Professional Documents
Culture Documents
Wikiography
Warren Griffiths
100388318
Abstract
An element of the Principles of Learning (EDUC5001) Winter 2013 course, the EDUC5001
Wiki requires students to actively participate in its ongoing development. In addition to this
core course requirement, students are encouraged to work together collaboratively.
Initially, I spoke with my course colleagues, April Stauffer and Katie Flynn, with reference
to wiki collaboration. Unfortunately, our areas of interest differed enough that this would
not be feasible. While my interests lay with the iPads-in the-classroom and the affordances
this model provides, April and Katies desired focus was on learning environments and
learning theory applied to certain core course in UOITs undergraduate education program.
Branching out my own. I have actively edited pages in the course wiki, while adding new
content to the theorists, theories, and iOS apps sections.
Introduction
UOITs Principles of Learning (EDUC5001) course has at its core an external course wiki
(http://www.uoittech.ca/wikis/EDUC5001-SEP10/index.php/Main_Page) in which students
are required to make regular contributions. The creation of UOIT professor, Dr. Bill Hunter,
this wiki covers many areas in the field of education, such as theorists, and their important
contributions to the fields of education, important digital applications, and key definitions.
Originally, I had planned to work with a few of my fellow colleagues in EDUC5001,
however my particular interest in iPad-driven education did not mesh with their present
focus. My on-going contributions to the wiki have strengthened my argument for the
inclusion of iPads-in-the-classroom at my place of employment, Montcrest School
(Toronto, Ontario, Canada). I have observed some missing elements in the wiki, based on
my recent research, thus adding a section on theorist Ruben Puentadura, and Gibsons
Affordance Theory. This research also allowed for additional contributions to Kearsley and
Shneidermans (1998) Theory of Engagement, and the Puenteduras (2009) SAMR model.
Based on my discoveries around these theories and models, I amended and added data as
needed. I also found it prudent to include a few iOS applications (Book Creator, Popplet,
SimplePhysics) that, in my experience, are a good fit for the SAMR model.
SAMR
such as Microsoft Word, being exchanged for an iPad with a similar word processing
application, such as Pages, and being used in exactly the same way. Since both
applications have similar cut and paste and spell check functions, this represents direct
substitution with no foreseeable increase in student achievement.
The second level is Augmentation. At this level, the student is using Pages with some
functional improvement. Improvements may include the customization of documents with
the colors, fonts, and textures, not readily found in other word processors. Already at this
secondary stage we are seeing a much higher level of productivity from the student
(Puentedura, 2013).
The third level is: Modification. This level actually slightly alters the task. As an example,
lets say the word processor is being used by a student to produce a short story. But now
with additional integrated apps available on the iPad, such as iPhoto, the student could
visualize the story with images, and directly embed this into the Pages document. The
student may also choose to email, or upload to a cloud storage option such as Dropbox,
instead of printing it. The student story has now seen significant task redesign. This results
in substantial productivity increase (Puentedura, 2013).
The fourth level is known as Redefinition. At this level, the combination of pedagogically
sound apps and the devices built-in functionalities, the iPad can completely redesign
tasks (Puentedura, 2013). For instance, the student may use the Book Creator app, no
longer producing a flat, word-processed story. Through the apps cloud storage sharing
options, details that would have originally been compiled by an individual could now
involve many contributors. The project could include photographs, graphics, and even
audio narration, added directly from the device. The story can then be emailed to teachers,
parents, or even published to the iTunes Store for the world to download and read. Many
more users are viewing the story, increasing communication, accuracy, creativity, and
productivity (Puentedura, 2013).
Book Creator
Supporting my contributions to the wiki with Puenteduras SAMR model, I included
tangible examples of the SAMR in action. In January of 2013, the grade 1 classes at
Montcrest School began their annual storytelling unit. In past years, the project was flat;
teacher-driven with limited involvement by students. In an effort to make this a studentdriven project, I suggested
we use the Book Creator
app on the schools library
iPads. With functions
such as audio narration,
image inclusion, and
shareability, Book Creator would certainly, as the SAMR model dictates, redefine the task
(http://www.uoittech.ca/wikis/EDUC5001-SEP10/index.php/Book_Creator). I included a
brief description of the app, a link to the developers website, cost, and student exemplars
(http://youtu.be/H9cTQDIIrV0). Also included in the wiki entry are tips on how to move a
Book Creator project off an iPad. It was also necessary to include a section on related tools.
For this, I inserted an external link to Cyndi Danners blog, Technology Bits Bytes and
Nibbles (http://www.technologybitsbytesnibbles.info/archives/6011), where she lists five
comparable (though, in my experience, not as robust) apps for story creation on the iPad.
Popplet
One of my ongoing goals with the EDUC5001wiki was to provide supporting materials for
Puenteduras SAMR model. With the inclusion of Book Creator, I felt it necessary to add
more iOS apps that lend themselves well to task redefinition. A flash-enabled (thus not
iPad friendly) mind mapping
website, Popplet is a free Web 2.0
tool, designed to be a place for
your ideas (http://popplet.com/).
Promoted as Super Simple,
Super Smart, Super Fun, this tool
now has an iOS version, providing
access to those with the non-flash supporting iPad. Using this tool in the classroom,
Popplet is less cumbersome than other mind mapping tools such a Inspiration and
Kidspiration. With minimal training, primary students are able to navigate and produce
visually pleasing maps of their thoughts. Popplet, by design, allows a user to insert text,
insert hand drawn and digital images, and even embed videos from YouTube. Where
Popplet really pops is with its sharing functions. By searching the name of other Popplet
users within the interface, the creator of a Popplet may invite any number of collaborators.
This allows for the sharing of tasks with others, no matter of their physical location. As an
added feature, a Popplet can enter Presentation Mode, similar to that found in the
presentation application Prezi, thus making it another viable replacement for tools such as
PowerPoint.
Affordance Theory
One of the tasks assigned to students in Dr Hunters EDUC5001 course is a synthesis and
analysis paper. As outlined in the course syllabus, this paper is to describe how you might
structure the learning environment differently given what you are learning in this
This paper critiques eight m-learning projects, including four mlearning projects using iPads in 2010 followed by a further four iPad
projects in 2011. Using an action research methodology, the authors
explore the impact of the integration of the m-learning projects on the
pedagogical approaches of these courses. (p.48)
Furthermore, in the analysis of these m-learning projects, the term affordance is mention no
less than 14 times. Cochrane et al., supporting social constructivist pedagogy, summarize
the iPads capability with example applications of affordances (p. 62). Following the
suggestion of Dr. Hunter, I analyzed Conole and Dykes (2004), What are the affordances
of information and communication technologies? Both of these papers base their
arguments on the Affordance Theory by James Jerome Gibson (1977) whose definition of
affordance, as explained by McGrenere and Ho (2000), is an action possibility in the
environment to an individual independent of the individuals ability to perceive this
possibility (p. 2). Norman (1988), later defined an affordance as, the design aspect of an
object which suggests how the object should be used and emphasized perceived
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properties that may or may not actually exist (p. 9). According to Gibson and Norman, we
perceive objects in terms of the possibilities for action they offer, or afford, us (p.11) As
stated by Cornwell et al.(2003):
The contour and shape of a coffee mug handle affords graspingliftingdrinking; a
sidewalk affords locomotion in a general direction; the size, shape, placement, and
features of the Windows OK and CANCEL buttons afford accepting or denying the
current option, and so on. (p. 3)
Using the provided Theories template, I added sections to the EDUC5001 wiki detailing the
main tenets of Affordance Theory. To support this, I included information on the theorys
key contributors, their work, and Prezi presentation detailing how Affordance Theory
relates to iPad-in-the-classroom learning (http://www.uoittech.ca/wikis/EDUC5001-SEP10/
index.php/Affordance_Theory). As of April 2, 2013, sections on the positive and negative
attributes of the theory still need to be added to the wiki.
Conclusion
The course wiki is a core component of the Principles of Learning (EDUC5001) Winter
2013 course requirement. The wiki required regular contributions over the four month
duration of EDCU5001. It also offered the opportunity for students to work together
collaboratively. While I did not work in tandem with other students, I was able to add
sections and modify older entries that were in line with my present focus on the affordances
given by iPad-in-the-classroom initiatives. In review, I made the following contributions to
the wiki:
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I thoroughly
enjoyed being a part of this and sincerely hope other courses at UOIT will offer a similar
wiki for rich student collaboration.
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References
Cochrane, T., Narayan, V., and Oldfield, J. (2013). iPadagogy: appropriating the iPad
within pedagogical contexts. International Journal of Mobile Learning and
Organization, 7(1), 48-65.
Cornwell, J., et al. Affordance Theory for Improving the Rapid Generation, Composability,
and Reusability of Synthetic Agents and Objects. 12th Conference on Behaviour
Representation in Modeling and Simulation (2003). Retrieved from http://
repository.upenn.edu/ese_papers/291/ on March 30, 2013.
EDUC5001 Course Wiki. (2013). EDUC5001 - SEP10. Faculty of Education, The
University of Ontario Institute of Technology.http://wiki.apa.uoit.ca/EDUC5001SEP10/index.php/Main_Page
Gibson, J.J. (1977). The Theory of Affordances. In R. Shaw & J. Bransford (eds.),
Perceiving, Acting and Knowing. Hillsdale, NJ: Erlbaum.
Gibson, J.J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton
Mifflin.
Jundroo: SimplePhysics (Version 2.1) [Software]. Available from https://itunes.apple.com/
ca/app/simplephysics/id408233979?mt=8
McGrenere, Joanna and Ho, Wayne (2000): Affordances: Clarifying and Evolving a
Concept. Proceedings of Graphics Interface 2000 May 15-17, 2000, Montreal,
Quebec, Canada. pp. 179-186.
Norman, D. (1988). The Psychology of Everyday Things. New York, Basic Books, pp.
87-92.
Notion, Inc: Popplet (Version 1.9.2) [Software]. Available from https://itunes.apple.com/us/
app/popplet/id374151636?mt=8
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Puentedura, R. R., The SAMR Model: Background and Exemplars. Retrieved from: http://
www.hippasus.com/rrpweblog/archives/2012/08/23/
SAMR_BackgroundExemplars.pdf on 3 March, 2013.
Puentedura, R. R.,. (2013, January 7). Technology In Education: A Brief Introduction
[video file]. Retrieved from http://www.youtube.com/watch?v=rMazGEAiZ9c
Red Jumper Studio: Book Creator (Version 2.5) [Software]. Available from https://
itunes.apple.com/ca/app/book-creator-for-ipad/id442378070?mt=8