This first week of the course has been a great learning experience for me. Sure, I work with digital tools and platforms but it is a completely new experience to be part of a course that is open in both the meaning of participation and usage of tools but also with the PBL-perspective where we as a group decide what we want to learn, how to work and how to present our findings.
I think it is interesting to reflect on the courses different media categories and how they support our learning experiences. I usually work with the Media wheel, an illustration created with and used in different projects with my colleagues Lotty Larson and Marita Ljungqvist.
This is how we usually explain the visualization: the Media wheel is inspired by Laurillards different media categories for learning, where students learning experience is placed in the centre. Diana Laurillard argues in her book Rethinking University Teaching (2002) that different kinds of media have different affordances for different kinds of student learning experiences. She lists five different forms of media: Communicative, Adaptive, Interactive, Narrative and Productive media.
For instance Narrative media tell or show the learner something (recorded lectures, ebooks)
Interactive media responds in a limited way (like a quiz)
Adaptive media are changed by what the learner does (simulations, virtual worlds etc)
Communicative media makes it possible to communicate (forums, chat)
Productive media is media that makes is possible for the learner to create (google drive, wikis etc)
The second image above is how the course could be illustrated with the Media Wheel. The narrative media media is for instance the articles and movies we are provided with and the growing repository we are creating on diigo .
Communicative media: the reason for the many tools within the communicative sector is that the tools support different kinds of communication: asynchronous and synchronous. Asynchronous media are exemplified with the google plus communities, where you have time add or read a post and reflect before you answer. Twitter works as an information and what-is-happening channel –and as a chat on Wednesdays (can´t wait to join the next one!) The google hangouts are examples of synchronous media, a place where the communication happens instantly. The hangouts supports the PBL-groups discussions and fuels the thinking and collaboration processes.
I have intentionally made the line between the communicative and productive media categories very thin since the communicative process is also very creative and productive. In our PBL group we started to discuss how to present our findings and one suggestion was to create a presentation with tools from google drive. We could, of course also work with infographics with such Canva, create screencasts with screencast-o-matic or a non-liniar presentation with Prezi. The WordPress blog works as the tool for reflecting and writing on your own learning and experiences.
To map out the activities and the corresponding tools and try to explain the course from a learning experience perspective is part of the learning process for me. The visualization, does give an overview of the learning experiences afforded to course participants – It does not, however show how and if the learner experience is teacher- or learner controlled, what actions are taken to create involvement – where and if feedback and support are provided and how dialogue is ensured. Factors that are important to consider when designing learning activities and structuring learning material.
Having read Coomey and Stephenson (2001) I now wonder how the model could grow to include the DISC themes and the paradigms. One advantage with the Media wheel is the simplicity, but still – it would be interesting to rethink it´s practice – the next weeks of experience will have to decide!
Coomey, M., & Stephenson, J. (2001). Online learning: it is all about dialogue, involvement, support and control-according to the research. London: Kogan Page.
Laurillard D (2002) Rethinking university teaching: a framework for the effective use of educational technology (2nd edition) London: Routledge