Assessment 1: Embedded Reflection Task 1

The purpose of the mobile phones wiki activity was to scaffold higher order thinking through the use of de Bono’s Six Thinking Hats.  Commencing the activity, I wasn't sure of what to expect having never completed anything similar, however, it proved to be straight-forward as well as a great tool for facilitating higher order thinking. The scaffolding of the questions supported me to consider the use of mobile phones more deeply, and from many different perspectives. The way this activity was presented interlinks with the learning theories presented in Bloom’s Cognitive Taxonomy, SAMR as well as digital pedagogy. 

Digital pedagogy supported and enhanced my experience with this activity. All students had to use ICT in the form of a wiki to respond to the given questions. Although the presented questions were straight-forward, the answers required higher order thinking skills.  The use of de Bono’s Thinking Hats supported me to not only reflect more deeply on these questions, but equally supported me to provide more detailed responses. As there were different students commenting on the same question in each group, it permitted students to read and evaluate each other’s responses.  

This activity focused on the several different aspects presented in the Bloom’s Cognitive Taxonomy model namely; application, analysis, evaluation, knowledge, and comprehension. The questions that were posed encouraged me to discuss, explain, prepare, question, identify and describe. This activity made me realise that by the use of different learning frameworks and ICT as well as the way questions are posed, higher order thinking can be stimulated.  

The SAMR model further supported this activity at the substitution, augmentation, modification and redefinition levels. This activity used technology (substitution) which made it easier for students to complete the activity through the use of a practical site (augmentation). Students were able to read and evaluate each others’ responses and then post a personal response to the questions (modification). Additionally, the activity allowed students to return to the page, edit their work as well as link the site to their personal blog (redefinition).

If designed, utilised and implemented in the appropriate way, wiki activities similar to this would be highly beneficial in encouraging student engagement, participation and higher order thinking. The activity allows for students to work together and stimulates discussions which can easily be monitored by the teacher. This activity can also be used for a vast range of different study areas. Moreover, it may support shy students to share opinions.

The potential drawbacks of utilising such an activity need to be considered. These include: the potential loss of information; anyone can comment on or make changes to the site; and bullying. Additionally, if groups are too large, the discussion board may appear a bit muddled and consequently discussions may become difficult for both students and teacher to follow.  

The activity utilised de Bono’s Six Thinking Hats which at each level stimulated the development of different perspectives. Each level had a different colour hat which held a different meaning. The questions that were asked stimulated higher thinking and related to the meaning behind the colour. The colours represented judgement, process, creativity, feelings, benefits and information. Thus, instead of just giving a simple answer to the main question, the whole set-up enabled me to respond in a more comprehensive way and share a variety of perspectives into the matter.

This task has enabled me to feel more confident in implementing a similar activity into my own teaching. I strongly believe that such an activity will be greatly useful in not only enhancing the learning experiences of my future learners but also making learning more enjoyable and comprehensive.