Blogs, Wiki, Weebly
Siemens (2006) says connectivism learning theory is closely linked to the digital age where people can use different tools reaching across networks to find and share knowledge, which are facilitated and enabled by technology. Ebner, Holzinger, and Maurer (2007) discuss that Web 2.0 technologies are the way of future education and learning. Along the way students will incidentally learn and this will only increase as devices become more portable and easily accessible.
The Big 6 framework for teaching was developed by Eisenberg and Berkowitz. This problem-solving model which demands use of higher order thinking is based on information literacy or information skills instruction (Eisenberg, 2001). The role of the teacher is shifting, as the learning becomes student centered to complete tasks. The use of blogs, wikis, and weebly is central to this development.
When using web 2.0 technology in conjunction with the Big 6, task definition is initiated when students communicate ideas about the tasks to their friends or teachers through email. Setting up a blog for students to communicate and pass on valuable information is the beginning of a network, a crucial part of connectivism (Siemens, 2006). Downes (2004) and fellow colleague Thomsen (2010) agree blogs are useful tools for the classroom. Another useful tool that will save time and energy is RSS feeder and Learning management system to track students making contributions to the sites.
Information seeking strategies are used when students determine where they will start to look for resources, such as books, journals and documentaries. However, using websites for information enhances students' learning and is quicker than using many outdated books from libraries.
Location and access is searching resources for information. Collaboratively students may gather information to place on a wiki. Siemens (2005) says learning is enhanced through a process of multiple information sources and diversity of opinions. Currency of information is central to connective learning activities (Siemens, 2006). Through the use of the internet students can be connected to many social networks. This is appropriate in the digital era (Siemens, 2005).
Use of information is how students engage with multimodal sources and extract relevant facts and record them. A principle of connectivism is that students have skills to make sense of ideas and concepts when using the web.
Synthesise occurs when students are able to use a weebly to combine information for others to read without others changing content. The presentation of the research or task is better produced and more interesting when digital technology is applied.
Most importantly, is the evaluation. The students self evaluate the efficiency of the process and effectiveness of the websites and products they have created and realise, another connective principle, that learning is a constant process (Siemens, 2006).
The Big 6 framework for teaching was developed by Eisenberg and Berkowitz. This problem-solving model which demands use of higher order thinking is based on information literacy or information skills instruction (Eisenberg, 2001). The role of the teacher is shifting, as the learning becomes student centered to complete tasks. The use of blogs, wikis, and weebly is central to this development.
When using web 2.0 technology in conjunction with the Big 6, task definition is initiated when students communicate ideas about the tasks to their friends or teachers through email. Setting up a blog for students to communicate and pass on valuable information is the beginning of a network, a crucial part of connectivism (Siemens, 2006). Downes (2004) and fellow colleague Thomsen (2010) agree blogs are useful tools for the classroom. Another useful tool that will save time and energy is RSS feeder and Learning management system to track students making contributions to the sites.
Information seeking strategies are used when students determine where they will start to look for resources, such as books, journals and documentaries. However, using websites for information enhances students' learning and is quicker than using many outdated books from libraries.
Location and access is searching resources for information. Collaboratively students may gather information to place on a wiki. Siemens (2005) says learning is enhanced through a process of multiple information sources and diversity of opinions. Currency of information is central to connective learning activities (Siemens, 2006). Through the use of the internet students can be connected to many social networks. This is appropriate in the digital era (Siemens, 2005).
Use of information is how students engage with multimodal sources and extract relevant facts and record them. A principle of connectivism is that students have skills to make sense of ideas and concepts when using the web.
Synthesise occurs when students are able to use a weebly to combine information for others to read without others changing content. The presentation of the research or task is better produced and more interesting when digital technology is applied.
Most importantly, is the evaluation. The students self evaluate the efficiency of the process and effectiveness of the websites and products they have created and realise, another connective principle, that learning is a constant process (Siemens, 2006).
