear the distinction between my strengths and areas for development, and that in some ways they are opposite sides of the same coin - that should I neglect to develop an area for development, it will impact upon my strengths, and vice versa.
I wanted to do this subtly and visually, using a picture of something reliant on an equality of weight on both sides of a pivot to achieve balance. I thought about using a picture of a see-saw, but in the end I felt that it could have had group-working connotations and thereby inferred I placed more value on this aspect of my learning than on other aspects. Therefore, for the sake of neutrality, I chose to use a picture of a set of scales.
At first I displayed the information through the use of a photograph of my set of scales and a table of the information contrasting my strengths and areas for development. However, I found that this made the information appear too text-dense on the web-page. I decided that, seeing as part of our assignment guidelines was that the web-page should be able to be looked over within 10 minutes, and seeing as a website ideally has a relatively equal distribution of text and images; that I would try to display the information in a different way.
Whilst thinking about how best to do this, I remembered that Prezi had a presentation function based on a set of scales. I felt that this was ideal, as it enabled me to maintain my plan to use this symbolism; but also allowed me to convey the information in a more webpage-appropriate medium. I found Prezi to be a more webpage-appropriate tool to use as it took up less space within the webpage, and yet could contain the same amount of information. I also found it helpful in terms of organising the information (in my thoughts and on the presentation) through its clearly defined spaces.
Had Prezi not had a presentation based on a set of balancing scales, I may have chosen instead to upload a powerpoint presentation with a set of scales as the 'background theme', as this would have offered me similar advantages in terms of the amount of space it would have occupied within the webpage, and in terms of the advantages it would offer for organising the information within my response. However, overall I found that Prezi was an effective tool through which to convey information about my strengths and areas for development as a learner due to the reasons outlines above.
- Prezi
Why I chose the above digital tools to convey the information in this section of the webpage
To display these reflections on this webpage, I wanted to make clear the distinction between my strengths and areas for development, and that in some ways they are opposite sides of the same coin - that should I neglect to develop an area for development, it will impact upon my strengths, and vice versa.
I wanted to do this subtly and visually, using a picture of something reliant on an equality of weight on both sides of a pivot to achieve balance. I thought about using a picture of a see-saw, but in the end I felt that it could have had group-working connotations and thereby inferred I placed more value on this aspect of my learning than on other aspects. Therefore, for the sake of neutrality, I chose to use a picture of a set of scales.
At first I displayed the information through the use of a photograph of my set of scales and a table of the information contrasting my strengths and areas for development. However, I found that this made the information appear too text-dense on the web-page. I decided that, seeing as part of our assignment guidelines was that the web-page should be able to be looked over within 10 minutes, and seeing as a website ideally has a relatively equal distribution of text and images; that I would try to display the information in a different way.
Whilst thinking about how best to do this, I remembered that Prezi had a presentation function based on a set of scales. I felt that this was ideal, as it enabled me to maintain my plan to use this symbolism; but also allowed me to convey the information in a more webpage-appropriate medium. I found Prezi to be a more webpage-appropriate tool to use as it took up less space within the webpage, and yet could contain the same amount of information. I also found it helpful in terms of organising the information (in my thoughts and on the presentation) through its clearly defined spaces.
Had Prezi not had a presentation based on a set of balancing scales, I may have chosen instead to upload a powerpoint presentation with a set of scales as the 'background theme', as this would have offered me similar advantages in terms of the amount of space it would have occupied within the webpage, and in terms of the advantages it would offer for organising the information within my response. However, overall I found that Prezi was an effective tool through which to convey information about my strengths and areas for development as a learner due to the reasons outlines above.
6. What do I need to do to improve upon these areas for development, and what steps can I take to achieve these aims?
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The digital tools I used in this section of the webpage
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to use a digital presentation tool to convey my reflections on what I need to to to improve as a learner and how I can go about making these improvements. Due to the nature of the text within this section of my webpage, this section benefits from being read in a particular sequence. Therefore, I chose to use a presentation tool so as to make this sequence clear to the reader - i.e. a linear progression from 'what I need to improve on' to 'what steps I can take to make these improvements'.
I chose to use Sliderocket to make this presentation because it allowed me to embed the presentation into the webpage rather than only having a link to an external presentation. I felt that it was important to have the presentation available to view on the webpage because I felt that were it only available through a link it could infer to the reader that these reflections were of lesser significance than other information on the webpage.
Therefore, to highlight the significant of the information it contains to me as a learner, and the pertinence of it to the assignment title I chose to use a digital presentation tool to enable me to embed the presentation within the webpage.
- Sliderocket
Why I chose the above digital tools to convey the information in this section of the webpage
I chose to use a digital presentation tool to convey my reflections on what I need to to to improve as a learner and how I can go about making these improvements. Due to the nature of the text within this section of my webpage, this section benefits from being read in a particular sequence. Therefore, I chose to use a presentation tool so as to make this sequence clear to the reader - i.e. a linear progression from 'what I need to improve on' to 'what steps I can take to make these improvements'.
I chose to use Sliderocket to make this presentation because it allowed me to embed the presentation into the webpage rather than only having a link to an external presentation. I felt that it was important to have the presentation available to view on the webpage because I felt that were it only available through a link it could infer to the reader that these reflections were of lesser significance than other information on the webpage.
Therefore, to highlight the significant of the information it contains to me as a learner, and the pertinence of it to the assignment title I chose to use a digital presentation tool to enable me to embed the presentation within the webpage.
7. What have I learnt through the way in which this module was taught?
I have not only learnt from the content of this module's studies, but also from the way in which we were taught this content.
We learnt through:
(i)set independent work
(ii) taught sessions
(iii)group-working in our 'learning network groups'.
I learnt different aspects of the module's content, and different skills and learning tools from each of these three ways in which the module was taught. Furthermore each of these learning experience has affected me ,as a learner, in different ways.
We learnt through:
(i)set independent work
(ii) taught sessions
(iii)group-working in our 'learning network groups'.
I learnt different aspects of the module's content, and different skills and learning tools from each of these three ways in which the module was taught. Furthermore each of these learning experience has affected me ,as a learner, in different ways.
Through self-reflection (as part of the independent set tasks of this module), I have become more aware of where my personal 'boundaries' lie between what I am able to do unaided, what I am able to do with aid, and what I am currently unable to do. I have thereby become more aware of what my current strengths and areas for development as a learner are.
Through the group-working element of this module I have become more aware of how I can start to shift these 'boundaries' so as to learn how to do what I previously could not do, through the help of others. I have learnt that the support of others is vital to push you beyond the limits of what you could achieve (if working alone) by pointing out how you could improve further, and actions you could take to be able to do so (which others are able to do due to their different experiences of learning and different knowledge and understanding of the subject matter).
Learning about groupwork has thereby enabled me to gain greater personal understanding of the educational theorist Vygotsky's theory about the 'zone of proximal development' (a visual representation of which can be seen below (Cullata. 2011)).
Through the group-working element of this module I have become more aware of how I can start to shift these 'boundaries' so as to learn how to do what I previously could not do, through the help of others. I have learnt that the support of others is vital to push you beyond the limits of what you could achieve (if working alone) by pointing out how you could improve further, and actions you could take to be able to do so (which others are able to do due to their different experiences of learning and different knowledge and understanding of the subject matter).
Learning about groupwork has thereby enabled me to gain greater personal understanding of the educational theorist Vygotsky's theory about the 'zone of proximal development' (a visual representation of which can be seen below (Cullata. 2011)).
(C) About the content of this webpage:
1. What do I feel are the more and less successful aspects of this webpage?
Successful aspects of my webpage
Unsuccessful aspects of my webpage
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Why was it successful?
Why was it unsuccessful?
In future, I will need to constantly remind myself of my knowledge that this is not the case, and take measures to ensure that I am not favouring one method of communication of information over others. |
How might my webpage be improved further?
Were I to start this assignment again now, knowing what I do now about what I have found to be successful and unsuccessful ways of conveying my learning journey to the reader, I would try to maintain the successful elements of this section of the webpage, and alter the less successful elements.
I would do this by:
Were I to start this assignment again now, knowing what I do now about what I have found to be successful and unsuccessful ways of conveying my learning journey to the reader, I would try to maintain the successful elements of this section of the webpage, and alter the less successful elements.
I would do this by:
- Trying to be more confident about the quality of what I am writing so as to overcome my concerns about the quantity of text I include.
- Regularly pausing (whilst completing assignments) to ask myself if the method of communictaion unduly favours one mode of communication, and whether the information could effectively be transmitted in another way.
2. How critically have I thought about my learning during this module?
On 7/12/12 we had a taught session where we learnt about critical thinking.
Based on this I understand critical thinking to be not taking things at 'face value' but instead constantly and consistently questioning the validity and reliability of facts, opinions, and judgements made by others and yourself.
After learning about 'critical thinking', I wanted to try to make an assessment of how critically I had thought about my learning during this module.
I then asked myself how I might make such an assessment in a more objective way.
After reflecting on the content of the lesson with this question in mind, I decided to measure aspects of my thinking as demonstrated in a concrete way (such as on this webpage), and that I needed to measure such aspects against a list of predefined criteria.
I therefore decided to look back over my webpage, looking for evidence of how I had demonstrated that I had employed each of the six components of Bloom(1956)'s taxonomy of the aspects of critical thinking (shown in the diagram I made below).
Based on this I understand critical thinking to be not taking things at 'face value' but instead constantly and consistently questioning the validity and reliability of facts, opinions, and judgements made by others and yourself.
After learning about 'critical thinking', I wanted to try to make an assessment of how critically I had thought about my learning during this module.
I then asked myself how I might make such an assessment in a more objective way.
After reflecting on the content of the lesson with this question in mind, I decided to measure aspects of my thinking as demonstrated in a concrete way (such as on this webpage), and that I needed to measure such aspects against a list of predefined criteria.
I therefore decided to look back over my webpage, looking for evidence of how I had demonstrated that I had employed each of the six components of Bloom(1956)'s taxonomy of the aspects of critical thinking (shown in the diagram I made below).
Bloom(1956) identified 6 critical thinking skills.
I have chosen to demonstrate the ways in which these skills interact with each other (in the diagram to the left) by using concentric circles because each of the 6 aspects builds on the last.
This means that as the number goes up, the critical thinking skill (represented by a number) represents a higher order thinking skill (i.e. a greater amount of reflection as opposed to description); and as the number increases, the critical thinking skill it represents includes all the qualities of the critical thinking skills represented by the lower numbers as well as some additional qualities.
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
I have chosen to demonstrate the ways in which these skills interact with each other (in the diagram to the left) by using concentric circles because each of the 6 aspects builds on the last.
This means that as the number goes up, the critical thinking skill (represented by a number) represents a higher order thinking skill (i.e. a greater amount of reflection as opposed to description); and as the number increases, the critical thinking skill it represents includes all the qualities of the critical thinking skills represented by the lower numbers as well as some additional qualities.
Below is a table showing briefly if/how/how effectively I believe I have shown each of the aspects of critical thinking through my webpage.
Aspects of critical thinking (Bloom, 1956)1. Knowledge
2. Comprehension 3. Application 4. Analysis - breaking down a whole into its smaller components so as to examine each in more detail 5. Synthesis 6. Evaluation |
How have I demonstrated the aspect (of critical thinking) into my webpage?1.
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(D) Summary of my journey as a learner during this module:
This module has only developed me as a learner whilst studying this module.
I have learnt new tools and skills with which to tackle learning - including (but not limited to) digital learning tools, critical reading skills, and reflective practice.
This module has also affected how I plan to approach learning in the future, through the self-reflection elements of the module, and through the new tools and skills which the module has taught me, which I can now use in my future learning experiences.
Overall, this module has:
I have learnt new tools and skills with which to tackle learning - including (but not limited to) digital learning tools, critical reading skills, and reflective practice.
This module has also affected how I plan to approach learning in the future, through the self-reflection elements of the module, and through the new tools and skills which the module has taught me, which I can now use in my future learning experiences.
Overall, this module has:
- taught me about who I was as a learner when I started this course
- developed me as a learner by teaching me new skills and tools
- developed me as a learner through my practice of, and reflection on these tools and skills subsequent to our taught sessions
- enabled me to identify ways in which I can improve as a learner in the future
(E) Bibliography:
- Armstrong, H. Blaschke, L. Brown, E. Burk, S. Chanikian, S. and Chilcoate, C . (2000).Multimedia: Worth the Effort?.Available:http://webcache.googleusercontent.com/search?q=cache:UhxV02ErLTIJ:info.umuc.edu/mde/Portfolios/SuzanneBurk/www.suzanne.lunarpages.com/Multimedia.rtf+Chilcoate+2000+Multimedia:+Worth+the+Effort%3F.&cd=1&hl=en&ct=clnk&gl=uk&client=safari.Last accessed 23rd November 2012.
- Darling-Hammond,L. Austin,K. Orcutt,S, Martin, D. Tharp, R. and Palincsar, A. Learning From Others: Learning in a Social Context.The Learning Classroom. Stanford: Stanford University School of Education. p125-142. http://www.learner.org/courses/learningclassroom/support/07_learn_context.pdf
- Cullata, R. (2011). Zone of Proximal development. Available: http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html. Last accessed 1st December 2012.
- Hansman, C. (2001). Context-Based Adult Learning.New Directions for Adult and Continuing Education. 89 (1), p43-51. http://www.webct.andrews.edu/sed/leadership_dept/documents/context_based_adult_.pdf
- Hesmondhalgh, P. (2011).What’s the Point of a Personal Learning Network?.Available: http://www.creativeeducation.co.uk/blog/index.php/2011/05/pln/. Last accessed 3rd November 2012.
- Overbaugh, C R. (2012). Bloom's Taxonomy. Available: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm. Last accessed 7th Dec 2012.
- Picardo, J. (2011).The addition of the learning network augments the learning community rather than provides an alternative to it, resulting in the overall enhancement of the learning environment .Available:http://www.josepicardo.com/2011/08/teaching-and-learning-with-social-networks-advantages-and-disadvantages/. Last accessed 10th November 2012.
- Pollard, A. (2009).Informal and formal learning contexts .Available: http://www.tlrp.org/themes/themes/informal.html. Last accessed 20th November 2012.http://www.tlrp.org/themes/themes/informal.html
- Westera, W. (2011). On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World.Educational Technology & Society. 14 (2), p201-212. http://www.ifets.info/journals/14_2/17.pdf
Other digital resources I have used in the creation of this website:
Audioboo (for audio recordings) http://audioboo.fm/
Bubblus (for making digital flowchart) https://bubbl.us/
Lucidchart (for digital mind-mapping) https://www.lucidchart.com/pages/mind-mapping-software
Pixlr (for creating of my header motif) http://pixlr.com/
Prezi (for creating interactive digital presentations) http://prezi.com/
Screencast-O-Matic (for creating audio-visual screen cast recordings) http://www.screencast-o-matic.com/
Sliderockt (for creating online powerpoint presentations) http://www.sliderocket.com/
Bubblus (for making digital flowchart) https://bubbl.us/
Lucidchart (for digital mind-mapping) https://www.lucidchart.com/pages/mind-mapping-software
Pixlr (for creating of my header motif) http://pixlr.com/
Prezi (for creating interactive digital presentations) http://prezi.com/
Screencast-O-Matic (for creating audio-visual screen cast recordings) http://www.screencast-o-matic.com/
Sliderockt (for creating online powerpoint presentations) http://www.sliderocket.com/