EER500 Reflection

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Preservation of Knowledge Paradigm

Preservation of Knowledge Paradigm

Reflecting on past blogs and attending the Western Sydney study visits has further challenged my thoughts and understanding regarding the role of the Teacher Librarian. Posting about my initial thoughts of the role a TL and what I now know has been a dramatic development . Of particular concern was my post stating my initial thought of the role a TL was preservation of knowledge (Edwards, 2013) . I understand now that the collection of a schools library must reflect the needs of the school to support students achievement and school goal but my challenge will be what to weed when evaluating resources. Richard Fidlers Podcast with Sturt Kells about the history of libraries, again mentioned that libraries preserve knowledge. As a person who has built a house with loads of storage and aiding my father to build a shed to store random stuff in, biologically, I’m a hoarder and with the development of a collection development policy, I hope to alleviate the challenges I will face when it comes time to weed resources from the school library collection.

Reference:

Edwards, S. (2013, October 6). Assessment item 5: Part B Critical Reflection [Blog post]. Retrieved from https://scotttl.blogspot.com.au/2013/10/



Fidler, R. (Producer). (2017, September 09). The Histories of Libraries Before Stone Tablets, to Printed Books [Audio podcast]. Retrieved from http://www.abc.net.au/radio/programs/conversations/conversations-stuart-kells/8920062

Study Visit 2017, Western Sydney Reflection

Western Sydney University (WSU)

This two year old, multi-level library displays what I believe to be the benchmark of university libraries. Its primary function is to aid students to succeed in their chosen field of study, closely linking the goals of the library to the universities goals. This university has a large geographical spread with over eighty percent of its student being undergraduates and over twenty four percent of student being identified as low SES. This university library provides resources and learning spaces to support the achievement of its patron which also includes the academic staff. This is reflective in the support programs implemented to aid undergraduates in academic writing, research and the academic research support it provides other employees of the library.

Challenges for WSU supporting and providing resources to aid students and academic staff include budget cuts, increased costs of subscriptions and the difficulty with various economic and cultural background in a large geographical area. The increased popularity and collection size of digital textbooks has resulted in a large amount of time and effort by staff to negotiate with providers to get the best deal possible even though the cost of subscriptions are increasing well above CPI.

Of particular interest, was the layout and design. The design process was a collaborative process involving numerous parties such as architect, various library employees and most notably students through surveys. The design and space was amazing, consisting of numerous study areas, wifi hubs, computers, collaborative learning spaces and resources displayed in easily accessible Dewy Decimal format. 

WSU provides immense value to undergraduates and postgraduates through design and layout, services such as support through the entire research process and twenty four hour services. Furthermore, the assistance they provide other employees through academic research, copyright, reading lists, usage reports of reading lists, publishing their work is of immense value.

State Records Authority

The State Records Authority, as I discovered, is of great importance to the many stakeholders. State Records Authority is a place where records, that have survived the turmoils of age and change of government, come to be assessed, cared for and their fate decided by government policy and their value State Records Authority also enables teachers, students, police, lawyers and film makers to access resources that could be pertinent to current legal cases or to reflect events in popular drama series such as ‘Underbelly’.

My focus was on the design and layout and purposefully premediated, in its simplest form this institution is a mixture of old and new, state of the art preservation and storage facility with parts fitted out with fire extinguishers that would not damage documents if activated. A conference room compliments part of the service provided by allowing a space for induction and information session. A purpose built reading room for the public to conduct research is user friendly with the information desk positioned with computers on it to allow staff to easily interact and aid the researcher.

Challenges faced include policy pressure and policy development that influence and gauge the value of a resource ultimately deciding what is kept and what is discarded, with only 4% of part of the collection being archived, along with what resource needed to be converted to digital format are just some of the many challenges this agency faces.

The State Records Authority is of great value to the public, government and nongovernment organisations by providing the services it provides such as contextualising each resource shaping and providing meaning. Of particular importance, this agency can be the sole place where some Australian Aboriginal and Torres Striate Islander families can access family information.

Office of Environment and Heritage

Office of Environment and Heritage is an agency used by many stakeholder. These include member of the public, councils, architects and primarily OEH employees. It provides these stakeholders with information that will aid in ensuring developments comply with government policy protecting the environment and Australians heritage.

It was unfortunate that relocations and future merger with another library agency didn’t showcase the potential of the design and space layout. This recent move inhibited some of the essential service OEH Library provides as I does not have a reading room that would allow unsupervised research visits to occur. Due to the building engineering the resource and collection at this location were incomplete as they would exceed the weight limit for the building specification.

Funding restrictions, increasing workloads and decreasing timeframes for Development Application to be processed are some challenges OEH face. This could dramatically affect the essential services it provides such as quickly providing staff with information about the area or building being developed ensuring that the surrounding area and its culture or heritage is preserved whilst allowing growth and progress to occur.

Although it appeared less organised and advocacy for this agency somewhat non existent, I believe this agency to supersede the importance of information agencies visited thus far. The services provided by OEH is essential to the preservation of Australian buildings, pubic areas/spaces and culturally significant landforms.

TAFE Library Services, Blacktown

TAFE Library Services supports a range of TAFE courses with a particular focus on business and accounting and other identified skilled shortage areas with its primary aim to assist students succeed in their studies. Another interesting focus of this organisations is it large and growing collection of resources in different languages to support the 25% of ESL patrons. This library has a large geographical spread of Western Sydney comprising of 9.4% of patron identified as disadvantaged and 7.8% identifying as Aboriginal. Of great personal interest was the design and layout of the library space which was a large modern design consisting of two meeting rooms, wheeled shelving to create learning spaces and reduce noise, kids corner, computer area with it collection organised in the Dewey Decimal format with a move for collections to be grouped into topics. Consultation with an expert, Kevin Hannah, was sought resulting in the current layout. The location of this site is close to public transport and the facilities and layout I believe compliment its purpose.

Challenges face by this organisation include budget cuts, increasing costs of its growing digital collect that support course requirements and the growing need to support the large percentage ESL patron.

TAFE Library Services provides in invaluable service to its patrons and staff, particular ESL patrons who has expressed their hesitance to attend University yet would like to further their education and employment opportunities. 

Parramatta City Library

Parramatta City Library services the Parramatta area and the collection reflects the diverse demographics with a large percentage of their patron identifying as low SES and ESL. This library provide the upmost professional services ranging from HSC support, story time for toddlers, homework help, story time in different languages leaving a great positive impression of this library, its staff and its services. Although its current location is temporary this multi-level organisation has provided patrons with a modern looking space with newspapers and magazine located on the bottom floor, heavily utilised by the public due to its proximity to Parramatta Bus and Train station. The second floor layout is a reflection of the engineering specifications of the floor with the bulk of the collection located around the perimeter. However, this space is cleverly organised with quite areas, meeting/study rooms, training room, story time area and computers. The collections are displayed on low-lying shelves in a combines Dewey Decimal format and topic area with a move for some of the collection to be organised by language.

The main challenge that I identified was sourcing and securing staff, maintaining the high-energy atmosphere and the valuable varies programs and services this organisation provides to its patrons. This organisation is a priceless resource to its patrons. It’s location, quality enthusiastic staff members, collection and the numerous services it provides such as its outreach program, sourcing and delivery resources to people unable to make to its location has provided me with a model on not only how a library/information organisation should and how to conduct myself within this profession.

Brush Farm Correction Service Academy Library

Brush Farm Correction Service Academy Library is an organisation that provides correctional service staff including legal teams, executive teams as well as external patrons and ex staff to a collection of resources that support leisure and academic purposes. This organisation supports research and researchers that will aid in the area of correctional services. This service is reflected in the physical and online collection of Crime, Sociology and Psychology. As this is a training facility for Correctional Service Officers, the collection also contains numerous training material that supports the online modules students must complete. This library services a large geographical area as it resources all correctional centres in NSW with inmates privileged to access appropriate fiction, nonfiction and legal material within their institution while also being able to make orders for resources.

The physical space and design of this Library is a reflection of the budgeting and advocacy issue expressed by the library staff. The space consisted of a small space for computers and group work with its collection displayed on floor to ceiling shelves organised in the Dewey Decimal format with a move to reorganise into genres. A small room provided a space for staff to do their administration work.

Budgeting and advocating the importance of the library to executive staff are the major challenges for this library with Teachers within the numerous correctional institution being made redundant and minimal training for staff to use the in-house library facilities.

With no prior knowledge of an organisation like this existing, I have develop an admiration for this organisation and its employees as it provides varies services that aid employees through course work, research assistance and most importantly inmates with a facility to read and research.

Parramatta Heritage Centre

PHC provides access to resources pertinent to the culture and heritage of Parramatta to government and non-government agencies as well as the public. Its main purpose consist of aiding research and archiving historically significant artefact from the old and current Parramatta areas. The design and layout of this organisation reflects its purpose with numerous rooms to archive significant artefacts, a large room overlooking Parramatta River displaying some of the artefacts, a meeting room to conduct information sessions and a reading/research room. Resources in the research room are displayed in a combination of Dewey Decimal format and geographical areas with patrons having access to computers, microfilm and microfilm readers.

The challenges face by this organisation include the difficulty in determining the significance of artefacts that are donated or retrieved from archaeological or development sites and storage policies and shrinking storage space. Government policy and amalgamations of councils are  challenge for PHC as resources from other sites need to be analysed and if deemed significant need to be transferred and stored with the existing growing collection.

This organisation provides a service that greatly impacts its patrons and the community of Parramatta. Preserving, storing and making available resources of cultural and historical significance is of great importance, not only the direct community but outreaching communities, as it provides a link to the past that can shaping the culture of Australian citizens.

Reflection

As an aspiring Teacher Librarian (TL), visiting these diverse information organisations has provide me invaluable experience and knowledge that I hope I can integrate into the TL role if I’m fortunate enough to be inducted into the profession. I’m grateful that my initial concerns prior to enrolling in this subject about these visits were hastily subdued by a CSU lecturer as my knowledge of the diversity within this profession would not have expanded to what it is today. Throughout these visits it was great to see professional, enthusiastic staff who appeared passionate about their role within the organisation and the purpose/goals of the organisation. Although this kind of professionalism and enthusiasm was evident across all organisations visited, must notably organisation with large working cohorts and volunteers such as Western Sydney University and Parramatta City Library these attribute appeared more prevalent. The services, collections, and staff in these organisation are a credit to the profession and a great point of reference for me as an aspiring TL to model these attributes.

Commonalities evident in a majority of the organisations visited included budgets, advocacy and attitudes towards digital collections.

Organisations funded by councils (PHC and PCL) appeared to have less issues with shrinking budgets while organisations funded by the government appeared to have a greater challenge with this issue. Notably, government funded organisation advocate their need ruthlessly, persistently and passionately on what appears to be deaf ears such as the Brush Far Correctional Service Library who I believe to be invaluable service and opportunity for inmates to access resources and for correctional centres to meet new government targets and policy such as reducing time for inmates in cells. Advocacy for each organisation varied, however I believe in some cases this advocacy came from the enthusiasm of the staff and their passion to help their patrons.

Of particular interest was the approach organisations had towards digital collections. It was evident that organisations linked to educational institutes and as TAFE and universities favoured digital resource as they were easily accessible by students, usage data was easily collected and they were easier to manage. Organisations such as NSW State Archives and OEH favoured physical resources for similar reasons such as ease of access for patrons. Furthermore, the PCL stated that although their patrons have access to digital resources they are repeated told by patrons that they prefer physical resources and this is reflected in the usage data.

What was evident from attending these study visits is that the role of a TL or Informational Specialist is multifaceted and information organisations are diverse in their collection, demographics, geographical location and purpose. All organisations played an integral role serving their area and patrons and I believe that the focus, aims and purpose lead by an influential few have allowed these organisation to weather the numerous challenges they have faced, not only surviving but striving in an informational changing landscape catering for diverse needs of their patrons. This has been a great opportunity personally and professionally visiting these various information organisation as I hope to not only work within the profession but emulate the passion, enthusiasm and professionalism shown by the presenters and staff at these organisations.

ETL 501 The Dynamic Learning Environment. Assessment 2 Part 2: Critical Reflection

Throughout studying ETL 501 ‘The Dynamic Information Environment’, I have established a greater understanding of the importance of developing an effective online resource, searching, locating, selecting, organising and evaluating a range of online, digital and print resources to enhance the teaching and learning of students. Prior to studying this subject my knowledge of web evaluation tools, search strategies and use of search engines how to attain and evaluate these resources was quite limited

One of the most influential learnings that I reflect on is that students’ needs come first and should be the primary influence when delivering curriculum content, acquisitioning print and digital resources and developing educational resources. Furthermore, from initial subject content, previous posts (Edwards, 2016) and readings, I believe scaffolding work using the revised Bloom’s Taxonomy (Loose, 2016) while delivering curriculum content, modelling best practice and implementing instructional practices based on Constructivist and Behaviourist educational theories (Pardoe, 2009; Pritchard, 2009; Johnson, Cooper & Johnson. 2009) will develop student self-efficacy, self-esteem and self-regulation, developing intrinsic learners, equipping them to thrive not just survive in the 21^st century.

My knowledge has extended to recognise that searching for information has become paradoxically simpler and more complex for everyone, as you don’t know what you don’t know (Zickuhr, 2014, p. 35). I found that during my search for resources for my selection criteria, website evaluation model and electronic pathfinder there were many quality resources but it required me to explore and develop my skills and search strategies as I attempted to complete these tasks. As I would expect my students to do, I used information literacy skills to skim read, analyse and evaluate online resources, highlighting the great opportunity for Teacher Librarians to teach students of all ages to navigate print, online and digital resources (Pinkham, Wintle, Silvernail, & University of Southern Maine 2008, p. 3).

While creating the electronic pathfinder and working through the subject content and further readings, it was highlighted that web based resources are the most common way for teachers, Teacher Librarians and students to access information (Herring, 2011a, p. 36; Warlick, 2007, p. 3, Hay, & Todd, 2010, p. 10, Pulver & Adcock, 2009, p. 18, Herring, 2011b, p. 22). Furthermore, student research methods are changing, it’s now a fast paced process where students are gaining just enough information to complete tasks or assignments, diminishing their ability to think critically. (Purcell, Rainie, Heaps, Buchanan, Friedrich, Jacklin, & Zickuhr, 2013, p. 13). This highlights the need for the development of a search strategy, selection criteria, web site evaluation model and the acquisition or development of quality online resources to enhance the teaching and learning of students.

Completing this pathfinder allowed me to further develop a search strategy to locate information I required. It was developed for a year 9 HSIE mixed ability class consisting of boys and girls with the best intentions to cater for the various cognitive abilities, different learning styles and information search preferences used by this cohort of students.

Through conversations with the staff of the HSIE faculty it was decided that they would benefit from an electronic pathfinder focusing on the depth study of World War 1 (Australian Curriculum, Assessment and Reporting Authority, 2016a). This pathfinder required students to move from resources that provided overviews of World War 1 topics to progressively more specific and pertinent resources (Crow, Nancy & Lori 2011, p. 34).

This pathfinder combined with the Information Search Process (NSW Department of Education and Training, 2007) requires students to build on prior knowledge, explore and evaluate a variety of resources and develop critical and creative thinking skills by questioning historical data and the reliability of resources, particularly online resources within the subject context World War 1, and apply literacy skills of reading to understand, skim reading and scanning for key words, terms, dates and people to extract information they required. (Australian Curriculum, Assessment and Reporting Authority, 2016b).

The developing and evolving search strategy I incorporated to obtain these quality resources consisted of many key aspects from Boswell (2016), and key learnings from developing a selection criteria and web evaluation model in assignment 1.

I used Google and DuckDuckGo search engines using the advanced search option where possible. To search for key terms I utilised the school’s membership to SCIS Web (School Catalogue Information Services, 2016), discovering that typing the terms such as’ War 1914-1918’ followed by a specific topic such as ‘Conscription’ into search engines delivered the best results. I also used authority collection sites such as Scootle to search for quality resources. The selection criteria I developed in assignment 1 and many of Schrock’s (2001; 2002 & 2014) ideas for evaluating websites were also used to obtain what I believe to be quality resources for this student cohort.

I believe that this pathfinder will enhance the students’ use of informational literacy skills by reducing the time to search for reliable source allowing for more opportunities to extend on prior knowledge, guide and expose students to quality resources modelling best practice and initiating the development of their own search strategy.

While developing this pathfinder I found it very difficult to write annotations for the student cohort that were at their reading level. I used the online resource Readability Score (2016), to determine if the annotations for the resources allowed for the scope of this student cohort. This is a great reminder of the importance to differentiate the resource and content I deliver in the classes and how students need to be taught and guided on how to select analyse and evaluate print and online (Jin Soo & Neuman, 2007, p. 1508).

Students learn differently and teachers teach differently. Analysing how your students learn, evaluating the effectiveness of educational resources and reflecting on teaching practices to gauge the success of your instructional approach will ultimately enhance the educational outcome of students providing them with the necessary skills to be lifelong learners and thrive in the 21^st century. 

References:

Australian Curriculum, Assessment and Reporting Authority. (2016a). 7-10 History: Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1

Australian Curriculum Assessment and Reporting Authority. (2016). General Capabilities in the Australian Curriculum: Humanities and Social Sciences. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice

Boswell, W. (2016). Web Search Made Simple. Retrieved from http://websearch.about.com/od/searchingtheweb/tp/web_search_simple.htm

Crow, S., Thomas, N. & Franklin, L. (2011). Information Literacy and Information Skills Instruction. : ABC-CLIO. Retrieved from http://www.ebrary.com.ezproxy.csu.edu.au

Edwards, S. (2016, July 28). ETL Learnings 1 [Blog post]. Retrieved from http://scotttl.blogspot.com.au/2016/07/etl-501-learnings-1.html

Hay, L., & Todd, R. (2010). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney: Curriculum K–12 Directorate, NSWDET. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

Herring, J. E. (2011a). Improving students’ web use and information literacy: A guide for teachers and teacher librarians. London: Facet Publishing.  

Herring, J. E. (2011b). Web site evaluation: A key role for the school librarian. School Librarian, 27(8), 22-23. Retrieved https://maureensresources.files.wordpress.com/2011/09/websiteevaluationlibrarian.pdf

Jin Soo, C., & Neuman, D. (2007). High school students' Information seeking and use for class projects. Journal of The American Society For Information Science & Technology, 58(10), 1503-1517. doi:10.1002/asi.20637

Johnson, J., Cooper, R. & Johnson, A. (2009). Introduction to teaching: Helping students learn. Lanham MD: Rowan and Littlefield.

Loose, J. (2016) More than English: Teaching language and content to ELLs.  http://morethanenglish.edublogs.org/

New South Wales Department of Education and Training. (2007). Information Skills in the School. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/

Pardoe, D. (2009). Towards successful learning: Introducing a model for supporting and guiding successful learning and teaching in schools. 2nd ed., London: Continuum International.

Pinkham, C., Wintle, S. E., Silvernail, D. L., & University of Southern Maine, C. E. (2008). 21st Century Teaching and Learning: An Assessment of Student Website Evaluation Skills. Center For Education Policy, Applied Research, And Evaluation.

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. 2nd ed., Abingdon, Routledge.

Pulver, B. A., & Adcock, D. C. (2009). Evaluating information. Chicago, IL: Heinemann Library.

Purcell, K., Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., & Zickuhr, K. (2013). How Teens Do Research in the Digital World. Education Digest, 78(6), 11-17.

Readability Score. (2016). Retrieved from https://readability-score.com/

School Catalogue Information Services. (2016). SCISWeb. Retrieved from http://www2.curriculum.edu.au/scis/scisweb.html

Schrock, K. (2001). The 5W’s of Web Site Evaluation. Retrieved from http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf

Schrock, K. (2002). Teaching Media Literacy in the Age of the Internet: The ABCs of Website Evaluation. Retrieved from http://www.kathyschrock.net/uploads/3/9/2/2/392267/weval_02.pdf

Schrock, K. (2014). Critical Evaluation of a Website. Retrieved from http://www.schrockguide.net/uploads/3/9/2/2/392267/evalmidd.pdf

Warlick, D. (2007). Literacy in the new information landscape Library Media Connection, 26 (1), 20-21.

Zickuhr, K. (2014). Teens and Tech: What the Research Says. Young Adult Library Services, 12(2), 33-37.

ETL 501: Searching Smart

ETL 501: Searching Smart

As part of this blog the cohort of ETL 501 were asked to examine aspects of Google such as maps and advanced search options. Personally I know of a few of the aspects of Google that we were asked to examine and I particularly find Google Scholar to be a useful searching tool when looking for articles on specific topics which is encouragingly endorsed by Dr Karl Kruszelnicki on Triple J. Reflecting on my classroom practices I have neglected to guide my students through a lot of these tools as I thought being a junior campus that these skill were not necessary. I now realize that as part of an educator and reflecting on my learning’s through Teacher Librarianship studies that this is a massive oversight that I will endeavor to change and implement. The video recording on Google Advanced search provided great foundations and platform for additional material and class activities to be created to aid in the Information Literacy development of not only myself but my students as well.

References:

• David Rice Library. (2010). Google advanced search [videorecording]. Retrieved August, 2016.

Your thoughts on using Wikipedia in the classroom

Personally, I have never used Wikipedia as a resource in the classroom, however, I can see how Wikipedia can be used effectively. The major pitfall associated with Wikipedia appears to be that information is ‘crowd sourced’ leading to misinformation as the reliability and credibility of the author/s is ambiguous. What I can determine as its major pitfall, is the very reason Wikipedia could be used as an effective resource. Wikipedia can allow for information literacy skills to be developed as it can be a resource that is scrutinized, analyzed and evaluated to determine its credibility. Wikipedia can contain credible and reliable information with additional links to expand the search criteria of a particular topic and furthermore, Wikipedia can be used as a collaboration tool for students to complete team research tasks. While there are people that criticise the citation and use of Wikipedia who are by far more intelligent than me, I believe if used and modeled correctly, the positives of Wikipedia far outweigh the stand alone negative characteristics.

ETL 501 Learnings 1

Reading the prescribed readings has highlighted a few things as I reflect on my profession as a teacher in the context of the school that I am currently teaching in and as a novice parent of two boys under the age of three.   

Firstly, The description Loose (2016) provides of the revised taxonomy was very thought provoking working through the taxonomy, simplifying its process.  Prichard (2009, p. 11) mentions that the  learning theory Behaviourism, allows for learning to occur without fully understanding a concept challenging my initial thought that Bloom's Taxonony was a lineal process.  

Secondly, some concepts covered by Pardoe, Pritchard and Johnson allowed me to reflect on some of the teaching strategies and programs currently being implemented in the school I work in. The significance of self-esteem and its positive effect on a student’s achievement (Pardoe, 2000, p. 55) is an area of action for the DEC as they are currently implementing the 'Well Being Framework' centered on the wellbeing of students. This concept raises issues of content driven curriculum or the welfare of students. Working in a low socio economically disadvantage school that caters for students of varying abilities I believe balancing a student’s welfare while meeting the educational needs being a major challenge that exists and previously existed. The behaviouralist approach alone is not en effective teaching practice as extrinsically motivating students can lead to students taking shortcuts in their learning (Pardoe, 2009, p. 54). PB4L is a program deeply ingrained in the school I work in. Pardoe's statement question my belief of the program as this program is based on rewarding students for their positive behaviour. I understand that students need to learn correct behaviours, and school is doing this well as it has high expectations of appropriate school behaviours and respect for the school, other students and teachers and perhaps this is a stepping stone to eventually encouraging intrinsic motivation and self-regulation (constructivist theory) regarding a student’s studies, particularly throughout stage 6 studies. Currently an AVID program is running in the school and I see the constructivist approach with student reflection and active engagement through group work and Cornell Note taking practices implemented throughout the delivery of content. 

  

Fourthly, as a parent and teacher, I was very interested in the reasons that could hinder a child/students language and communication development present by Pardoe (2008, p. 19). TV, gaming and eating in isolation attribute to poorer communication skills, a skill identified as an essential skill for future success. Through modelling effective language in the classroom and home I hope to attribute to the success of current and future students as well as my own children. Furthermore, through observing the type of game students play during their recess and lunch break, it was evident that most of the games follow the behaviourist approach based loosely on Skinner's step  by step process known as frame, where the learner progresses to the next stage based on correct answers. Students playing games are subject to this type of learning where they receive immediate feedback and only progress to the next level when the achieve outcomes or get the correct answer (Pritchard, 2009, p. 12) 

  

Finally, I thoroughly enjoyed the analogy used in the prescribed text by Pardoe (2009, p. 93) for  self efficacy and self regulation, a Constructivist approach. Pushing a child on a bike without the stabilisers, the teacher initially doing a lot of work, then letting them ride by themselves falling (learning) while the student is doing the work for themselves.