Week 2 Reflection

Greetings,

In this week’s  EDSE12024 course students were required to participate in a wiki-based ‘de Bono’s Hats’ activity. The topic surrounded the polarizing issue of mobile phones and if they should be allowed in a contemporary classroom. The wiki allowed for students to provide short responses to the topic from the viewpoint of some or all of the thinking hats. I feel that both Bloom’s Taxonomy and  the SAMR Model were influential in the creation and execution of this activity. Both paradigms enable higher order thinking skills and work towards complex outcomes.  In general there was some noticeable scaffolding to the activity as we were given clear instructions as to how to use the wiki.  The wiki itself was a wonderful resource as it enabled participation from all students. The best thing about the activity is that it was not static. Students could contribute and view the forum on a whim. Instead of merely posting an opinion it was possible to collaborate and respond to students in a large forum. Students were able to edit and add as their opinions and perceptions of the topic changed. By the activity having open ended questions it was possible for students from diverse backgrounds and beliefs to contribute. This was far more enlightening than an in class group discussion as it enabled people to give and alter their opinions in their own time. It was also an easy and effective way to get a sample of opinions from individuals that we do not interact with on campus.

I believe this activity can be linked to the SAMR Model as it embodied the framework. Students could have simply written down their ideas in groups. Instead, students were able to substitute this for a table on the wiki. The wiki further augmented what could have been a basic activity but enhancing its functionality. The wiki could be edited and saved with ease. The wiki also allowed for the modification principle to be enacted. By allowing students to continuously contribute and change the wiki it was possible for students to collaborate and synthesise ideas. This instant and constant feedback is highly valuable. Students were able to connect so easily without geographical distance affecting the collaboration. The redefinition aspect was fulfilled by this collaboration and also the task of reflecting on the activity. It is here that students can use the higher order thinking skills highlighted in Bloom’s Taxonomy to critically analyse and evaluate the relevance and value of this entire activity. It can then be linked to what was discussed in class.

In conclusion, this was a great activity to bring consciousness to the great potential ICTs hold in education and how to effectively scaffold for higher order thinking to be induced.