Many face to face classrooms use reward systems and acknowledge progress, which can be hard to attribute to learners when online. Digital applications like Edmodo are frequently used in schools by teachers to encourage specific behaviours such as peer interaction or completing homework (Cheng, Watson, & Newby, 2018, pp. 191, 192; Gibson, Ostashewski, Flintoff, Grant, & Knight, 2015, p. 405). Similarly, like many teachers create a classroom currency, block-chain can use a form of currency to place a value on an achievement which can be utilised to ‘buy’ a specific item or create an exchange for something the learner may need in their learning progress (Chen, Xu, Lu, & Chen, 2018, pp. 2, 6). As learning is becoming more online, the ability for rewards systems to be digitalised is useful, but to use these tools only for this would have little benefit to learning.

The greater benefit of digital badges is they can also support pedagogy. For example, digital badges can be awarded to learners for holding specific skills and knowledge content (Cheng, Watson, & Newby, 2018, p. 191; Gibson, Ostashewski, Flintoff, Grant, & Knight, 2015, pp. 406, 408), which can be help identify them by other learners when trying to form collaborative groups in learning settings such as communities of practice, project-based learning or games based learning (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2015, pp. 407, 408). In addition, it can be used as an effective feedback tool (Cheng, Watson, & Newby, 2018, p. 193) similar to a rubric, identify what students can achieve, and the level they can achieve it, and what they still need to do (Cheng, Watson, & Newby, 2018, pp. 191, 192, 193; Gibson, Ostashewski, Flintoff, Grant, & Knight, 2015, p. 407).

Blockchain security both a positive and a risk. Whilst block-chain is promoted as being highly secure do to its structure and ability to identify authorship and access (Chen, Xu, Lu, & Chen, 2018, pp. 3, 4, 5, 9; Gong, Liu, & Jing, 2018, pp. 2393-2394; Ma & Fang, 2020, pp. 22-23, 24), its openness to be access by anyone as well as its purpose for storing all data in one collection makes it an ideal target for gleaning information (Ma & Fang, 2020, p. 26). The other issue about its ability to collate and exchange data is this method is less personal (Chen, Xu, Lu, & Chen, 2018, p. 8; Ma & Fang, 2020, pp. 25, 27). Being a crypto-currency tool (Chen, Xu, Lu, & Chen, 2018, p. 1; Gong, Liu, & Jing, 2018, p. 2391), using it for education establishes a perspective that knowledge is a currency, reinforcing the concept that learning is for commercial value, rather than being learner centric.

Many other alternatives to bitcoin that offer similar benefits but are more personable. Block-chain still requires information to be stored on a server (Chen, Xu, Lu, & Chen, 2018, p. 4; Ma & Fang, 2020, p. 24), so for the learner, it makes little difference to using a cloud-based system. Platforms like Google allow for the learner to utilise the same features as Blockchain, but with additional features that allow for synchronous and asynchronous communication (Google, n.d.), making learning a lot more personal and collaborative (therefore more aligned with contemporary pedagogy).

Arguably, block-chain may be innovative and offer a range of digital features, but in terms of learning design has little to endorse it that cannot be offered elsewhere with more features. Digital badges however, whilst many may view as having little to offer other than an extrinsic reward system, with proper utilisation can support a range of effective pedagogical practices for online learning.

References

Chen, G., Xu, B., Lu, M., & Chen, N.-S. (2018). Exploring blockchain and its potential applications for education. Smart Learning Environments, 5(1), 1-10. doi:10.1186/s40561-017-0050-x

Cheng, Z., Watson, S. L., & Newby, T. J. (2018). Goal Setting and Open Digital Badges in Higher Education. TechTrends, 62(2), 190 – 196. doi:10.1007/s11528-018-0249-x

Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital Badges in Education. Education and InformationTechnologies, 20(2), 403 – 410. doi:10.1007/s10639-013-9291-7

Gong, X., Liu, X., & Jing, S. (2018). Parallel-Education-Blockchain Driven Smart Education: Challenges and Issues. 2018 Chinese Automation Congress (CAC), (pp. 2390 – 2395). doi:10.1109/CAC.2018.8623198

Google. (n.d.). Working together with G Suite. Retrieved from G Suite: https://gsuite.google.com/

Ma, Y., & Fang, Y. (2020). Current Status, Issues, and Challenges of Blockchain Applications in Education. International Journal of Emerging Technologies in Learning, 15(12), 20 – 31. doi:10.3991/ijet.v15i12.13797

Social media, encompassing networking, publishing, content sharing, virtual and gaming networking, holds value in enhancing education, but must not be used carte blanche. By understanding what social media can offers in terms of learning enhancement we can understand its value post-education (Mao, 2014, pp. 213, 214).

Technology is rapidly developing and changing the way society interacts and functions (Mao, 2014, p. 213); as indicated by the increasing interaction students have with social media (Kelling, Kelling, & Lennon, 2013, p. 2658). We know learners engage more if they deem something relevant (Kelling, Kelling, & Lennon, 2013, p. 2658): Social media provides learners with engagement, collaboration and interaction with their learning experience, allowing students to engage and work with others in a way they find meaningful and relevant (Heavin & Neville, 2012, pp. 195, 200; Mao, 2014, pp. 213, 222). Using social media motivates students to learn, improve attitudes, whilst making theoretical content more understandable, all key to successful learning improving performance outcomes (Heavin & Neville, 2012, pp. 194, 200; Mao, 2014, pp. 213, 214).

Furthermore, social media capabilities enhance learning throughs its range of tools and functions, providing a plethora of information via access to a range of information, organisations, experts and data in a much smaller timeframe and less cost than traditional teaching and learning (Heavin & Neville, 2012, pp. 194, 195; Kelling, Kelling, & Lennon, 2013, pp. 2657, 2658). Traditional concepts of experts are being replaced with the ability to use the internet as well as drawing on peer learning (Kelling, Kelling, & Lennon, 2013, p. 2657; Mao, 2014, p. 222). In addition to the changing nature of learning,businesses are quickly adopting social media as the nature of workplaces  are changing and becoming less face to face (Heavin & Neville, 2012, p. 200; Kelling, Kelling, & Lennon, 2013, pp. 2656, 2663). It is important as educators that we provide learners with the knowledge and skills they require (Heavin & Neville, 2012, p. 194), consequently integrating social media will ensure learners are in the best position to succeed (Heavin & Neville, 2012, pp. 195, 200).

Using social media platforms like Facebook can allow collaboration and the ability to share ideas and expertise

There are still some concerns about social media use in education. Using social media will not necessitate an improvement in education, and it is noted that social media is primarily not designed as a pedagogical tool, but rather for social and commercial purposes (Heavin & Neville, 2012, p. 200; Mao, 2014, p. 221). Also, whilst research indicates that student attitudes towards social media in education are highly positive, there is some reluctance from educators to utilise social media, who prefer to utilise traditional teaching methods and find that social media is contrary to teaching ideologies, moving away from the concept of the teacher as the educator (Mao, 2014, pp. 214, 215, 220, 222).  If we are to utilise social media effectively into education, we need to ensure that it aligns with effective pedagogical theory and practise (Heavin & Neville, 2012, p. 194; Mao, 2014, p. 222).  Rather than replacing contemporary teaching and learning, we need to align effective pedagogy with contemporary need. Research indicates there is value in using social media tools in education (Heavin & Neville, 2012, p. 199), but educators must carefully critique and evaluate social media tools in terms of how it will enhance their practice, rather that replace it (Heavin & Neville, 2012, p. 195; Mao, 2014, p. 222). At the same time, it is important that educators recognise the value of student input into effective teaching and learning and move away from teacher-centric education. Students need to be considered as an equal partner in education with value placed on the perspectives and influences they have to offer (Mao, 2014, pp. 213, 222).

When used appropriately, social media can greatly enhance learning. As society is progressing and relying more on social media for education and communication, we need to integrate it into education to ensure skill and knowledge development.

References

Heavin, C., & Neville, K. (2012). Using Social Media Technology as an Educational Tool. Proceedings of the European Conference on Games Based Learning, (pp. 194-201).

Kelling, N. J., Kelling, A. S., & Lennon, J. F. (2013). The tweets that killed a university: A case study investigating the use of traditional and social media in the closure of a state university. Computers in Human Behaviour, 29, 2656-2664. Retrieved from http://dx.doi.org/10.1016/j.chb.2013.06.044

Mao, J. (2014). Social Media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behaviour, 33, 113-223. Retrieved from http://dx.doi.org/10.1016/j.chb.2014.01.002

Montessori is an educational pedagogy established by Dr Montessori that focuses on nurturing creativity and identifies three planes of development (0-6, 6-12, 12-18) (Casquejo Johnston, 2019, p. 1) with its characteristic learning design trinity approach of Environment, Teacher and Child (Lillard & McHugh, 2019, p. 3)

Benefits of Montessori education include its focus on creativity, its authentic learning characteristics, and its focus on developing cognitive and social skills. Montessori provides opportunities for freedom and flexibility, providing a foundation for students to be creative (Fleming, Culclasure, & Zhang, 2019, p. 2), leading to better problem solving, innovation and improved educational outcomes (Fleming, Culclasure, & Zhang, 2019, p. 1). Studies prove that Montessori students create more quality and quantity of creative work (Fleming, Culclasure, & Zhang, 2019, pp. 2-3, 6-7, 8,11) as well as improving performance in other areas (Fleming, Culclasure, & Zhang, 2019, p. 3), consequently Montessori is beneficial for quality and quantity of student outcomes, as well as creative aspects that feature in Montessori. In addition to creativity, Montessori notes the way children imitate adults, and sees value in allowing learners to select and engage in activities that have real world relevance (Lillard & McHugh, 2019, p. 4; Casquejo Johnston, 2019, p. 2), observing  that development occurs through self-construction (Lillard & McHugh, 2019, p. 25), with research indicating that Montessori students greatly prefer and  benefit in learning activities that mimic real world scenarios (Lillard & McHugh, 2019, p. 4). This is especially true for the third plane (adolescents) who feel more prepared for life after school, with improved self-worth, and increased post high school study (Casquejo Johnston, 2019, p. 4). In addition Dr. Montessori noted the value in allowing students to collaborate and support each other (Lillard & McHugh, 2019, p. 10), and how choice and control in students’ own learning led to greater intrinsic motivation and higher levels of creativity (Fleming, Culclasure, & Zhang, 2019, p. 3). Finally research indicates the Montessori system of education has good social-emotional and cognitive-academic outcomes (Lillard & McHugh, 2019, p. 2), derived from student engagement in classrooms that are beautiful and inviting, with deliberately selected materials and exposure to nature (Lillard & McHugh, 2019, pp. 4,8). The teacher facilitates and personalises the learning, conscious of the needs of students (Casquejo Johnston, 2019, pp. 2, 3). Whilst each student works to the same learning outcomes, they achieve this through personal, scaffolded learning according to their needs to ensure mastery (Casquejo Johnston, 2019, p. 3). Montessori principles allow for greater freedom for students to express themselves creatively and authentically, allowing for real world relativity and catering holistically for learner needs, all of which result in greater learning outcomes.

Unfortunately, there are still issues that need to be considered and addressed: there is a considerable lack of quality assessment and feedback, assumptions about learner development based on social homogeneity, as well as internal and external expectations. Montessori education suggests children are consistently able to correct themselves (Lillard & McHugh, 2019, p. 6); while teachers prepare the environment, introduce new work when appropriate (Lillard & McHugh, 2019, p. 20), and allow students to work unaided, at no point interrupting or correcting (Lillard & McHugh, 2019, pp. 20, 21, 22). In addition, assessment involves recognition and recall (Lillard & McHugh, 2019, p. 22). Current research indicates effective assessment and feedback is key to successful education. When students do not receive this, they may not know how to progress, or be able to adjust their learning, running the risk repeating errors and passing erroneous information to peers.  In addition, recall and recognition do not encourage higher order thinking. Whilst Montessori allows for higher order thinking through opportunities for creativity, it should be noted that questioning and assessing students in these moments would provide better learning opportunities. Secondly, Dr. Montessori argued children learn language from their environment on a similar schedule (Lillard & McHugh, 2019, p. 26). Whilst Montessori organisations have adapted and altered Montessori education to fit situations Dr Montessori had not encountered (Lillard & McHugh, 2019, p. 30) this theory does not fit well in today’s diverse societies. Students may come from a range of language backgrounds, and their awareness and language capabilities in language may be limited, as such, these students are challenged with major setbacks in their learning. Thirdly, teachers are usually faced with 40 plus students in the classroom (Lillard & McHugh, 2019, p. 21), recognised as the authority (Lillard & McHugh, 2019, p. 20) who determines when and what a child is ready to learn (Lillard & McHugh, 2019, p. 22), and create activities that require whatever time will be sufficient for student mastery (Lillard & McHugh, 2019, p. 9). This puts a strenuous amount of pressure on teachers and contradicts a range of the authentic learning characteristics that feature in Montessori education, arguably undermining the autonomy and creativity that Montessori sets out to achieve. Consequently, Montessori students are missing out on valuable insight and potential from the lack of feedback and are restrained by teacher controlled education. Also, acknowledging the importance of personalisation and differentiation, traditional Montessori does not recognise the diverse range of language skills and needs in today’s students.

References

Casquejo Johnston, L. M. (2019). Montessori Middle School: The Erdkinder. Middle Grades Review, 5(3), 1-7.

Fleming, D. J., Culclasure, B., & Zhang, D. (2019). The Montessori Model Creativity. Journal of Montessori Research, 5(2), 1-14.

Lillard, A. A., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment. Journal of Montessori Research, 5(1), 1-18.

Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoress’a View at the End of her Life Part II: The Teacher and the Child. Jornal of Montessori Research, 5(1), 19-34.

Constructivism is a theory that adheres to the notion that “knowledge is constructed when individuals interact socially and talk about shared tasks or dilemmas” (Gonzalez-DeHass & Willems, 2012, p. 75). Through their social context and interactions, learners develop a culturally relevant understanding of the world and develop higher mental functions (Gonzalez-DeHass & Willems, 2012, p. 63) Arguably, it demonstrates that the most effective learning takes place by doing, rather than remembering (as demonstrated through theories such as Blooms Taxonomy and SOLO). As learning designers, we should be acknowledging the social value in learning, considering how to create learning that purposely engages higher mental functions through social interaction.