Reflection 1: de Bono's Hats/Mobile Phones wikispaces activity

Context:

After completing the de Bono's Thinking Hats activity, reflecting on the issue of mobile phones in the classroom, I have personally been exposed to the influence that learning design can have on student participation, engagement and collaboration. 

Learning theory which supports wiki design:

The SAMR model offers a method of seeing how computer technology might influence teaching and learning. In the context of de Bono’s Thinking Hats wiki this impact on learning is evident through the SAMR model. For example, when first used online the de Bono’s Thinking Hats activity is just a basic ‘substitution’ to completing it as a writing worksheet. However, at the augmentation level we see that the use of technology has included a functional improvement of being able to see peer responses. This improves students’ learning through allowing them to gain knowledge from their peers and therefore, further their own learning. Then we see at the modification level the technology has allowed for significant task redesign, where student collaboration is starting through comments and discussions. Then at the redefinition level we see that technology has made something completely inconceivable a reality through:

-      allowing students anywhere in the world to share their ideas,

-      teachers the chance to view all student responses in one template,

-      teachers the ability to comment on student responses at any time, and

-      giving students the ability to form a student centred collaborative network.

Furthermore, at this stage the technology has become a support for student centred learning. Whereby, the students are learning from their peers through questions and discussion being increasingly student generated. Students are also becoming increasingly challenged by their peers to think differently and have a more comprehensive view on the issue. Therefore, the wiki is becoming a tool in developing students’ critical thinking and decision making skills. Thus, the wiki has given students the opportunity to go beyond their own perspective and explore it from a number of different viewpoints and hence, expand their knowledge. 

Benefits of Wiki Activity:

·       Develops student collaboration – students are able to build off each other’s ideas through students having the ability to see other individuals perspectives and ideas.

·       Enhances student knowledge – the ability to see other responses allows students to gain other individuals knowledge and perspectives on the topic.

·       Relevant to contemporary learners & increases student engagement – modern learners have grown up in a technologically advancing society; the wiki puts them in their comfort zone by teachers not incorporating pedagogy that students find outdated. 

·       Develops problem solving skills – the wiki activity gets students to think critically from a range of perspectives to come to a conclusion. 

Issues and drawbacks of Wiki Activity:

·       Students have to have internet and computer access.

·       Only one person per group can edit at a time.

·       Students are able to edit, delete or change other students’ responses.

·       The ability to see other individuals’ responses aids plagiarism.

·       Students’ type responses - national testing is in a writing format – typing responses is not improving their ability to write without a grammar, punctuation and spelling application. 

Wiki Activity and my own students' learning:

The wiki helps students develop critical reflection and decision making skills. For example, through making students look at an issue or situation from different perspectives it helps them come to a more justified decision or conclusion.  Also, it will increase student motivation to complete the task as they will not view it as a tedious exercise where they have to physically write information. Instead contemporary students will be in their element, using the technology they have grown up using their whole life. It could also make students want to succeed, due to other students having the ability to view other individuals’ responses and hence, make students not want to look inferior to their peers. 

Scaffold supports the collection of a range of perspectives:

The scaffold provided a support for a collection of a range of perspectives. The set out of the task provided students with the opportunity to input their different types of thinking in a tabulated format. The different hats, supported students in critically thinking from different perspectives, helping them come to a comprehensive view on the issue by the end of the activity. The tabulated form gave them the opportunity to provide their perspectives in a clearly organised and user-friendly format.