Assessment Two Reflection on ITCs

Assessment Two

ITC Reflective Synopsis

A journey into the unknown is always a little scary, but when one has avoided, or more accurately, consciously disassociated themselves from something, then that journey becomes all the more difficult. Looking back at my ITC experience, before I began this course, and it generally consisted of emails, news accession, the odd bit of cyber surfing and a little research. Facebook, blogs, websites, even texting held for me little to no interest. My belief, that technology was transforming learning and education swung more towards the negative rather than positive. My assumption, was that “digital natives” (Prensky, 2001) were using technology for socialisation and amusement purposes more so than for educational objectives and that this had the potential to led to the deterioration of grammatical English. The hybridisation of communication, or “net-speak” (O’Shaughnessy & Stadler, 2005) like that of texting and SMS messages, had a lot to answer for. Ashamed, most certainly, I realise how my ignorance stunted my own growth, but more importantly it could have had a detrimental influence on the learning of my future students. 

Group One Technologies: Online Spaces

The technological grouping of blogs, web sites and wikis saw me questioning their differences so that I could understand the place they held within a social and educational context.  What I found was that that wikis and blogs were collaborative spaces where others could add content, comments or ideas; web sites, on the other hand, are static and do not allow for the contribution of others (Fasso, 2011).  Whilst all three technologies have a place within eLearning I have chosen to focus my reflection on blogging as it is not only a collaborative tool but also utilises the relate, create and donate concepts of Engagement Theory (Kearsley & Shneiderman, 1999).   

Having a space in which to display or publish work is an important concept of Engagement Theory.  Blogging provides this through meaningful focus thus enabling students to learn skills and knowledge that transfer to work settings (Kearsley & Shneiderman, 1999). The promotion of higher order thinking, like Blooms Taxonomy framework, is developed through blogging. When contemplating on my own learning, creating and maintaining a blog allowed me to reflect, imagine and then create the layout of my blog. These required decision making and organisational skills. My written expression of blogging challenged me to compose, interpret and evaluate my newly gained knowledge.  Translating these concepts to the teaching areas of secondary English and History, I believe that blogging enables students to interpret, construct and analyse literature and language. Blogging delivers a multi-sensory approach that supports the diversity of learning styles through visual, aural active, reflective and interpersonal ways.

A relatively smooth transition into technology based learning; blogging has some ethical and legal considerations. Copyright or intellectual property is a legally protected act under the Australian Copyright Council (ACC). Effectively there needs to exist an “express” permission before copyrighted material can be consumed (Pearson, 2007).  

 My blog at http://jacquelinegibson.blogspot.com/ lists, under Week Three Technologies, other negative implications.

Group Two Technologies: Images, Podcasting and Videos

Primarily I explored the technologies of podcasting, Flickr and Picnik. In a multimedia age, visual literacy or the ability to understand, create and communicate, graphically (Thibault & Walbert) is an effective pedagogical learning tool. As a visual literacy, Flickr allows the accession and sharing of photos or images with others; Picnik allows for the online editing of photos. Flickr and Picnik are fun and interactive expressions of visual expression; however, my focus is on the aural literacy of podcasting mainly because it is a communication modality that is already widely used by students, specifically through mobile phones and iPods.  

Quite simply, podcasting is a sound file that is uploaded on the net and shared with others. As technology has grown so too has the podcast.  Multimedia files like slideshows, hyperlinks and bookmarks can be accessed through podcasts.  Learning becomes meaningful and assessment authentic, as podcasting encourages students to share their experiences (Department of Education, 2011).

Podcasting is unique in that it has the capacity to enable learning in students that have learning and or behavioural difficulties.  Gaining and holding the attention of some students is often problematic though, as advised by Marcus, it has the power to gain attention, communicate ideas and change behaviour (2005). By having the flexibility to access continuously and at a time that suits the student, podcasting would enable rote or behaviourist learners. Revision and even extra material is easily stored and located.

Finally, “your teaching focus is not about delivering information to your students, but rather for your students to be creating it themselves” (2011). Creativity is linked to higher order thinking (HOT) and as podcasting is a creative genre then it supports the values of HOT.

For further information and a demonstration on podcasting please visit my blog, http://jacquelinegibson.blogspot.com/ on the Podcasting within an educational context page. 

Group Three Technologies: PowerPoint, Glogster and Prezi

The group three technologies are interactive technologies that support multimodal features. Having dabbled with all three technologies I have come to conclusion that PowerPoint is my preferred modality. But first I’d like to briefly touch on Prezi and Glogster. As a zooming presentation tool, Prezi would appeal to global learners or those who grasp a concept before understanding the connections within it. As a mixture of learning styles, for me Prezi held little appeal. The zooming in and out certainly highlighted a point or argument, but it also gave me a headache. Of course this is only one person, in one instance, but what I learnt was that I needed to be open to the reaction some of the ITC tools may have on students and their learning. Students with learning difficulties and/or epilepsy etc, may have problems with zooming tools. Glogster is an online scrapbooking site. Interestingly, I thought Glogster would be my favourite especially after seeing what it could do. What I found was that Glogster was very time consuming. In a secondary classroom, students often do not have the allotted time to research, apply, analyse and evaluate a topic before creating a scrapbook. Glogster, for me, is collating tool that displays student work after completion.

PowerPoint is a technology that most teachers are familiar with and will use. PowerPoint presentations are made of individual slides that are formatted with text and images. With the ability to insert YouTube videos, save as a movie or jpeg file, incorporate animation and 3D effects, today’s PowerPoint connects on a multimodal level.

As a pedagogical learning scaffold, PowerPoint provides a voice for everyone. Whether a visual, aural, sequential or reflective learner PowerPoint’s multiple mode of delivery supports diversity of learning. This knowledge transfers to secondary English where students can write a critique of a book and explain what they believed was its strengths or weakness etc. As part of an online book club, it is filmed, transferred to a PowerPoint presentation and uploaded onto YouTube. Whist sifting through the hundreds upon hundreds of YouTube, TeacherTube, StudentTube and other video sites, I found that there were very little videos relevant to secondary book clubs or even book reviews. This exposed a “hole in the market” and ties in neatly with PowerPoint’s application as an authentic work skill.

Using De Bono’s hats as an evaluative tool, the negatives of PowerPoint include the condensing of complex issues into bulleted point form where not enough detailed information is accessed visually. Further information is found on my blog page, PowerPoint your way through teaching, http://jacquelinegibson.blogspot.com/p/powerpoint-your-way-through-teaching.html.  

Group Four Technologies: Google Earth, Dipity

Group four technologies introduced me to concepts and ways of learning that I would never have thought possible. Within this group I investigated Google Earth, Dipity and Zooburts. By now I was feeling a little more comfortable with ITCs and our prescribed technologies, that was, until I started using Google Earth. A dynamic and multi-functional tool, Google Earth has so many applications that it is easy to become disorientated. Technically a geographical tool, I used it to create an historical tour of Australia. Students are at liberty to explore the landscape, building and streetscape whilst following the circuit. At each destination, questions are posed relating to either historical events or people. This in turn prompts a researching quest and one that links into the curricula’s of geography, society and indigenous studies.  

After a lot of time on Google Earth I decided to see what Dipity had to offer. A timeline tool, Dipity integrates video, audio, images, text, links and even social sites. Dipity aids in the collation of student research which aids in the building of a cohesive and multidimensional project. What really provoked my interest in Dipity was that is tells a story through a combination of technological modalities. It also surprised me at how easy it was to create and to upload my timeline onto my blog. As a teaching and learning tool, Dipity has the capacity  to build on student schema as they have an opportunity to revise and reflect on topics whilst creating their timeline.

Conclusion

A shift in the way contemporary students communicate has prompted the re-examination of effective learning. ELearning or electronic learning is transforming and opening new pathways within education.  My own eLearning journey has taken me on a ride that was daunting, exciting and for the most part, frustrating. Thankfully, it was worth it.  The exploration of digital technologies revealed how my own learning was scaffolded and how, as a learner, I was engaged in that learning. I feel confident that through effective ITC use students will investigate, create and communicate ideas and information.

Reference List

Department of Education (2011). Resourcing the Curriculum, Retrieved April 10, 2011, from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/

Kearsley, G., Shneiderman, B. (1999, May 4). Engagement Theory: A Framework for Technology – Based Teaching and Learning, 1-6.

Marcus, S., (2005). The New Literacies: What is Basic Education Now? Retrieved April 12, 2011, from http://www/archive.nmc.org/summit/New_Literacies.pdf

O’Shaughnessy, M., Stadler, J. (2005). Media and society (3^rd ed.). South Melbourne, Vic, Australia: Oxford University Press

Pearson, M., (2007). The Journalist’s Guide to Media Law: Dealing with Legal and Ethical Issues (3^rd ed.). Crows Nest, NSW, Australia: Allen & Unwin.

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 1(5), 1-6.

Thibault, M., Walbert, D. Reading Images: An Introduction to Visual Literacies. Retrieved April 12, 2011, from http://www.learnnc.org/lp/pages/675

 Moodle

Fasso, W. (2011). Group One Tools: Online Spaces. Retrieved April, 2011, from CQUniversity e-courses, EDED20491 ICTs for Learning Design.

Fasso, W. (2011). Group Two Technologies: Podcasting. Retrieved April, 2011, from CQUniversity e-courses, EDED20491 ICTs for Learning Design.

Google your way around Earth

Google Earth is a fantastic tool that, according to Google, has its applications firmly embedded within a geographic framework. I believe this to be a rather limiting ideal as Google Earth has applications that are suited to numerous subjects within an educational context.

My tour of duty was frustrating and challenging but also fun and extremely educational.  It took three full days, a dog mishap, the lose of my files, a partital flip out and a bottle of gin later, I say assuredly, with total conviction and absolutely no prejudice, that this "digital immigrant" is a Google Earth devotee. 

Yes, you heard me right, I bow to the gods of technology... I'm not worthy, I'm not worthy, I'm... no need to go on, you get the picture. Anyway, to use a well worn but appropriate analogy, I travelled the scenic route, problem is... I can't upload or even form a link to the video tour I created in Google Earth. I mean, it was a masterpiece, I'm just sorry all you can do is take my word for it. Though I do promise, if I get some feedback to my email, there maybe hope yet.

Essentially, I created an interactive tour of Australia where students are given an historical overview of a place and then asked to answer various questions that are relevant and particular to the area.

  

Canberra explores issues of government and nationalism through an Anglo-Australian and indigenous lens. Students are asked to examine the Australian flag and how it was created, this takes them on a fact-finding journey that is interesting and surprising. Next, students are asked to research the first indigenous member of parliament. Though a little more sombre than researching the national flag, this questions embeds issues of national identity and indigenous culture.

Hobart looks at women's historical place in the Australian landscape. Issues of gender and culture are explored as students are prompted to investigate the "Women's Factory". Secondly, students are asked to investigate Truganini. Who was she and what place does she hold in Australian history.

Uluru asks us to examine the geographical, botanical and indigenous constitutions of the red centre. A sandstone rock formation, Uluru is sacred to the Aboriginal peoples of Australia. Students are asked to locate the indigenous legend associated with the Uluru and if it is possible to survive in the hostile environment if lost.

The tour looks at various other places, like Cape York Peninsula and the Torres Straits where a connection with the Mabo decision and sustainability can be examined. My reasoning in choosing these places was to specifically support the cross-curriculum priorities as set out by Australian Curriculum Assessment and Reporting Authority (ACARA). There are three cross curriculum priorities in the Australian curriculum: Aboriginal and Torres Strait Islander histories, Asia and Australia's engagement with Asia and sustainability (2010). Students are prompted to not only examine these priorities but to develop a critical understanding of the social, historical and cultural contexts of the Australian landscape.  

PMI's of Google Earth

Plus:  Develops higher order thinking, creativity, integrates multi-modal technologies.

Minuses: Difficult to operate as there is so many functions and applications, cannot upload creation of document, as it is not a supported file. Is time consuming.

Interesting: View satellite images, maps, terrain, 3D buildings, has GPS tracking and historical imagery, is supported by NASA which means the imagery is current.

References

Australian Curriculum Assessment and Reporting (ACARA), 2010. English and History: Years 8 to 10           Syllabus, Retrieved March 7, 2011, from http://www.acara.edu.au/ 

Picnik under the sea

Picnik

Picnik is a photo editing tool that allows you to rotate, crop and resize images as well as fix the exposure, color and red-eye. A fun application, students can add special effects, text, shapes (including voice bubbles) and fun frames.

Flickr

Flickr is a photo sharing website where you can share your pictures and edit them for others to see. In old school terms, it is the digital version of scrapbooking. Yes, Flickr is the cyber worlds answer to the photo album.

Handy hint:

Within Flickr, you can add sets or groups of pictures. Click organise and create, then some little tabs will appear, click sets and then create a new set. Then you will see allyour pictures, all you do then is click and drag them

Happy digital scrapbooking

As an application within a secondary school context, students could use it as a collaborating tool.  While undertaking a unit in History say, students could take still photos of artifacts relating to event, stills could be taken from a trip to the museum or local historical society, newspaper articles could be linked along with other relevant items.  Essentially, the students build a scrapbook of the event.

Potenial of technologies within education

Week 3 Technologies

Reflections of a philosophical educationalist

The potential of blogs

Ahh, blogging. As a person who has been thrust into blogging, simply as it was a course requirement, I have taken to it rather well. Expressing my views has caused me to re-examine my outlook on ITC and on how it can be applied to education.

Translating this knowledge to teaching in secondary English, especially within a blogging context, students have the ability to improve their concepts of English and the place English has within society and technology. Having an authentic space, enables students to cultivate and develop their imagination and creativity.  Students have the ability to interpret and construct English text and to edit and rework content before posting.  An understanding of genres, archetypes, cultures and events, and the implications and impacts these have, can all be contributed to and assessed via blogging.  

The following table is an analysis of the effects of blogging within education.  

Swot analysis

Strength	Weakness	Opportunity	Threat
Puts you on a personal level with teacher/student	Possibility of   complacency in teaching	Allows for authentic teaching and learning and respect for the student/teacher relationship	Explicitly show favouritism to particular students
Watch progression of student work	Watch regression of student work	Has potential to profile learning styles and theories	Potential for students to feel uncomfortable about work or presenting work
Interactive	Pool of imagination has dried as students all use same idea	Potential to use blog as an authentic space to people	Copyright and plagiarism threat
Ability to comment on others work	Open criticism	Learn from  others comment	There is an at risk chance where you can be bullied or harassed via the blog
Multimodal	School blocking access to blogging	Interaction with various technologies	Potential to corrupt site due to uploading virus
Develops writing skills	Student may not want to share thoughts or creative	Allows for creative work to be authentically displayed and have opportunity to edit and rewrite work. Allows for development of professionalism	Copyright threat
Individual view	Student may not want to express how they are feeling or their work	Student can express themselves	Open for attack by voicing your opinion

Wiki Mania

A Wiki is a website that allows users to collaboratively create and edit web pages. Within a secondary English context, students can discuss projects and group work, plan approaches and methods and have a forum in which to deconstruct, analyse and create a new meaning or structure. Applied to language elements like punctuation and grammar, students can discuss their individual understanding, and correct or modify inaccurate understandings of others.

Positives	Negatives
·         Collaborative, contribution by whole group ·         Allows for other technologies through videos, podcasts and the like ·         Promote higher order thinking, students analyse, evaluate others work then contribute creatively through their own content ·         Guide teachers in user participation ·         Reduce project timeframes through the effectiveness of communication within a group ·         As a social network, wikis connect and facilitate group organisation	·         Feeling disconnected to students ·         Potential to delete work of others ·         Public wikis are susceptible to vandalism ·         Differing abilities in technology

Web Site

Web sites are unique in that they display individual expression without interaction by outside viewers. In other forms of technology, blogs and wiki’s specifically, viewers can comment or contribute to the posting. What this means is that blogs and wiki’s have the potential to be used as evaluative tools whereas the web site is purely expressionist. By this I mean it provides a space in which to be heard.

This can be utilised by teachers as they can post class activities and goings on for parents and other interested groups to connect with.  And in some ways, it also teaches students discipline and etiquettes.  Not the elbows off the table kind but the rules of internet engagement, like no swearing or posting something in all capitals, that sort of thing.

This said, web sites have a place within education but I personally believe it is better suited to the world of business and commerce.

Plus	Minus	Interesting
·         Work and applications cannot be edited or contributed to by others ·         Can be used as a collaborative tool with wiki and blog ·          Course work can viewed through web ·         Web sites has a potential to integrate technologies like virtual spaces, pod casts etc. ·         Allows for students and teacher to show what class is doing ·         Can be used as a promotional tool	·         Application more suited to business, advertising ·         Referentially, without a specific domain finding a web address or site could be difficult	·         Has the potential to be self-promotional, students can display their creative writing or have a photography portfolio ·         Is reflective of individual and can be visually, aurally and actively representational ·         Visually, has the potential to be highly creative and artistic

Assessment 1 ITC

ICTs and how it can scaffold the way we learn.

Education in the 21^st century is transforming the way we use technology in curricula. No longer simply integrated into curricula, technology is now a way to enable student learning. Referred to as eLearning, the stratagem was aimed at engaging and connecting students of the digital generation. The reality though, is that not all students are technologically active or savvy. Research, by Margaryan and Littlejohn (2008, p.1) suggest that there is a difference between using technology for socialisation and using it for learning and education objectives. At its most fundamental, Margaryan & Littlejohn indicate that students are influenced by and conform to traditional pedagogies (2008, p.1). This means, although technologies are transforming the way students communicate, access and consume information, authentic learning remains dependent on the strategies and scaffolding teachers apply.  The objective then is to teach and learn through Information Communication Technology (ITC).

The learning design scaffold I have created, using English guidelines as provided by the Australian Curriculum Assessment and Reporting Authority (ACARA), profiles the learning needs of students and selects relevant content knowledge and pedagogical practices. Translating Engagement Theory into the scaffold enables the use ITC by allowing authentic ways in which to interact as well as giving students activities that are meaningful and relevant outside of the classroom (Kearsley & Shneiderman, pg1). Emphasis on the development of literacy, literature and language is integrated with crossover themes of culture, family and gender discourses. Student development includes, cognitive skills such as problem-solving, evaluation, reasoning, decision-making, organisational abilities as well as processing information and collaboration skills.       

Unit of Study: “The Taming of the Shrew” by W. Shakespeare

Bloom’s Taxonomy

	Knowing	Understanding	Applying	Analysing	Creating	Evaluating
	Discuss & list: adjectives used to describe the protagonist.	Explain the theme of sexism within the play: give examples. What genre is the play?	Write about a scene that deals with themes of relationships: spousal, family or sibling dynamics.	Who or what is the antagonist of the play.	Create a story in modern times about a young woman who is asked by her father to date/marry a friend of the family.	Write a newspaper article critiquing the play.
Actions	Think/pair/ share, concept map,  brainstorming	Teacher and class discussion on points of consideration - the how, what, why & who. Allows students to think in steps. Record PMI’s	Role-play: relationship or write as a diary entry. Scene is about a relationship with or incident that has occurred between you and your sister, father or boyfriend.	Pretend you are Katherine and write a letter to your father discussing either your happiness or distress at your marital situation. If unhappy include your plans for leaving. AND Reply to another student’s letter (via a blog comment) giving advice and/or praise.	Perform or write: about diversity either within families, cultural, socio-economic or otherwise. This is to be done in groups and is to be posted on blog.	As a reporter or theatre critic, write or perform (in vein of TV reporter) a critique of the play or individual performance.  Explain and justify what you believed its strengths and weakness were and give your recommend-ation  to the audience.  Post on blog as a professional critique.
Key words & concepts	Reciting, defining, describing, remembering	Interpreting, comparing, summarising, categorising, classifying	Using, adapting changing, illustrating, implementing, executing, editing	Deconstruct, analyse, outline, compare,  structure, identify	Devise, create, design, plan, rewrite, relate, compose, edit, research, observe	Evaluate, contrast, interpret, justify, describe, explain, summarise
Learning style	Verbal, reflective	Verbal, intuitive  sequential, global, active	Active, verbal, visual, sensory, sequential	Verbal, visual, reflective, active	Global, active, reflective, intuitive, visual, sensory	Intuitive, sequential, reflective, active, global
ITC + digital tech. used	Whiteboard to record student output, twitter, social network discussion,	Whiteboard to record PMI, twittering, blog journaling, internet searching, texting, Skyping or video conferencing	Blog- as a diary entry or film role-play upload to blog, email entry, inter-active commentary on blog Equipment-camcorder, digital camera, computer, white board, editing software.	Blog- as a journal entry and, email, Skype, social network- partners for their letter and then post comment.	Record as a blog, mobile phone, Skype, social network- all for connectivity and sharing of information. Mobile, camcorder, white board, computer, editing software.	Blog: as a newspaper article or journalist skit. Equipment- computer, digital camera, mobile phone.
Link to learning theory	Constructivist: through social interaction, dialogical processing, interpreting Cognitivist: categorising information (adjective describing protagonist).	Constructivist: social interaction, dialogical processing  Cognitivism: sequential steps student input- visual, aural and active, through to processing or recognised and then long term	Behaviourist: through repetition- creation of blog entries – commentaries on blogs, accessing email etc. Constructivist: Autonomous, collaborative, self-reflective and interactive   Cognitivist: selecting words and images to create blog, active engagement of exercise	Behaviourist- positive re-enforcement via blog commentary. Cognitivist: Active engagement - embeds learning as does the chunking of information (constructing and writing letter and response). Connectivism: networking through computers- choosing where and how to gain information. Constructivist: Problem based and anchored in instruction. Scaffolds learning through personalisation.	Constructivist: social interaction, dialogical processing, collaborative interactive Connectivism: networking through computers- choosing where and how to gain information. Cognitivist: categorising information, active engagement of exercise Behaviourist: through repetition- creation of blog entries – commentaries on blogs, accessing email etc.

Used effectively technology supports diverse and flexible learning opportunities. However, translating digital pedagogy to the classroom is impacted by various measures, particularly through learning styles. In simple terms, learning styles are the preferred ways in which individuals acquire, use and process information. Recognising that there are multiple modes of delivering learning whether visually, diagrammatically or aurally enables the facilitation of individualised learning. Theories that analyse how we learn identify and show us ways in which to empower individual learning. Behaviourism, Cognitivism, Constructivism and Connectivism are considered the fundamentals of learning theories. Neither ridged in theory nor application, learning theories have evolved along with technology.  In multimedia environments, cognitive learners are particularly enabled in their learning experience.  Through the selection and organisation of words and images from the presented material, cognitive learners build a coherent mental representation and then integrate the resulting verbal and visual representations with one another (Deubel, 2003). The implication is that eLearning has the capacity to facilitate students that have difficulties with traditional pedagogies.

George Siemens, in A Learning Theory for the Digital Age, maintains that learning theories should reflect the underlying social environment (2004). Today’s environment has shifted from the traditional pedagogical areas of reading, writing and arithmetic because societal perceptions have been modified by technology.  Cope and Kalantzis maintain that diversity and the significance of multimodalities have developed new communication practices and with it new literacies or multiliteracies (2009).  Multiliteracies refer to literacy which focuses on variations of language according to differing social and cultural situations and the basic multimodalities of communication, Kalantzis & Cope (2008). In effect, those surrounded by technology since birth or what Prensky labels as “digital natives” (2001), have hybridised communication through social networks, messaging and texting.  These new multiliteracies are embraced in the contemporary classroom through eLearning.    

Learning through and by technology allows for relevancy, clarity and transformation of knowledge. This in turn supports students in their ability to make sense of and develop schema.

References

Australian Curriculum Assessment and Reporting Authority (ACARA), (2010). English and History: Years 8 to 10 syllabus. Retrieved March 7, 2011, from http://www.acara.edu.au/

Deubel, P. (2003). An Investigation of Behaviourist and Cognitive approaches to Instructional Multimedia Design. Journal of Education Multimedia and Hypermedia, 12(1), 63-90. Retrieved March 14, 2011, from http://www.ct4me.net/multimedia_design.htm

Kalantzis, M., Cope, B. (2009) “Multiliteracies”: New Literacies, New Learning, Pedagogies: An International Journal, 4(3),164-195.

Kalantzis, M., Cope, B. (2008) New Learning: Elements of Science and Education. Retrieved March 14, 2011, from http://newlearningonline.com/kalantzisandcope/

Kearsley, G., Shneiderman, B. (1999, May 4). Engagement Theory: A Framework for Technology-Based Teaching and Learning, 1-6.

Margaryan, A., & Littlejohn, A. (2008, December 11). Are digital natives a myth or reality? Students’ use of technologies for learning, 1-30.

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 1(5), 1-6.

Siemens, G. (2004) A Learning Theory for the Digital Age, Retrieved March 12, 2011, from http://www.elearnspace.org/Articles/connectivism.htm

Shakespeare, W. (1993). The Taming of the Shrew. London, United Kingdom: Wordsworth Classics.