Reflection 2 - Digital media
Digital media in the 21st century:
Learning by design
"Research suggests that to meet the demands of the 21st century, students need more than core subject knowledge (Bruniges 2012); in order to be successful, they need to become lifelong learners and global citizens who create opportunities and are confident in pursuing their passions (DESE, 2016)."
- QCAA, 2017
Just like our students, teachers want to be life-long learners. As leaders in the classroom, we have a responsibility to understand and use ICT, specifically digital media in teaching and learning (AITSL, 2011). Digital media also enhances teaching and learning by creating a high degree of engagement, promoting individual learning, social interaction and emotion and being highly customisable and collaborative (SERC, 2018). As such, this unit of work involved significant development of my ICT skill for eventual transference to the students I will teach. A summary of the core concepts relating to 'digital media' is shown in figure 1 below. This was achieved via an online mind mapping ICT called Wise Mapping (2022) and embedding of a link to the scalable vector graphic (SVG) version using SVG Share (2022).
Figure 1.
Digital media mind map as a SVG - ctrl and scroll in a modern browser to zoom this or if this SVG host is over quota causing the link to break and making the click function inaccessible, or you simply want to view the original, click the source link below:
Within this core learning, some of the key findings for me included the use of infographics in education. An infographic allows large amounts of data to be effectively communicated; it's also much easier for a viewer to make connections and draw conclusions from information that is presented in these graphic stimuli (Brisbane Catholic Education, 2011). In particular, programs and apps that allow students to create digital infographics as they learn as a way of recording their thinking. These tools lend themselves well to inquiry and project-based learning as well as storytelling and collaborative learning.
Adapted from https://picryl.com/media/kansas-sunflower-field-up-close and https://www.thinglink.com/imagelibrary
Amongst a plethora of digital media creation tools, Thinglink exceeds. Thinglink provides highly intuitive and effective functionality for the creation of interactive infographics. The example in figure 2 below shows how a singular image can be transformed using Thinglink to communicate more information with interactivity; the involvement of students in the exchange of information with computers (Cambridge Dictionary, 2022). These are tools that could be used by teachers and students to communicate content knowledge and processes in a way that could assist in differentiation for visual learners and facilitate collaborative learning experiences for audio-learners while kinaesthetic learners can be engaged in the creation aspect. This type of digital media is favourable as it can link to other online material with a custom button for calls to action. Interactive digital infographics can be created using a wide variety of programs and apps, and could be used for note taking, study and assessment which is why they are favourable in education.
Figure 2
Static and Thinglink: The Numeracy General Capability:
As eluded to in the previous blog post, learning can occur by design; the inclusion of students in their own learning, leveraging critical thinking, creative thinking communication, collaboration and teamwork personal and social skills and ICT skills (QCAA, 2019; Soule, 2016; Tunjera & Chigona, 2009); students want and expect to have choice and voice in their learning. In applying this to the SAMR model at the highest level (Puentedura, 2013), explored at length in the pages section at the top of this blog, this might be achieved by allowing students to work in groups on the development of an interactive infographic focused on an image from the Australian Curriculum for Mathematics such as the the concept of problem solving and modelling shown in figure 3 below using Thinglink; this might include a description of each step of the flow chart as well as an example. The group's Thinglink could then be shared on their blog to receive comments from peers (a minimum of 2) before being submitted as a summative assessment item for 80% of the grade. Finally, students could write a reflection one week after submission on how they think the group worked together, which contributes summatively for the remaining 20%. This could be set up with the intention of sharing the best of these on virtual mediums across the school such as social networks, electronic billboards and virtual whiteboards, especially those in rooms designated for mathematics, showcasing students and giving them the opportunity to be seen and heard as well as the chance to help others.
However, as with blogging, there are inherent risks with data security and identity that are important when considering these global technologies. In the creation of figure 1, the file had to be uploaded onto a website called https://svgur.com which is open to access internationally, presenting security risks if the data is sensitive. When sharing digital media on website like this, it enters the public domain where it is exposed to all users of the website and therefore has no copyright (Morris, 2021). Further, these free websites can create issues with access as they are limited by a maximum quota through its repository. By using sites which require Common Creatives Licence, data can more easily be protected from copyright (U of G library, 2018). However, the issue of data protection, as discussed in my last blog post, remains for this information because it has unrestricted access. As such, it is vital that teachers, guardians and students consult each other and make agreements that take all necessary precautions to protect student information and wellbeing, particularly from exposure to potentially dangerous, usually international cyber criminals; those who target at computers or other ICTs and use ICTs and computers as an integral part of an offence (Australian Federal Police, n.d.).
Figure 3
Queensland curriculum problem-solving and mathematical modelling process flow chart:
Still, these interactive tools are a fantastic teaching resource for modelling thinking and processes. They allow for a transition of ICT as simply a tool to enhance and add to a lesson to something that transforms the way content is delivered and engages students at a higher level. It gives them the skills, knowledge and confidence they need to be equipped for the demands of the 21st century. This helps smooth the move from school to the work place.
References
ACARA. (n.d.). F-10 curriculum: General capabilities: Numeracy (Version 8.4).
AITSL. (2011). Australian Professional Standards for Teachers - Graduate Career Stage. QCT.
Australian Federal Police. (n.d.). Cyber crime.
Brisbane Catholic Education. (2011). Info-what? Developing visual literacy through infographics.
Bored teachers. (n.d.). Celebrating educators every day. https://www.boredteachers.com/
Cambridge Dictionary. (2022). Interactivity meaning in the Cambridge English Dictionary.
Extended Learning Centres. (2015). Problem-solving flowchart.
Morris, K. (2021). The Educator’s Guide to Copyright, Fair Use, and Creative Commons.
Puentedura, R. (2013). SAMR: Moving from enhancement to transformation.
QCAA. (2017). 21st century skills for senior curriculum: A position paper.
QCAA. (2019). 21st century skills.
SERC. (2018). What is Using Media to Enhance Teaching and Learning.
Soule, H. (2016). Introduction to 21st Century Learning with Helen Soule [Video]. Common Sense
Education. YouTube. https://www.youtube.com/watch?v=6-NF1FQz2Mk
SVG Share. (2022). Digital media mind map - Digital Teaching and Learning
(EDSE20016). http://svgur.com/s/g9E
Thinglink. (2022). Numeracy general capability infographic.
Tunjera, N., & Chigona, A. (2009). Technology skills acquisition in a pre-service teacher
digital storytelling project. https://www.researchgate.net/figure/SAMR-Framework-Puentedura-2009-Source_fig1_335749432
U of G Library. (2018). What are Creative Commons Licenses? [Video]. University of Gwelph.
Wise Mapping. (2022). Digital media. https://app.wisemapping.com/c/maps/1296123/public
Hi Gareth,
ReplyDeleteFirst the way you have designed you blog and placed an impressionable statement from the QCAA at the opening is effective in grabbing my attention.
There is a clear link to all of the graphical images and they have all have a relevant place in the context of the post.
I like the way you have stated your key findings from the unit, particularly the way you have linked the way you have unearthed infographics and its relationship to Thinglink as a quality resource. I believe that as a parent/guardian reading this their may still be some conjecture around the risk litigation that is associated with posting on the public domain.
Great work and good luck.