Managing E-Learning Assessment Task 1-2: Reflection on using ‘Weebly’

Managing E-Learning  Assessment Task 1-2: Reflection on using ‘Weebly’

During the undertaking of my BLM studies I have been introduced to several new forms of ICT tools. These are by no means super technologically advanced tools. Up until this E-Learning subject I had not viewed a blog, let alone created one. I hadn’t encountered a Wiki either but have now created and edited my new Wiki Space. While further exploration of my Wiki will no doubt be undertaken throughout the assessment of this subject, I enjoyed looking at the possibilities and ‘tinkering’ with a few features that are available although with my limited understanding of ICT tools, I probably took much longer than the average E-learning student to set the Wiki up and undertake this exploration.
I had, during the completion of assessment tasks in other course subjects, been able to explore and create a Weebly for use in the classroom, therefore have chosen this tool to discuss for this week’s review.
The following link is to the Weebly I created for assessment in Global Science, term 2 of this year.

http://537910227144863163.weebly.com

This particular example was designed to specifically target Bloom’s Revised Taxonomy with a Question and Answer format that engaged with each stage of the Taxonomy. While the use of Weebly was not specified, I found its ease of use and features were extremely conducive to fulfilling the needs of the task. I was able to add links to further exploration opportunities for students as well as supporting still pictures and movies to support my text. These could all be manipulated around the page. The addition of further pages was also extremely easy, allowing for the targeting of a different level of Bloom’s stages on each page. With other E-learning colleagues finding other forms of web pages (Wix etc.) easier, I must admit I cannot comment on their views as I haven’t explored others. All that I can attest to is that my experience with Weebly was all smooth sailing.

As far as using this Weebly in the classroom, I would think that it is a tremendous tool to guide student learning experiences. By navigating through the website, students can be led through a journey of discovery as they are able to explore links, visual stimuli and information that can be strategically provided by the teacher as they direct students through specific units of work.

For its use as a communication tool (Web 2.0) where students are able to directly converse with the teacher or their peers, I believe a blog or Wiki would be the more preferred tools. These two formats allow direct input whereas (as far as I know with my limited knowledge of these tools) Weebly and I guess other similar websites do not enable communication in a direct way.

To relate the use of Weebly to the SAMR model, it would seem that Weebly is, on its own, another way to present information. It is a substitute that enables the collation of this presentation of information into a possibly more readily available form than ‘pen and paper’ methods. It does however enable linking to further resources and tools that could include opportunities for modification and redefinition of tasks. As viewed in my example of a Weebly, it is the content that can be included in the Weebly that will create opportunities for instigation of higher order thinking. I believe though that the use of the tool itself ,by students and teachers alike is not a productive example that directly provides these higher order thinking possibilities.

I include also a link to my first attempt at a Wikispace. This is a very simple example and will be further elaborated on throughout this course through assessment tasks.

 http://jimmyg9.wikispaces.com