Digital Technologies Folio

With the move of face to face classes online, I have adapted the class activities to provide a more collaborative and interactive virtual class environment. Learners in the class had selected a face to face class due to several reasons, believing that this learning environment would be more suitable to their particular needs. English language for many of the international students, posed some difficulties, and many do not have access to a computer, needing to use their smartphone for internet access and to access the Blackboard Learning Environment. Many, however, stated that believed they would receive a more personalised learning experience if they were in a face to face class than if they were online. These backgrounds and learner concerns led me to consider what sort of digital tools I would apply to enable engagement and collaboration and to emulate a virtual learning environment which would provide a similar level of support to the face-to-face learning environment.

The selection of digital tools is dependent on considerations further than the simple facilitator or learner choice, though these preferences are clearly a part of the decision-making process. How does the digital tool align with the pedagogical knowledge and content knowledge that is proposed within the subject? And how relevant and effective is the digital tool for ensuring that the learning activities provide the level of learning and thinking skills that are intended within the SLO? Finally, is the SLO aligned with the learning activities and the assessment tasks allocated within the subject? (Biggs, 2003). Clearly an investigation of learning models is in order.

I have therefore selected a Subject Learning Outcome for Proj6003 Project Execution and Control. This is a core subject in Graduate Diploma Project Management, Graduate Certificate Project Management, Master of Global Project Management (and Advanced). This subject allows students to “examine how to monitor and control project execution, including IT projects, by implementing a project plan and managing progress by applying performance reporting, analysis, and measurement techniques to ensure that activities are executed as planned” (TUA, 2020). In line with the overall intention of the subject, the Subject Learning Outcome (SLO) under consideration is

“b) Critically analyse project risks and develop a range of strategies to effectively manage those risks in order to ensure expected project management outcomes in a variety of projects, including IT projects.“ (TUA, 2020)

This SLO aligns to Course Learning Outcome (CLO) 5, “Critically analyse problem situations to uncover the complexities of the issue at hand, and generate, evaluate and recommend a range of creative solutions to resolve the issue and achieve project success, mitigate risks and reduce dependencies” (TUA, 2020).

The educational goals of the subject and the specific SLO can be gauged by applying Bloom’s taxonomy to the verbs within the SLO. Dr Benjamin Bloom, along with colleagues Max Engelhart, Edward Furst, Walter Hill and David Krathwohl devised this taxonomy as a guide to identifying the level of cognition and higher-order thinking required by the SLO. (Halawi, McCarthy, & Pires, 2009). This taxonomy was revised in 2001 by Anderson and Krathworthl (Halawi et al., 2009) resulting in improvements in emphasis, terminology and structure. (Halawi et al., 2009). Based on Bloom’s taxonomy, the selected SLO aims at the Analysing level (level 4) and Creating level (level 6), indicating that this SLO is requiring learners to use higher-level cognitive skills. Of relevance to this study, however, are the digital tools which can enable this outcome. According to the Bloom's Taxonomy in the Digital Age model (Figure 1), collaborative tools, including Google Docs and Wikis (now replaced by WordPress and similar products) are useful in allowing the level of thinking required.

An overlay of the SAMR model (Puentedura, 2012), investigates the level of learning which is introduced by the digital tool. Collaborative tools which allow sharing and updates of ideas bring the learning to a Redefinition level, which is the highest of the four learning and thinking levels. Introduction of a digital tool that substitutes the task to an electronic version or augments the task with functional improvement remain below the higher-order thinking teaching line according to Dr Reuben Puentedura. Introduction of digital tools which allow for significant task design (modification) or the creation of new tasks that were previously inconceivable (redefinition) encourage the use of higher-order cognitive skills in the learning process. (Morris, 2009).

Figure 1 Bloom's Taxonomy in the Digital Age(Morris, 2009)

After a trial of several tools, including Padlet, Kahoot, Mentimeter and Jamboard, in addition to the whiteboard and quiz options available on Blackboard CollaborateUltra, I have focussed on the use of Mentimeter and Jamboard. The key issue with the Collaborate tools was my inability to prepare a quiz ahead of the class. A secondary concern is that the whiteboard is cleared as soon as learners leave the room in which the whiteboard is created. This tool contains breakout rooms, which can be effective in small group activities, however, learners were often lost and not participating, and as the rooms were closed, the whiteboard was cleared. Learners, therefore, needed to take a screenshot of the whiteboard before the facilitator closed the meeting room. Kahoot and Padlet have limitations in the number of slides or quizzes that can be created in the free version. The Google Jamboard has free access and is a collaborative whiteboard, in which students can add content via sticky notes, freehand drawing or images which can be imported. A full class of 35 learners is able to access and work on one Jamboard, and all learners are able to move the artefacts around the Jamboard. Learners can return to the Jamboard at any time, outside of virtual classes, and a number of learners indicated that they were using these for personal reflections.

Using this subject as an example, I prepared the Jamboard with images which introduce the topic, and then have asked learners to move to the Jamboard. Learners who do not have access to a laptop are able to access Jamboard via a smartphone, however depending on their internet connection or phone, some students drop out of CollaborateUltra once they log into Jamboard. This requires further investigation, to determine the cause of the dropout. However, as with most digital tools, we have devised a workaround, which is that the learners wait for my note to return to Collaborate. I also share the Jamboard to Collaborate so that the activities are recorded. Therefore, those students who wish, may remain in Collaborate and post their comments and responses via Chat, and I copy this into a note on Jamboard. It is interesting to note, that learners appear comfortable using the Chat facility but are reticent to use their microphones to talk.

Figure 2 - Jamboard - Project Performance Measurement (TUA, 2020)

Mentimeter (Mentimeter. Com) is a product, similar to Kahoot, which allows for the creation of multiple slides which are shared and can also be presented while learners are actively engaged in the activities. The first slide is generally an open-ended question, onto a bubble text slide, which allows learners to reflect on their learning from the previous class. This is often used along with a word cloud in which learners are asked to nominate three words which describe the topic under discussion, or previously under discussion. Following these activities, some topics lend themselves to a quiz, during which learners gain points for speed of response and correctness of the response. A leader board allows learners to see how they are tracking within the quiz, and the competitive nature of the activity seems to result in effective and active participation. I have attached links to further examples of each of these activities from within live classes. (Appendix 1 below)

Figure 3 - Mentimeter - Status Reports (TUA, 2020)

Prior to moving to online or virtual learning, students would have had small group discussions based on a mini case study or a simple task that I set, to develop an understanding of the topic. At the completion of the small group discussion, learners would present their findings to the greater group, and we would encourage feedback and challenges regarding the presentations and solutions. At the completion of these activities, I would load the slide pack and consolidate the learnings of the topic, by explaining and further discussion regarding the key areas that were unclear. A reflection of the previous week’s learning was not undertaken, though I now see that this too would have been beneficial to the learners. There was an expectation that learners would complete a weekly learning journal as part of their review. This subject does not include a reflection piece as an assessment; therefore, this activity was unable to be mandated.

A final analysis of the validity of the digital tools can be undertaken via Dr Punja Mishra’s TPACK model. (Charles et al., 2008). This model advocates the unpacking of learning activities to confirm their pedagogical knowledge and their content knowledge, before identifying and selecting a technological tool. Thus, learning to use a digital tool is as an enabler, and not for the sake of learning a new tool. In support of this approach, I have limited the digital tools that have been used in this subject, though I have found and used tools that are accessible by smartphone via an app, or via a laptop. In the event that I make a change to the digital tool selection for future subjects, I will test and make a decision before the beginning of the trimester, and will also aim to continue to use the same digital tools through the trimester to ensure that the focus remains on the learning and not the digital technology.

The main intent of the Jamboard is to promote engagement and critical thinking since this is a skill that will be required once the learners enter the workforce. The conative domain of learning, impacts the “capacity to act, decide and commit” (Lombardi & Oblinger, 2007, pp. 8-9; Paszkiewicz, 2020) and determines the learner’s ability and will as well as self-determination to perform at their highest standard of discipline (Lombardi & Oblinger, 2007, p8; Paszkiewicz, 2020). This domain adds to the cognitive, affective and psychomotor domains, and learner engagement in the Jamboard activities, in particular, will lead to the development of skills across all four domains. (Lombardi & Oblinger, 2007). The TLA are designed on the basis of Authentic Learning or learning by doing, which focuses on real-world problems and their solutions (Lombardi & Oblinger, 2007) through case-based problem-solving activities. The Assessments are based on a specific class case study, and this case study along with mini case studies are used in activities where they are relevant. The activities are supported and enabled by the digital tools and the way in which the tools are utilised may differ depending on the topic and the desired outcomes. Learners in this class have been very reticent and engagement has been challenging to maintain during classes. Difficulties with internet access have been identified as one of the causes, along with English language difficulties for several students. However, in the past few weeks, due to Covid-19, we have moved to Stage 4 restrictions, and this has increased the level of anxiety amongst the students. Therefore, I used Mentimeter to gauge how students were feeling. Previously I had asked in an open chat and had very few responses, and those who did respond said they were fine. Using the Mentimeter Word Cloud, I saw a great increase in responses, most of which were based on anxiety and fear. The word cloud increases the display size of the word based on the number of identical responses. This was a telling activity for me, but the learners also noticed the responses and noticed that they were not alone. Engagement in the activities in that class was far higher, and I can only attribute it to the understanding of community. This activity was followed by a debrief and another Mentimeter slide asking learners to note one word that would make someone in the class feel better. Full participation was the result.

I would not consider the use of Mentimeter and Jamboard, in this class, to be a resounding success, due to the low levels of participation in most classes. I am unsure, however, that other digital tools would have increased engagement, and without learner engagement, the digital tool cannot be deemed to be a successful enabler of learning. I did note at the end of the last class, there were several learners still logged on until the time that the class was scheduled to finish, at which time they came on and logged off. I also noted that these students had not responded to questions and chat messages which were posed directly to them. Thus, it will not be the fault of the tool but rather the learner’s willingness and readiness to learn. Moving back to a face to face class, I will continue to use the Mentimeter tool as a reflection tool for each class, and will also continue to use Jamboard until I find a superior tool, to allow for Collaboration. Learners will have laptops or smartphones and with access to TUA Wi-Fi, the dropout rate should be lower. I also suspect that since learners will be in class, they will be more inclined to participate in online activities rather than hiding behind a blank screen. Unfortunately, this can only be assessed, once we do return to face to face classes, and the classes will then contain different students, so the validity and accuracy of the tool will never fully be proven.

References

Biggs, J. (2003). Aligning teaching for constructing learning John Biggs Keywords What is constructive alignment ? Defining the ILOs. Education, 94(11), 112106. https://doi.org/10.1063/1.3100776

Charles, M., Borthwick, A., Pierson, M., Thompson, A., Park, J., Searson, M., & Bull, G. (2008). Realizing technology potential through TPACK. Learning & Leading with Technology, 5191(October), 23–26.

Halawi, L. A., McCarthy, R. V., & Pires, S. (2009). An Evaluation of E-Learning on the Basis of Bloom’s Taxonomy: An Exploratory Study. Journal of Education for Business, 84(6), 374–380. https://doi.org/10.3200/JOEB.84.6.374-380

Lombardi, B. M. M., & Oblinger, D. G. (2007). Authentic Learning for the 21st Century : An Overview. Learning, 1(March), 1–7. Retrieved from http://alicechristie.org/classes/530/EduCause.pdf

Morris, K. (2009). Bloom ’ s Taxonomy in the digital age.

Puentedura, R. R. (2012). SAMR : Thoughts for Design. 11. Retrieved from http://www.hippasus.com/rrpweblog/archives/2012/09/03/SAMR_ThoughtsForDesign.pdf

Torrens University Australia (2020). Proj6003 Project Execution and Control, Subject Outline. Available from https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/5c07149a959f5/16852808?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27PROJ6003%2520Subject%2520Outline_29022020.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200817T180000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIW5OVFIUOTV36DNA%2F20200817%2Fap-southeast-2%2Fs3%2Faws4_request&X-Amz-Signature=58a32e8266ae6471a9941901355c02a445fbf9e6c9011933e7838d06aad0eac8

Appendix 1 – Class Recordings using Mentimeter and Jamboard and Video support of Digital Technologies Folio

Mentimeter example recording

Jamboard example recording

Mentimeter example recording