An Inspirational Journey - Development Issues in introducing new technology into learning environments
Christina Preston has been interviewing MirandaNet Fellow Michael Smith on-line about his path to discovering the power of technology in the classroom. He called this path an 'Inspiration Journey', hence Tina's first question.
1. Why did you call this an Inspiration Journey?
Well my involvement in developing use of ICT has been a journey of discovery. My first introduction to the interactive nature of ICT and how it can and facilitates collaborative learning was on an Open University course, using email to discuss issues with Tutor and student colleagues. Later I joined several MirandaNet workshops to develop e-facilitation skills and it was in doing this that I formulated ideas about e- learning.. By this I mean learning in new ways made possible by the use of ICT. Forums are a powerful way of sharing ideas with others and e-facilitating forums for the GTC website and in the classroom, particularly in teaching citizenship was inspirational. It opened my eyes to the fact that in such a democratic digital learning style of the forum, one was transforming the educational processes of the normal classroom. In a forum one has a learning community, which develops is own conduct of operation and where the ‘teachers’ become learners and vice versa as ideas are shares, reacted to and developed. The environment is not bounded by the walls of the classroom; there are no hierarchies, participants seemed eager to express ideas. Also through further MirandaNet workshops and online discussions I was introduced to Inspiration, a software package that enables one to set out ideas in a visual manner. Inspiration is an excellent word for this software ... you begin to look at communicating in a different way. This is a visual non-linear environment and with this my journey has now taken on another dimension - moving away from standard linear representation of ideas.
2. How important do you consider visual representation to be important to learning.
We tend not to think and discover in a linear fashion. Mapping out ideas visually allows one the freedom to show links, tangents and allows complexity to be shown quickly and although it sounds odd to say - simply. Also a visual map of ideas or the representation perhaps of an academic paper of chapters of the conventionally linear book, allow the person interacting with such a framework to follow their own path through and more easily take their own voyage through. Visual learning environments, I believe makes material immediately accessible, perhaps less challenging, daunting and feedback from those who experience learning in this way convinces me that most people enjoy this approach. Imagine how visuals for example would enhance the linearity and rather sometimes mundane look of forum threads. You could represent the complex threads more easily. Participants could have pictures, they could add diagrams, as well as words, making the them a sensory rich and more exciting environment. We have their opportunity for real pedagogical change here and in this way ICT really adds value to the learning process.
3. You mentioned that ICT can bring about pedagogical change and add value, could you explain how you see this taking place.
We do things in different ways. The classroom walls expand and can include the globe. We can form and change into learning communities for different tasks. There is no rule which says the teacher has sole control of information and therefore learning. Rather a becomes a facilitator, providing a framework, goals, the learners have access easier access to information and more freedom to follow their individual needs and styles of expression. The teacher is not at the front of the classroom, different learners have the opportunity to lead as they interact. The technology simply makes this easier. I think we are at the start of an exciting journey here. I am beginning to learn how to use ICT to make learning more interactive and therefore have enhanced meaning for those involved. An important element for me is moving from a world of bullet points, linearly organised power points slides, consecutive chapters of linear text in a book to a visually rich, multi media environment. Let us take a standard view of an academic paper or text for example. We see a linear set of heading or contents page. If this is shown as a visual framework of concepts, with hyperlinks to diagrams, internet sites, video, podcasts and so on we have something which is more exciting and flexible to use. Those interacting are not straight jacketed by the editing of the book,, they can access the ideas and information in exactly the why they wish to. Imagine combing such a book or paper with a forum in which you can interact with the writer and others reading the material. This is how the technology adds value.
4. Why did you use the word Icons to describe one section of your presentation?
- Follow the rest of this discussion on the MirandaNet Forum
- The thread is called: Why did you call your professional experience of visual learning an Inspirational Journey, Michael?
If you want to join in, it's best if you register yourself on the forum, and then you can edit your own posts. There are easy-to-follow instructions on the forum.
5. How far is the visual play a part of what you called e-learning philosophy?
6. Whilst visual representation can provide striking images and a user friendly pathway through complex ideas, how can a more than two dimensional view be obtained. How can background information, interaction, detail and a 3D view be obtained.
7. What can the visual non linear approach offer over and above the linear?
8. Are there any problems with adopting a highly visual approach to presenting ideas?
9. What other visual techniques did you use other than Inspiration.
10 Do you have any advice to give those who would like to adopt a more visual approach to the way they present ideas.
11. What audience feedback have you had?
12. What will you be looking at next?
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