Mobile Phones-Should they be in the Classroom?
This blog is a review of learning that took place during a collaborative group wiki using technology as part of the learning process. The subject line above was discussed and the set task was to break down the process for others who may not, as yet, have had an opportunity to take part in that sort of group activity. The first question to answer is what form does a wiki take?
What is a Wiki?
A Wiki is an online forum for collaboration to take part between groups of people. It is used to help people clarify and debate the positives and the negatives of a topic for meetings, lectures and for opinions about products. It can be used by anyone to help to work through an idea or an issue. Some companies and universities are using these forums to help their people to see another point of view.They contemplate things they may or may not have considered and then make a logical and hopefully less emotive decision on subjects. It also provides positive feedback and a stepping stone for moving forward. It should be noted that wikis are forming for other areas of exploration. Two such areas are gaming and entertainment. One popular space for such forums can be found on the following link:
http://www.wikispaces.com/
How does a wiki work successfully?
The next part of the analysis is how to set up the wiki so that it doesn't collapse or become confusing. It is important to remain in control of the topic, give it some form and direction so that the participants can clearly follow the order of the process that led to the end result. A great way to proceed is to follow a process that assists with the learning process. The author, Edward de Bono (1970) discusses in his book, "Lateral Thinking- A Textbook of Creativity", that to extend thinking can be taught and that it creates the ability to think laterally, creatively, with insight, and at times humour. It is here that the theory presented in 1985 comes into play. First lets look at what sort of format is used for this task.Six Thinking Hats.
Edward de Bono's (1985) theory, places an 'imaginary' hat upon your head in a variety of six colours, each worn one after the other while you ponder an idea. Other people form a group of no less than 3-4 to collaborate with you.
The experience of wearing Six Hats will "allow us to conduct our thinking as a conductor might lead an orchestra" (de Bono,1985,p. 11). All should wear the hat at the same time and then each will switch to a new way of looking at the issue by 'putting' on another colour hat. After each hat has been worn, the group will be able to assess each person's response easily. Visually you can see the responses by and to the hat colour worn within each section of the forum.
The experience of wearing Six Hats will "allow us to conduct our thinking as a conductor might lead an orchestra" (de Bono,1985,p. 11). All should wear the hat at the same time and then each will switch to a new way of looking at the issue by 'putting' on another colour hat. After each hat has been worn, the group will be able to assess each person's response easily. Visually you can see the responses by and to the hat colour worn within each section of the forum.
An assessment can then be made to come up with an overall plan of attack to move forward. This is appropriate whether you are looking at promoting a product, building a new complex and assessing environmental issues etc, or merely throwing ideas around in a debate over a question.
Richard James(n.d), a Chess Master and Teacher from England, explains Edward de Bono's (1985) "Six Thinking Hats", from the book of the same name, in a visual way. (see the link below).
Edward de Bono's 6 Thinking Hats are explained in detail on these two links:
Comparing ideas.
Whilst taking part in the wiki, it was proposed that the participants measure what sort of learning experience it provoked and promoted? Each area of reflection was broken into the coloured hats and each participant placed their name and reflection in an online format so that comparisons could be made and comments and responses listed. The following is my personal recollection and reflection.
Reading the thoughts of others, as opposed to discussion in person, was a new and exciting experience, though at times a little repetitive. The comments were easily understood and though there were generally few research links attached, the forum was a great practice stage for a later show.
Initial perspectives were somewhat limited in their subject knowledge, with much attribution given to fear based, social preconceptions. Perspectives can and do change over time though, and it was clear to this reader that initial responses would change as the collaboration continued. On the positive side, many ideas for progressive movement and thinking were entertained within the different hat sections. Without the six hat formatting, it would have been easy to lose the direction the conversation was taking and the topic itself could very simply have been diluted, changed or even lost.
However, on reflection, connections were made through technology (connectivism). This was followed by behaviourism (learned things we do), as it began its journey through repeating the steps in the format to enter information. Then cognitivism was met on the level of short and long term memory, and finally constructivism, was met in the social arena. Vygotsky (1978) suggests "human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them".Cole & Gauvain (1977, p. 34)
So, it appears that as a student I have taken part in a learning journey, as a child growing into the life of those around me, one I had not experienced before, but one that I hope to use again into the future.
Reading the thoughts of others, as opposed to discussion in person, was a new and exciting experience, though at times a little repetitive. The comments were easily understood and though there were generally few research links attached, the forum was a great practice stage for a later show.
Initial perspectives were somewhat limited in their subject knowledge, with much attribution given to fear based, social preconceptions. Perspectives can and do change over time though, and it was clear to this reader that initial responses would change as the collaboration continued. On the positive side, many ideas for progressive movement and thinking were entertained within the different hat sections. Without the six hat formatting, it would have been easy to lose the direction the conversation was taking and the topic itself could very simply have been diluted, changed or even lost.
However, on reflection, connections were made through technology (connectivism). This was followed by behaviourism (learned things we do), as it began its journey through repeating the steps in the format to enter information. Then cognitivism was met on the level of short and long term memory, and finally constructivism, was met in the social arena. Vygotsky (1978) suggests "human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them".Cole & Gauvain (1977, p. 34)
So, it appears that as a student I have taken part in a learning journey, as a child growing into the life of those around me, one I had not experienced before, but one that I hope to use again into the future.
Learning in a classroom. The future.
A wiki is an intelligent use of space where others can help to sort in a logical manner all ideas, thoughts, research and results. In a classroom it has potential to include those who would be hesitant about taking part in a more in person or public scenario. Those students who are great at auditory activities would benefit from placing their responses in an online forum. Kinaesthetic learners would be able to use their tactile senses to input their thoughts. Opinions will then be placed where they belong and the facts organised to bring about real interest, ownership and activity. I would find a way to simplify the process for younger children, but for teenagers and tweens, this would have real value as a tool in the classroom and would embrace the TPACK (Technological Pedagogical and Content Knowledge) concept. I will discuss this further in my next blog.
Reference List
De Bono, E. (1970). Lateral Thinking: A Textbook of Creativity [Kindle Edition]. Retrieved from http://amazon.com
De Bono, E. (1985). Six Thinking Hats. NewYork: Little, Brown and Company.
De Bono, E. (1991). Six Thinking Hats (or modes)[Diagram].de Bono Thinking Systems, Clive, IA. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm
James, R. (n.d). Edward de Bono's 6 Thinking Hats.Retrieved from
De Bono, E. (1970). Lateral Thinking: A Textbook of Creativity [Kindle Edition]. Retrieved from http://amazon.com
De Bono, E. (1985). Six Thinking Hats. NewYork: Little, Brown and Company.
De Bono, E. (1991). Six Thinking Hats (or modes)[Diagram].de Bono Thinking Systems, Clive, IA. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm
James, R. (n.d). Edward de Bono's 6 Thinking Hats.Retrieved from
http://www.richardjames.org.uk/hchlogic/thinkhats.pdf
Mind Tools Ltd. (1996). Six Thinking Hats [Video file]. Retrieved from
http://www.mindtools.com/pages/article/newTED_07.htm
Wikispaces Tangient LLC. (2005). San Francisco, CA. Retrieved from http://www.wikispaces.com
Vygotsky (1978). Mind and Society. In M. Cole & M. Gauvain (Eds.), Readings on the development of Children (2nd ed., p34). New York: W. H. Freeman & Company.
Mind Tools Ltd. (1996). Six Thinking Hats [Video file]. Retrieved from
http://www.mindtools.com/pages/article/newTED_07.htm
Wikispaces Tangient LLC. (2005). San Francisco, CA. Retrieved from http://www.wikispaces.com
Vygotsky (1978). Mind and Society. In M. Cole & M. Gauvain (Eds.), Readings on the development of Children (2nd ed., p34). New York: W. H. Freeman & Company.
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