Thursday, September 30, 2010
Wednesday, August 25, 2010
Managing E-Learning Task One - Synopsis by Kelly Blood (s0178285)
In the Twenty-first Century, younger generations are often considered to be more capable of living and learning in this digital world (Hague and Williamson, 2009). Prensky (2001, pp.1-2) says that students in this era can be referred to as “digital natives”, who are “native speakers” of the digital language of these emerging technologies. These students or “digital natives” prefer graphics before text, random access and function better when networked. When digital technology is embedded into the curriculum, educators are enhancing the abilities of their learners, to not only use these digital tools or the new technology, but to improve the skills, and knowledge and understanding required of learners in this Twenty-first Century.
In this synopsis, I aim to communicate and emphasise a range of digital tools, which I have reviewed and see as having a great potential and impact in and on learning. As I reflect on these tools I will look through the lenses of the frameworks which I believe fit well with the technologies, such as Marzano and Pickering’s (1997) Dimensions of Learning, The Engagement Theory and Big 6. When analysing these tools I will look at them under five different purposes. There are tools that may appear under a number of purpose categories, this is because they can be used for various purposes in the classroom and learning. For easy access to my blog postings on these digital tools I have linked the names of the tools every time they are mentioned within the different categories to my postings.
When the purpose for students using technology is to access and gain information there are a number of digital tools which can be valuable. Tools which I have reviewed in my blog and believe to be valuable for this purpose include YouTube, Websites, RSS, Wiki, LMS, Podcasts and Voki. Blogs are another digital tool that can also give students an opportunity to access and gain information. The Western Australia Department of Education (2010) say that blogs are web pages which contain chronologically arranged posts of information which can be in the form of a diary, journal, or link to other pages. Looking at blogs from an education perspective the availability and easy use of blogging means that in the classroom blogs can be a viable and valuable tool, for students and teacher collaboration. Students can also use blogs to access and gain information from not only their peers but professionals in various fields that may be maintaining a blog. According to Lesley Instone (2005, p. 306) there are three features of a blog. These features include; “flexibility and ability to recontextualise information, public face of blogs and connectedness across time and between groups and conversation as learning”.
By utilising blogs in the classroom, students are meeting three of the Queensland Government (2009) ICT expectations. These include; the use of ICTs in the process of inquiry and research, exploration of different media to communicate and collaborate and applying standards and conventions when using ICT to communicate. Not only do blogs meet three of the ICT expectations but one of the major benefits of using a blog is that it promotes collaboration between students. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006, p.8)"implies a higher degree of student proactiveness and interaction in learning". This collaboration also fits with one of the major principles behind the Kearsley and Shneiderman (1999) “Engagement Theory”, which states that students should work in a group context. By setting up blogs, students are able to collaborate with their peers. By reading the blogs of not only their peers but professionals in different fields students are using this digital tool to access and gain information.
The next purpose for using digital tools in the classroom is to consolidate and refine information. Tools that can be used and have been blogged about include Online Concept Mapping, Blogs and Wikis. From my analysis I believe wiki is a great tool in consolidating and refining information. A wiki is similar to a blog in that, it meets similar ICT expectations, has a similar connection to the frameworks and has a collaboration benefit. Wiki however differs from Blogs in that students can change the content of their own and other wikis.
Parker and Chao (2007, p. 57) say that wikis “can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others in a collaborative environment”. Students therefore can strengthen and improve their knowledge and information using a wiki, by having the wiki edited by their peers, and/or other communicators. It can also be used in students accessing and gaining information before returning to the wiki to make changes. In conversation with my colleagues we have discussed the different possibilities for wiki use in the classroom (this discussion can be viewed here), with the points and conversation stemming from the Smart Teaching (2008) “50 ways to use a wiki” article.
Transforming information is another purpose students have for using digital tools. The tools for this purpose, that have been blogged about include Voki, Learning Objects, Podcasts, Movie Maker, Images and Skype. Learning Objects however I believe hold the most value in assisting students to transform information. Miers (2005) defines learning objects as digital resources which provide content that supports learning and is usually provided in multimedia format. Metiri Group (2008, p.12), suggest that while research in this field is still being developed, there has been research that shows “that significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning”. From this research, results also show that “students engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes” (Metiri Group, 2008, p13). Therefore, when embedded into learning, learning objects can engage learners, gauge prior knowledge and give information.
Learning objects can also be used in learning to transform information. Annick and Robin Janson (n.d., p. 1) say that learning objects “enable students, both individually and collaboratively, to work hands-on with complex content and ideas.” This suggests that learning objects provide content and ideas which are complex and also allows students with an opportunity for hands-on experience with this. Learning objects can require students to “manipulate and experiment with variables, carry out simulations, design and publish storyboards, prepare exhibitions with authentic artefacts and explore new concepts in game formats” (Janson and Janson, n.d., p.1). They also further suggest that learning objects can challenge students to “question, investigate, analyse, synthesise, problem solve, make decisions and reflect on their learning” (Janson and Janson, n.d., p. 1). These elements fitting within Blooms Taxonomy, higher order thinking skills, analyse, evaluate and design (ITC Publications, 2010).
These higher order thinking and problem solving elements and connections fit well with the Eisenberg and Berkowitz (2001) Big 6 framework. This is because it would be an advantage if students had a framework to work with, that could assist them in completing a learning object that requires a problem to be solved. In a discussion with a colleague (which can be accessed here) we discussed and compared the Engagement Theory and Big 6 Framework. It was in this conversation that I pointed out how the skills in the framework could assist students in processing and using information successfully (Eisenberg and Berkowitz, 2001). By gaining an understanding of this framework, students will be better equipped with strategies for transforming information, to a higher order thinking level.
The next purpose for using digital tools is to present knowledge to an audience. Tools that I have analysed in my blog and believe to be capable for use to meet this purpose include Skype, Prezi, PowerPoint, Websites, Wiki, Concept Mapping, Blogs, Fodey and BigHugeLabs. However after further analysis I believe that Movie Maker is another tool, that is truly valuable for this purpose. Students can use Movie Maker to present the knowledge they have gained on a topic or concept, and/or document their learning journey. From the (2004) Kearney and Schuck research report there were a number of positives established from using student generated digital video. The research found that it can develop understanding because students need the content before they can construct and present their movie. Student generated movie can also motivate students, promote active learning, provide opportunities for a specific language development and develop students technological and digital literacy (Kearney and Schuck, 2004).
The last purpose for using digital tools is to engage students. Many of the tools explored and blogged about can be used for this purpose. However the main tools for this purpose include Storytelling Online, YouTube, Podcasts, Digital Video, Voki, Fodey and BigHugeLabs. One of the tools I had never seen before and found truly engaging is the Voki. Prensky (2005, p. 63) states that in his view “it’s not ‘relevance’ that’s lacking for this generation, it’s engagement”. By utilising Voki as a digital tool, teachers can teach or introduce content through an engaging medium.
Now that the different purposes and their associated digital tools have been analysed it is important to highlight how the frameworks fit within the learning of these digital tools. I have already stated the Engagement Theory, Big 6 Framework and Blooms Taxonomy for higher order thinking. These frameworks have been highlighted, by looking through the lens of where they fit with the different tools and the benefits of utilising them. Another framework that I have not yet analysed within the synopsis but believe to have an appropriate match with a variety of tools is Marzano and Pickering’s (1997) Dimensions of Learning. Many of the tools and purposes can be classified under dimension two, three and four. In these dimensions there are connections to the tools and their purpose from where the student’s knowledge moves from being acquired and integrated, to extended and refined before being used meaningfully. A number of the dimension one strategies may also be used in ensuring the students have positive attitudes and perceptions about the digital learning environment, tasks and tools. While the dimension five habits of mind can also be utilised and promoted when students need thinking skills and strategies.
While it is important that students meet the ICT expectations, and gain digital knowledge and skills there is also an importance in ensuring that students leaving the classroom, comprise the characteristics of an effective digital learner. By ensuring that students use digital tools in the classroom, for various purposes there are a number of characteristics that students can establish. A couple of these characteristics include; “exhibit a sense of self, confidence and enjoyment, are able to research effectively and have information fluency, and have developed digital literacy and understanding technology operations and concepts” (Queensland Government, 2008, p.10).
In conclusion, the above digital tools and various frameworks which I have evaluated and reflected on can provide different platforms for students. These platforms can better equip students to gain, consolidate, transform and present knowledge and understandings and skills in a variety of ways. They can also help to engage students, help students meet ICT expectations and establish characteristics of an effective digital learner. From my analysis I also believe that when these tools are embedded into learning for the various purposes they provide an engaging and informative way for students to gain knowledge. The tools analysed also provide great opportunities in the classroom as they have some alignment with frameworks such as Engagement Theory, Big 6, Dimensions of Learning and also promote higher order thinking of students. I believe that this alignment, these platforms and the multiple benefits of using these advancing digital tools emphasises the value of this learning and the tools in the Twenty-first Century.
For more information, view Academic Reference List and Professional Blog Comments List (For access to comments on the Professional Blog Comments List, click on the links to redirect you to the comments).
In this synopsis, I aim to communicate and emphasise a range of digital tools, which I have reviewed and see as having a great potential and impact in and on learning. As I reflect on these tools I will look through the lenses of the frameworks which I believe fit well with the technologies, such as Marzano and Pickering’s (1997) Dimensions of Learning, The Engagement Theory and Big 6. When analysing these tools I will look at them under five different purposes. There are tools that may appear under a number of purpose categories, this is because they can be used for various purposes in the classroom and learning. For easy access to my blog postings on these digital tools I have linked the names of the tools every time they are mentioned within the different categories to my postings.
When the purpose for students using technology is to access and gain information there are a number of digital tools which can be valuable. Tools which I have reviewed in my blog and believe to be valuable for this purpose include YouTube, Websites, RSS, Wiki, LMS, Podcasts and Voki. Blogs are another digital tool that can also give students an opportunity to access and gain information. The Western Australia Department of Education (2010) say that blogs are web pages which contain chronologically arranged posts of information which can be in the form of a diary, journal, or link to other pages. Looking at blogs from an education perspective the availability and easy use of blogging means that in the classroom blogs can be a viable and valuable tool, for students and teacher collaboration. Students can also use blogs to access and gain information from not only their peers but professionals in various fields that may be maintaining a blog. According to Lesley Instone (2005, p. 306) there are three features of a blog. These features include; “flexibility and ability to recontextualise information, public face of blogs and connectedness across time and between groups and conversation as learning”.
By utilising blogs in the classroom, students are meeting three of the Queensland Government (2009) ICT expectations. These include; the use of ICTs in the process of inquiry and research, exploration of different media to communicate and collaborate and applying standards and conventions when using ICT to communicate. Not only do blogs meet three of the ICT expectations but one of the major benefits of using a blog is that it promotes collaboration between students. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006, p.8)"implies a higher degree of student proactiveness and interaction in learning". This collaboration also fits with one of the major principles behind the Kearsley and Shneiderman (1999) “Engagement Theory”, which states that students should work in a group context. By setting up blogs, students are able to collaborate with their peers. By reading the blogs of not only their peers but professionals in different fields students are using this digital tool to access and gain information.
The next purpose for using digital tools in the classroom is to consolidate and refine information. Tools that can be used and have been blogged about include Online Concept Mapping, Blogs and Wikis. From my analysis I believe wiki is a great tool in consolidating and refining information. A wiki is similar to a blog in that, it meets similar ICT expectations, has a similar connection to the frameworks and has a collaboration benefit. Wiki however differs from Blogs in that students can change the content of their own and other wikis.
Parker and Chao (2007, p. 57) say that wikis “can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others in a collaborative environment”. Students therefore can strengthen and improve their knowledge and information using a wiki, by having the wiki edited by their peers, and/or other communicators. It can also be used in students accessing and gaining information before returning to the wiki to make changes. In conversation with my colleagues we have discussed the different possibilities for wiki use in the classroom (this discussion can be viewed here), with the points and conversation stemming from the Smart Teaching (2008) “50 ways to use a wiki” article.
Transforming information is another purpose students have for using digital tools. The tools for this purpose, that have been blogged about include Voki, Learning Objects, Podcasts, Movie Maker, Images and Skype. Learning Objects however I believe hold the most value in assisting students to transform information. Miers (2005) defines learning objects as digital resources which provide content that supports learning and is usually provided in multimedia format. Metiri Group (2008, p.12), suggest that while research in this field is still being developed, there has been research that shows “that significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning”. From this research, results also show that “students engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes” (Metiri Group, 2008, p13). Therefore, when embedded into learning, learning objects can engage learners, gauge prior knowledge and give information.
Learning objects can also be used in learning to transform information. Annick and Robin Janson (n.d., p. 1) say that learning objects “enable students, both individually and collaboratively, to work hands-on with complex content and ideas.” This suggests that learning objects provide content and ideas which are complex and also allows students with an opportunity for hands-on experience with this. Learning objects can require students to “manipulate and experiment with variables, carry out simulations, design and publish storyboards, prepare exhibitions with authentic artefacts and explore new concepts in game formats” (Janson and Janson, n.d., p.1). They also further suggest that learning objects can challenge students to “question, investigate, analyse, synthesise, problem solve, make decisions and reflect on their learning” (Janson and Janson, n.d., p. 1). These elements fitting within Blooms Taxonomy, higher order thinking skills, analyse, evaluate and design (ITC Publications, 2010).
These higher order thinking and problem solving elements and connections fit well with the Eisenberg and Berkowitz (2001) Big 6 framework. This is because it would be an advantage if students had a framework to work with, that could assist them in completing a learning object that requires a problem to be solved. In a discussion with a colleague (which can be accessed here) we discussed and compared the Engagement Theory and Big 6 Framework. It was in this conversation that I pointed out how the skills in the framework could assist students in processing and using information successfully (Eisenberg and Berkowitz, 2001). By gaining an understanding of this framework, students will be better equipped with strategies for transforming information, to a higher order thinking level.
The next purpose for using digital tools is to present knowledge to an audience. Tools that I have analysed in my blog and believe to be capable for use to meet this purpose include Skype, Prezi, PowerPoint, Websites, Wiki, Concept Mapping, Blogs, Fodey and BigHugeLabs. However after further analysis I believe that Movie Maker is another tool, that is truly valuable for this purpose. Students can use Movie Maker to present the knowledge they have gained on a topic or concept, and/or document their learning journey. From the (2004) Kearney and Schuck research report there were a number of positives established from using student generated digital video. The research found that it can develop understanding because students need the content before they can construct and present their movie. Student generated movie can also motivate students, promote active learning, provide opportunities for a specific language development and develop students technological and digital literacy (Kearney and Schuck, 2004).
The last purpose for using digital tools is to engage students. Many of the tools explored and blogged about can be used for this purpose. However the main tools for this purpose include Storytelling Online, YouTube, Podcasts, Digital Video, Voki, Fodey and BigHugeLabs. One of the tools I had never seen before and found truly engaging is the Voki. Prensky (2005, p. 63) states that in his view “it’s not ‘relevance’ that’s lacking for this generation, it’s engagement”. By utilising Voki as a digital tool, teachers can teach or introduce content through an engaging medium.
Now that the different purposes and their associated digital tools have been analysed it is important to highlight how the frameworks fit within the learning of these digital tools. I have already stated the Engagement Theory, Big 6 Framework and Blooms Taxonomy for higher order thinking. These frameworks have been highlighted, by looking through the lens of where they fit with the different tools and the benefits of utilising them. Another framework that I have not yet analysed within the synopsis but believe to have an appropriate match with a variety of tools is Marzano and Pickering’s (1997) Dimensions of Learning. Many of the tools and purposes can be classified under dimension two, three and four. In these dimensions there are connections to the tools and their purpose from where the student’s knowledge moves from being acquired and integrated, to extended and refined before being used meaningfully. A number of the dimension one strategies may also be used in ensuring the students have positive attitudes and perceptions about the digital learning environment, tasks and tools. While the dimension five habits of mind can also be utilised and promoted when students need thinking skills and strategies.
While it is important that students meet the ICT expectations, and gain digital knowledge and skills there is also an importance in ensuring that students leaving the classroom, comprise the characteristics of an effective digital learner. By ensuring that students use digital tools in the classroom, for various purposes there are a number of characteristics that students can establish. A couple of these characteristics include; “exhibit a sense of self, confidence and enjoyment, are able to research effectively and have information fluency, and have developed digital literacy and understanding technology operations and concepts” (Queensland Government, 2008, p.10).
In conclusion, the above digital tools and various frameworks which I have evaluated and reflected on can provide different platforms for students. These platforms can better equip students to gain, consolidate, transform and present knowledge and understandings and skills in a variety of ways. They can also help to engage students, help students meet ICT expectations and establish characteristics of an effective digital learner. From my analysis I also believe that when these tools are embedded into learning for the various purposes they provide an engaging and informative way for students to gain knowledge. The tools analysed also provide great opportunities in the classroom as they have some alignment with frameworks such as Engagement Theory, Big 6, Dimensions of Learning and also promote higher order thinking of students. I believe that this alignment, these platforms and the multiple benefits of using these advancing digital tools emphasises the value of this learning and the tools in the Twenty-first Century.
For more information, view Academic Reference List and Professional Blog Comments List (For access to comments on the Professional Blog Comments List, click on the links to redirect you to the comments).
Friday, August 20, 2010
A fun and easy engagement tool
Hi,
I have just visited BigHugeLabs (available here) and Fodey.com (available here) and what great tools these sites provide. BigHugeLabs allows visitors to the site to create or add different digital items. For example create a jigsaw, magazine cover, mosaic and/or movie poster, and the list goes on. Fodey.com is similar however it allows you to create a newspaper clipping, clapper board, etc.
These sites are great for creating engaging images, objects for the start of a unit. Students could also use the sites to create or publish their presentation items. However when students access these sites there are times when there is inappropriate advertisements on the sides of the pages. I am not sure how this could be overcome so it is possible that the only option for using these sites is to create the images and objects and publish them on virtual classrooms or classroom posters, etc as a tool for engaging students.
Image from my own personal collection, Jigsaw created at BigHugeLabs.
I have just visited BigHugeLabs (available here) and Fodey.com (available here) and what great tools these sites provide. BigHugeLabs allows visitors to the site to create or add different digital items. For example create a jigsaw, magazine cover, mosaic and/or movie poster, and the list goes on. Fodey.com is similar however it allows you to create a newspaper clipping, clapper board, etc.
These sites are great for creating engaging images, objects for the start of a unit. Students could also use the sites to create or publish their presentation items. However when students access these sites there are times when there is inappropriate advertisements on the sides of the pages. I am not sure how this could be overcome so it is possible that the only option for using these sites is to create the images and objects and publish them on virtual classrooms or classroom posters, etc as a tool for engaging students.
Image from my own personal collection, Jigsaw created at BigHugeLabs.
Resource for Mentor Teachers
Hi Followers,
In recent discussions with my mentor teacher, I was sharing with her some of the tools or ideas that have been shared with us during our E-Learning journey. She asked me for a document detailing with all of these ideas. So I went through my notebook and created a document. I thought I would share this with you just in case your mentor would like something similar.
•www.fodey.com
Can create different images/pictures of things. For example could create a movie clapper board with your details.
•www.bighugelabs.com
Similar to fodey different options though.
•www.cooltext.com
Can create online graphics, logos, buttons etc.
• Kid Vid
Download a you tube clip – never go live to you tube, don’t know what is going to come up.
• You Tube – “plain english”
These clips explain different digital tools really well.
• RAMSAR – looks at wetlands on google earth.
• Scribble maps – write over maps in google earth.
• Lit trips – seeing the places from books.
• Historical Voyages and events – google earth.
• eTc – search through the learning place.
Have different year levels activities and lessons for Maths, Science and English.
Year six did not have much when I checked.
• Wiki
50 ways to use a wiki article can be accessed at: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
•Skype
50 ways to use skype article can be accessed at: http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
• Voki
Create talking characters.
Useful ideas in the classroom include:
Students can create avatars that are similar in looks or personalities and record a message that tells about themselves.
Students can exchange these avatars with e-pals either within their own setting or anywhere in the world.
Students can generate questions to ask their avatar e-pals.
ESL (English as a Second Language) students can use the speaking avatars to practice and listen to their speech. They may use the computerised voice first then record their own voice when they feel more comfortable. Writing, reading and pronunciation are all practised.
Students can create an avatar that resembles a character from a story, add a setting and give it speech. The speech could be from the story or a creative point of view (POV) from the character on an event.
Ideas from http://www.squidoo.com/voki#module9149859
• NASA – a lot of useful information, and have a kid section.
• Podcasts
Useful places to look:
Teachers TV
Nat Geo
How things work
• Sentence starters at Teachers TV
• Storyline Online – Screen Actors Guild Foundation
Stories read by different stars. Activities/questions available.
Accessed at: http://www.storylineonline.net/
• Worth1000
Strange images
Photoshop competitions.
Accessed at: http://www.worth1000.com/
• Online concept mapping
http://bubbl.us
Also hoping that if you have any tools that I have missed you will let me know.
Thanks and I hope this is useful for you.
Kelly
In recent discussions with my mentor teacher, I was sharing with her some of the tools or ideas that have been shared with us during our E-Learning journey. She asked me for a document detailing with all of these ideas. So I went through my notebook and created a document. I thought I would share this with you just in case your mentor would like something similar.
•www.fodey.com
Can create different images/pictures of things. For example could create a movie clapper board with your details.
•www.bighugelabs.com
Similar to fodey different options though.
•www.cooltext.com
Can create online graphics, logos, buttons etc.
• Kid Vid
Download a you tube clip – never go live to you tube, don’t know what is going to come up.
• You Tube – “plain english”
These clips explain different digital tools really well.
• RAMSAR – looks at wetlands on google earth.
• Scribble maps – write over maps in google earth.
• Lit trips – seeing the places from books.
• Historical Voyages and events – google earth.
• eTc – search through the learning place.
Have different year levels activities and lessons for Maths, Science and English.
Year six did not have much when I checked.
• Wiki
50 ways to use a wiki article can be accessed at: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
•Skype
50 ways to use skype article can be accessed at: http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
• Voki
Create talking characters.
Useful ideas in the classroom include:
Students can create avatars that are similar in looks or personalities and record a message that tells about themselves.
Students can exchange these avatars with e-pals either within their own setting or anywhere in the world.
Students can generate questions to ask their avatar e-pals.
ESL (English as a Second Language) students can use the speaking avatars to practice and listen to their speech. They may use the computerised voice first then record their own voice when they feel more comfortable. Writing, reading and pronunciation are all practised.
Students can create an avatar that resembles a character from a story, add a setting and give it speech. The speech could be from the story or a creative point of view (POV) from the character on an event.
Ideas from http://www.squidoo.com/voki#module9149859
• NASA – a lot of useful information, and have a kid section.
• Podcasts
Useful places to look:
Teachers TV
Nat Geo
How things work
• Sentence starters at Teachers TV
• Storyline Online – Screen Actors Guild Foundation
Stories read by different stars. Activities/questions available.
Accessed at: http://www.storylineonline.net/
• Worth1000
Strange images
Photoshop competitions.
Accessed at: http://www.worth1000.com/
• Online concept mapping
http://bubbl.us
Also hoping that if you have any tools that I have missed you will let me know.
Thanks and I hope this is useful for you.
Kelly
Saturday, August 14, 2010
Voki
Once, again I was entering a world of unknown. In the first week, when I accessed the Moodle site for Managing E-Learning, I was unable to see or hear the voki, but in the lecture the lectures and other students were all talking about it. When I finally looked at week two I seen my first voki, and what a great tool. However it wasn’t until this morning when I gained enough confidence to create my own (above) and how easy, there was really no point in being nervous.
In analysing this tool I have used a PMQ:
Positives
• Easy to create own.
• Fun tool.
• Engaging.
• Students can create their own to present information.
Minuses
• Can be distracting from the actual content.
• Requires students to have an account.
• It can be slow loading at times.
Questions
• How do you improve the pronunciation of certain words?
• Can voki’s, be created to look like special guests?
In the classroom, I think voki can be used to present information, possibly setting up a special guest. It can also be used by students in creating a tool for presenting their own presentations.
I would love to hear what you think about voki.
Kelly
Storytelling Online
After, weeks and weeks of thinking I must do a search to see this website I finally found/made time to access this site. I viewed two of the stories on this site, “No mirrors in my Nana’s house” and “A bad case of stripes”. After viewing these stories I looked at the activities and found them to require comprehension and literal reading behaviours, as well as being very relevant. I found this site very bright and colourful as well as easy to navigate.
I think in the classroom, the stories being read by famous people, creates another opportunity for downtime in the classroom. While the story is being read, there is also the possibility to pause the story and question students about the book, characters, setting, etc. Overall I really love this tool and can’t wait to share it with my students and the teachers during my time on prac and when I have my own class.
I also recommend you have a look at this site here.
Kelly
I think in the classroom, the stories being read by famous people, creates another opportunity for downtime in the classroom. While the story is being read, there is also the possibility to pause the story and question students about the book, characters, setting, etc. Overall I really love this tool and can’t wait to share it with my students and the teachers during my time on prac and when I have my own class.
I also recommend you have a look at this site here.
Kelly
Learning Objects
As stated in my profile I am a second year BLM student, and in my time on prac in primary schools, I am yet to see teachers utilising these great digital learning tools. According to Jackie Miers (2005) learning objects are digital resources which provide content to support learning, usually provided in multimedia format, consisting of any of the following components; sound, graphic, text, video and animation.
For another point of view and definition on learning objects see, Stephen Downes (2004) here, who argues that “what makes a learning object is not what it is, but rather how it is used”. Here he is suggesting that a learning object may not be a digital resource.
In the classroom learning objects can be used to engage learners, gauge prior knowledge, present information, and create interactive learning opportunities. There are many positives with using learning objects, these include:
• Students can complete the learning object individually or as a class.
• Students can gain knowledge and skills from completing the learning object.
• Learning objects are interactive.
• Learning objects can be fun.
• Learning objects are easy to access and reliable sources that support learning.
In my maths lesson on Tuesday, I am planning to use two learning objects which as a class we will complete. These learning objects have been added to the lesson to make it more engaging and gauge the students’ prior knowledge. The first of the two learning objects (with username and password can be accessed here) is one that requires students to read the digital time and move the analogue clock hands. The second learning object (accessed here), requires students to read different analogue clocks and write the digital time.
In my second lesson on Tuesday, which is on the Dimension Three process, Analysing Perspectives, I am planning to use, the learning object which can be accessed here. From this learning object I am going to click on the whale image and click to hear the different opinions and/or thoughts on this. While this learning object is not interactive, I believe it will be engaging and make my different perspective point clear.
After my lessons on Tuesday, I will be back to comment on how effective these were within my lessons and what my students thought of these.
Kelly.
For another point of view and definition on learning objects see, Stephen Downes (2004) here, who argues that “what makes a learning object is not what it is, but rather how it is used”. Here he is suggesting that a learning object may not be a digital resource.
In the classroom learning objects can be used to engage learners, gauge prior knowledge, present information, and create interactive learning opportunities. There are many positives with using learning objects, these include:
• Students can complete the learning object individually or as a class.
• Students can gain knowledge and skills from completing the learning object.
• Learning objects are interactive.
• Learning objects can be fun.
• Learning objects are easy to access and reliable sources that support learning.
In my maths lesson on Tuesday, I am planning to use two learning objects which as a class we will complete. These learning objects have been added to the lesson to make it more engaging and gauge the students’ prior knowledge. The first of the two learning objects (with username and password can be accessed here) is one that requires students to read the digital time and move the analogue clock hands. The second learning object (accessed here), requires students to read different analogue clocks and write the digital time.
In my second lesson on Tuesday, which is on the Dimension Three process, Analysing Perspectives, I am planning to use, the learning object which can be accessed here. From this learning object I am going to click on the whale image and click to hear the different opinions and/or thoughts on this. While this learning object is not interactive, I believe it will be engaging and make my different perspective point clear.
After my lessons on Tuesday, I will be back to comment on how effective these were within my lessons and what my students thought of these.
Kelly.
Wednesday, August 11, 2010
Digital Videos - Movie Maker and YouTube
Hi all,
After my conversation with Sarah about Movie Maker hiccups (which can be accessed here) I decided that when I reflected on how to use digital video and the benefits of this in the classroom, I would think back to a lesson that could have been improved and made more engaging. During the lesson, the only engaging feature was a poem which as a class we read and deconstructed. While this worked for some of the students, it did not engage all students.
To have a play with Movie Maker I decided to go back and design a video that incorporated images and the words of the poem. Below are screen shots taken while my movie was playing (with the text from the poem being displayed)and while I was creating my movie.
After having a play, I decided to look at the positives and negatives:
Positives
• Students can create their own movies as a way of publishing their work.
• Requires students to have knowledge of the concept and how to explain it.
• Motivates students.
• Helps students to become independent workers.
• Has a hands-on play, experimental aspect.
• Teaches technological and digital literacies. (Schuck & Kearney, 2004, p.38-42)
Negatives
• Can be a time consuming project.
• Students may be reluctant to create their own.
• Images and videos placed in student created movies may not follow copyright laws.
In the classroom, Movie Maker can be used by students to present their knowledge on a topic or concept and/or document the learning journey. In the classroom, teachers can also create and use Movie Maker to present knowledge to students. It can also be used to share stories, and or news with parents about what is going on in the classroom. At the end of the year Movie Maker could be used to publish a class year book, highlighting the year’s events with pictures, videos and/or quotes.
After looking at and having a play with Movie Maker and how it could be used to improve my lesson, I decided to do a search on YouTube for a useful clip that could have been used in the lesson. Below is a clip I could have played to evoke emotion and engage interest.
After having a search through the bank of YouTube and different websites with videos, I have started a collection of useful videos for different topics. I think using these videos in the classroom can inform students, engage students, encourage students, and motivate students among other possible options and uses. It is important to note that there is so much available and some of it is useful while other parts are not very useful and/or reliable, therefore there is a requirement that teachers sift through and find the most appropriate resource.
Students could also search for and use the different clips in their presentations. This however would have to be closely monitored to ensure students were not searching or coming across inappropriate material. This could be monitored through the setup of a virtual classroom where the useful clips found by either the teacher or students (at home) could be embedded rather than going live.
Overall, I love the opportunities digital video presents in the classroom and I think there are benefits in both the teacher and students using it.
I would love to hear what you think.
Kelly.
After my conversation with Sarah about Movie Maker hiccups (which can be accessed here) I decided that when I reflected on how to use digital video and the benefits of this in the classroom, I would think back to a lesson that could have been improved and made more engaging. During the lesson, the only engaging feature was a poem which as a class we read and deconstructed. While this worked for some of the students, it did not engage all students.
To have a play with Movie Maker I decided to go back and design a video that incorporated images and the words of the poem. Below are screen shots taken while my movie was playing (with the text from the poem being displayed)and while I was creating my movie.
After having a play, I decided to look at the positives and negatives:
Positives
• Students can create their own movies as a way of publishing their work.
• Requires students to have knowledge of the concept and how to explain it.
• Motivates students.
• Helps students to become independent workers.
• Has a hands-on play, experimental aspect.
• Teaches technological and digital literacies. (Schuck & Kearney, 2004, p.38-42)
Negatives
• Can be a time consuming project.
• Students may be reluctant to create their own.
• Images and videos placed in student created movies may not follow copyright laws.
In the classroom, Movie Maker can be used by students to present their knowledge on a topic or concept and/or document the learning journey. In the classroom, teachers can also create and use Movie Maker to present knowledge to students. It can also be used to share stories, and or news with parents about what is going on in the classroom. At the end of the year Movie Maker could be used to publish a class year book, highlighting the year’s events with pictures, videos and/or quotes.
After looking at and having a play with Movie Maker and how it could be used to improve my lesson, I decided to do a search on YouTube for a useful clip that could have been used in the lesson. Below is a clip I could have played to evoke emotion and engage interest.
After having a search through the bank of YouTube and different websites with videos, I have started a collection of useful videos for different topics. I think using these videos in the classroom can inform students, engage students, encourage students, and motivate students among other possible options and uses. It is important to note that there is so much available and some of it is useful while other parts are not very useful and/or reliable, therefore there is a requirement that teachers sift through and find the most appropriate resource.
Students could also search for and use the different clips in their presentations. This however would have to be closely monitored to ensure students were not searching or coming across inappropriate material. This could be monitored through the setup of a virtual classroom where the useful clips found by either the teacher or students (at home) could be embedded rather than going live.
Overall, I love the opportunities digital video presents in the classroom and I think there are benefits in both the teacher and students using it.
I would love to hear what you think.
Kelly.
Sunday, August 8, 2010
Podcasts
Once again I was introduced to a tool that I had heard of, yet had no experience or knowledge about. Before blogging about podcasts I thought it would be best to get a definition so I knew exactly what a podcast was. According to an online podcast tutorial by Jason Van Orden (2008) podcasts are “’radio’-style talk and music shows to listen to on you iPod or other MP3 players every day, they allow listeners to listen to what they want, when they want and how they want… the word podcast is a play on the word broadcast combined with the word iPod.”
In learning more about Podcasts, I decided to do a search to see if there were podcasts that related to Antarctica and might be useful in my prac lessons. Upon conducting a search I found two podcasts from Todd Carmichael’s 2008 Antarctic Expedition available here.
I think podcasts could be useful in:
• Students hearing from experts on particular topics.
• Students creating their own as a means of publication or presentation.
• Following podcasts of interest.
Benefits of podcasts include the fact that they are available 24 hours a day, 7 days a week. The major benefit being that they appeal to audio/visual learners. According to Cebeci and Tekdal (2006, p.49) “perhaps, one of the most important pedagogic characteristics offered by podcasting is learning through listening. For many people, listening may be more attractive and less tedious than reading.”
I look forward to learning more about podcasts in the future.
In learning more about Podcasts, I decided to do a search to see if there were podcasts that related to Antarctica and might be useful in my prac lessons. Upon conducting a search I found two podcasts from Todd Carmichael’s 2008 Antarctic Expedition available here.
I think podcasts could be useful in:
• Students hearing from experts on particular topics.
• Students creating their own as a means of publication or presentation.
• Following podcasts of interest.
Benefits of podcasts include the fact that they are available 24 hours a day, 7 days a week. The major benefit being that they appeal to audio/visual learners. According to Cebeci and Tekdal (2006, p.49) “perhaps, one of the most important pedagogic characteristics offered by podcasting is learning through listening. For many people, listening may be more attractive and less tedious than reading.”
I look forward to learning more about podcasts in the future.
Images
In classrooms images can be used to:
Evoke emotion
Spark creative stories
And create confusion
In analysing the use of images in the classroom I have used a PMI.
Positives
• Images can spark interest, conversation and story writing.
• Images are worth a thousand words – one image can say more about a topic than words.
• Images can be edited, for example resized or cropped.
• Give students ideas without the teacher explicitly highlighting ideas.
• Creates learning opportunities to highlight the importance of checking the source.
• Creates learning opportunities to analyse copyright and legal sharing rights.
• “New technologies give teachers and students easy access to the means of production and manipulation of images in their classroom” (Fetherston, 2008, p. 17).
Negatives
• There are so many images available, sometimes difficult to find the right one.
• Students sometimes take photos without recognising the source.
• Some of the images are not realistic, after being edited to this point.
Interesting
• There are so many images.
• There are some really interesting images.
• No matter what the topic is, there always seems to be an image available.
• Images can be edited.
Fetherston (2008, p. 29) highlights that when images are used in the classroom they “are brought into the world of discourse and meanings are constructed from and through them”. Therefore it is important, in the classroom that teachers, teach students (“digital natives” who have ease at using and handling images) how to ‘see’, ‘look’ at and ‘read’ images (Fetherston, 2008, p.17).
Images retrieved from Flickr and Worth1000.com
Evoke emotion
Spark creative stories
And create confusion
In analysing the use of images in the classroom I have used a PMI.
Positives
• Images can spark interest, conversation and story writing.
• Images are worth a thousand words – one image can say more about a topic than words.
• Images can be edited, for example resized or cropped.
• Give students ideas without the teacher explicitly highlighting ideas.
• Creates learning opportunities to highlight the importance of checking the source.
• Creates learning opportunities to analyse copyright and legal sharing rights.
• “New technologies give teachers and students easy access to the means of production and manipulation of images in their classroom” (Fetherston, 2008, p. 17).
Negatives
• There are so many images available, sometimes difficult to find the right one.
• Students sometimes take photos without recognising the source.
• Some of the images are not realistic, after being edited to this point.
Interesting
• There are so many images.
• There are some really interesting images.
• No matter what the topic is, there always seems to be an image available.
• Images can be edited.
Fetherston (2008, p. 29) highlights that when images are used in the classroom they “are brought into the world of discourse and meanings are constructed from and through them”. Therefore it is important, in the classroom that teachers, teach students (“digital natives” who have ease at using and handling images) how to ‘see’, ‘look’ at and ‘read’ images (Fetherston, 2008, p.17).
Images retrieved from Flickr and Worth1000.com
Sunday, July 25, 2010
Skype
Hello followers,
I realise that Skype is not one of the digital tools within the weekly outline however when conducting research for my English group assignment I learnt more about a tool in which I did not feel confident in using but now feel is a great tool. According to Skype Limited (2010) “Skype is software that enables world’s conversations.” It is a program that enables businesses and individuals to have voice and video calls, send instant messages and share files. This software was founded in 2003 and can at peak times have up to 23 million users.
During the research for our English group assignment we also considered Skype’s educational value. From this I believe the major use for Skype in the classroom is using it as a tool to connect students with the world. For example Skype could be used to connect students in Australia with a sister school overseas. After realising the educational value of Skype I decided to go back and build my confidence in using the software. After having a play and chatting with family overseas I realised that Skype is not that hard to use and it is in fact a popular and effective communication tool.
So if you are looking for a tool to enable global communication, Skype is great.
Kelly.
I realise that Skype is not one of the digital tools within the weekly outline however when conducting research for my English group assignment I learnt more about a tool in which I did not feel confident in using but now feel is a great tool. According to Skype Limited (2010) “Skype is software that enables world’s conversations.” It is a program that enables businesses and individuals to have voice and video calls, send instant messages and share files. This software was founded in 2003 and can at peak times have up to 23 million users.
During the research for our English group assignment we also considered Skype’s educational value. From this I believe the major use for Skype in the classroom is using it as a tool to connect students with the world. For example Skype could be used to connect students in Australia with a sister school overseas. After realising the educational value of Skype I decided to go back and build my confidence in using the software. After having a play and chatting with family overseas I realised that Skype is not that hard to use and it is in fact a popular and effective communication tool.
So if you are looking for a tool to enable global communication, Skype is great.
Kelly.
RSS Aggregator
Hi,
The embedded “Plain English” YouTube clip below I think explains RSS aggregator and how to set it up quite well. I hope you find it useful.
I believe this is a very handy tool if wanting to remain up to date with all the happenings on your favourite sites, blogs and wikis. I setup my RSS reader through Google Reader and since setting it up have found it very useful. Instead of visiting ten different places I can go to one place to see what has changed or occurred on these sites.
I think in the classroom this can be a very valuable tool for teachers if following blogs and wikis of every student in the class.I think for students this tool can be useful in following sites that are of importance or relevance to them.
I recommend however that everyone have a RSS aggregator setup to allow easy website, blog and wiki following.
Kelly.
The embedded “Plain English” YouTube clip below I think explains RSS aggregator and how to set it up quite well. I hope you find it useful.
I believe this is a very handy tool if wanting to remain up to date with all the happenings on your favourite sites, blogs and wikis. I setup my RSS reader through Google Reader and since setting it up have found it very useful. Instead of visiting ten different places I can go to one place to see what has changed or occurred on these sites.
I think in the classroom this can be a very valuable tool for teachers if following blogs and wikis of every student in the class.I think for students this tool can be useful in following sites that are of importance or relevance to them.
I recommend however that everyone have a RSS aggregator setup to allow easy website, blog and wiki following.
Kelly.
Learning Management Systems (LMS)
Well what a shame. After reading and learning about Learning Management Systems (LMS) in the week three practical activity section I was very excited to get in and have a play. However due to a backlog I was unable to go any further than the initial sign up. Hopefully in the near future I will be able to experience this tool to evaluate its true value.
Kelly
Kelly
Prezi
Hi,
With majority of the other tools I have come out with a confidence and an appreciation in using them in however I am not quite sure how I feel about Prezi. I had viewed a Prezi before but when viewing it I never actually imagined how hard it would be to create it. When trying to create my own Prezi I really struggled to manipulate the Prezi into a form in which I was happy with. It was not like there were many options it just was not clear what the options were or even how to manipulate the mouse.
In reflecting on my play with Prezi, I think I became just a little impatient and instead of taking my time to find its value I gave up. However sitting here doing my blog I have decided to analyse Prezi as a tool not my experience with Prezi. In doing this I have looked at the positives and negatives.
Positives
• Clearly highlights the main points.
• Best if small key points are made, which is better for presentation purposes.
• Offers another option for presentation.
Negatives
• Designing options not clear.
• Difficult to learn.
• Some text not always the correct way for example upside down or on too much of slant.
In the classroom, I think Prezi can be used as another presentation digital tool. I would love to hear about other experiences with Prezi and other ways in which this tool can be utilised in the classroom.
Kelly
With majority of the other tools I have come out with a confidence and an appreciation in using them in however I am not quite sure how I feel about Prezi. I had viewed a Prezi before but when viewing it I never actually imagined how hard it would be to create it. When trying to create my own Prezi I really struggled to manipulate the Prezi into a form in which I was happy with. It was not like there were many options it just was not clear what the options were or even how to manipulate the mouse.
In reflecting on my play with Prezi, I think I became just a little impatient and instead of taking my time to find its value I gave up. However sitting here doing my blog I have decided to analyse Prezi as a tool not my experience with Prezi. In doing this I have looked at the positives and negatives.
Positives
• Clearly highlights the main points.
• Best if small key points are made, which is better for presentation purposes.
• Offers another option for presentation.
Negatives
• Designing options not clear.
• Difficult to learn.
• Some text not always the correct way for example upside down or on too much of slant.
In the classroom, I think Prezi can be used as another presentation digital tool. I would love to hear about other experiences with Prezi and other ways in which this tool can be utilised in the classroom.
Kelly
PowerPoint
Hi all,
Before analysing PowerPoint as a digital tool I think it is important to first define it - PowerPoint is a program used by millions of people around the world to create presentations. Presentations include a number of slides which can contain various elements such as text and images (Nguyen, 2006). Prior to undertaking the tutorials from week three, I believed I was somewhat of a PowerPoint expert. I had experience creating presentations as an aid for assessment at school and in my first year at University. Little did I know however that there were other options for PowerPoint like creating a storyboard in Word and sending them to PowerPoint or creating an interactive presentation. When I was working through the tutorials for week three, I just kept thinking “WOW, how great would my past PowerPoint presentations have been had I known about these functions”.
In analysing this digital tool I have used a PMI.
Positives
• Is an effective aid for presentations.
• Easy to learn and use.
• Presentations can be customised.
• Great for visual learners.
Negatives
• Can be over done for example transitions too slow.
• Can have too much text.
• Creation can become time consuming for example spending too much time playing with the transitions and/or customising the presentation excessively.
• Sometimes just read off rather than used as a supporting aid.
Interesting
• Presentations can be linked and/or interactive.
• The different ways people use PowerPoint.
In the classroom I have only seen a couple of examples for the different ways PowerPoint can be used. The first is that it can be used as an assessment tool where students are given a research task and asked to present their information to the class. When presenting students are also required to have a PowerPoint to support and highlight the main points of their presentation.
Secondly I have seen PowerPoint used as a teaching aide where the teacher has a PowerPoint that highlights the lesson main points or includes pictures to engage learners. I am not sure on other examples for how PowerPoint could be incorporated in the classroom, so if there are other ideas for how to use PowerPoint in the classroom I would love to hear about them.
Kelly
Before analysing PowerPoint as a digital tool I think it is important to first define it - PowerPoint is a program used by millions of people around the world to create presentations. Presentations include a number of slides which can contain various elements such as text and images (Nguyen, 2006). Prior to undertaking the tutorials from week three, I believed I was somewhat of a PowerPoint expert. I had experience creating presentations as an aid for assessment at school and in my first year at University. Little did I know however that there were other options for PowerPoint like creating a storyboard in Word and sending them to PowerPoint or creating an interactive presentation. When I was working through the tutorials for week three, I just kept thinking “WOW, how great would my past PowerPoint presentations have been had I known about these functions”.
In analysing this digital tool I have used a PMI.
Positives
• Is an effective aid for presentations.
• Easy to learn and use.
• Presentations can be customised.
• Great for visual learners.
Negatives
• Can be over done for example transitions too slow.
• Can have too much text.
• Creation can become time consuming for example spending too much time playing with the transitions and/or customising the presentation excessively.
• Sometimes just read off rather than used as a supporting aid.
Interesting
• Presentations can be linked and/or interactive.
• The different ways people use PowerPoint.
In the classroom I have only seen a couple of examples for the different ways PowerPoint can be used. The first is that it can be used as an assessment tool where students are given a research task and asked to present their information to the class. When presenting students are also required to have a PowerPoint to support and highlight the main points of their presentation.
Secondly I have seen PowerPoint used as a teaching aide where the teacher has a PowerPoint that highlights the lesson main points or includes pictures to engage learners. I am not sure on other examples for how PowerPoint could be incorporated in the classroom, so if there are other ideas for how to use PowerPoint in the classroom I would love to hear about them.
Kelly
Friday, July 23, 2010
Websites
Hi all,
In the beginning (the construction phase) I once again felt out of my depth. When constructing my website (which you can access here) I found there were too many different options and it was not clear how to work through them or where the next option was going. After creating my website I used the SWOT analysis below to analyse websites as a digital tool.
Strengths
• It is another medium for students to publish their work.
• Promotes creativity.
• Other students, parents and community members can have easy access to view students work.
• Good to guide a student inquiry – students visit the website to work through tasks.
Weaknesses
• Cannot update or change after publishing the website.
• The blog option on a website does not allow for further posts.
• Students with low technological literacy may struggle with the construction of the website.
Opportunities
• There is an option to set up a blog on the website which can encourage comments and further communication on the website.
• Opportunity to teach and emphasise importance of editing before publishing.
• Exploration of resources students would not usually use.
Threats
• Initial setup time can be time consuming.
• Privacy issues.
Overall I cannot see this tool being really effective if students are creating the website. I mean there can be positives but I think the negatives outweigh the positives. I can however see a use in the teacher creating a website as a tool for students to visit and work through an inquiry task. I would however be interested in hearing any other points of view.
In terms of relating to theory, I think if the teacher designs the website and its correlating task in an effective way the students can be encouraged to work through the Big6 Skills. These skills come from the Eisenberg and Berkowitz Big 6 Framework. According to Mike Eisenberg (2001) “The Big6 is a process model of how people of all ages solve and information problem”. After collaboration with peers during a lecture it was discovered that the Big6 Framework was approach based, step by step (instructional) and written in simple terms.
I look forward to hearing your thoughts on websites.
Kelly.
In the beginning (the construction phase) I once again felt out of my depth. When constructing my website (which you can access here) I found there were too many different options and it was not clear how to work through them or where the next option was going. After creating my website I used the SWOT analysis below to analyse websites as a digital tool.
Strengths
• It is another medium for students to publish their work.
• Promotes creativity.
• Other students, parents and community members can have easy access to view students work.
• Good to guide a student inquiry – students visit the website to work through tasks.
Weaknesses
• Cannot update or change after publishing the website.
• The blog option on a website does not allow for further posts.
• Students with low technological literacy may struggle with the construction of the website.
Opportunities
• There is an option to set up a blog on the website which can encourage comments and further communication on the website.
• Opportunity to teach and emphasise importance of editing before publishing.
• Exploration of resources students would not usually use.
Threats
• Initial setup time can be time consuming.
• Privacy issues.
Overall I cannot see this tool being really effective if students are creating the website. I mean there can be positives but I think the negatives outweigh the positives. I can however see a use in the teacher creating a website as a tool for students to visit and work through an inquiry task. I would however be interested in hearing any other points of view.
In terms of relating to theory, I think if the teacher designs the website and its correlating task in an effective way the students can be encouraged to work through the Big6 Skills. These skills come from the Eisenberg and Berkowitz Big 6 Framework. According to Mike Eisenberg (2001) “The Big6 is a process model of how people of all ages solve and information problem”. After collaboration with peers during a lecture it was discovered that the Big6 Framework was approach based, step by step (instructional) and written in simple terms.
I look forward to hearing your thoughts on websites.
Kelly.
Wednesday, July 21, 2010
Wiki
Hi all,
It seems so long since I last blogged but I have been having a bit of a hard time. When creating my wiki I was a little uncertain as to what I should be doing or what the content of my wiki should be. This was because I had found the directions for setting up a wiki unclear and was unsure on other places to look for directions. Whilst creating my wiki at wikispaces I found there were too many options and I had soon given up due to a lack of confidence and having too many questions. After getting clarification on the content and setup details for the wiki I had enough confidence to go back and update my wiki. When I returned to my wiki I had a play, adding different things, changing the setup, colour and themes and you can now access my wiki here.
After visiting the Smart Teaching website with the “50 ways to use a wiki” (2008) article (which you can access here) I think the following could be useful for using a wiki. Below are the different ideas and examples and/or positives of these:
• Resource Creation
o Solving Wiki – posting problems on the wiki and encouraging students to collaboratively solve these problems.
o Glossary – it would be great to have different glossaries in the form of wiki pages for the different topics students partake in. This way they can add words they come across and are unsure about or they can access the wiki when unsure on the definitions of different words.
o Create a wikibook – a good idea for promoting the home/school connection giving parents another opportunity to see what is going on at school. By creating a wiki all students can update the page.
• Student Participation
o Exam review/share notes – I think this is a good process for students to go through collaboratively. Students should review notes and use the wiki as a way of sharing notes, and other helpful pieces of information.
o Peer editing – This wiki would be useful in the higher grades when students are individually constructing pieces of work to get peers to look at it through a new set of eyes and edit their work.
• Group Projects
o Track participation – I think this wiki could be useful for group members to collaborate and all have an effective and equal participation.
• Student Interaction
o Literature circles – I think this wiki would be a good idea in integrating ICTs into literature circles. Discussing it on the wiki allows students the opportunity to gain a better understanding, through hearing other points of view about the book.
• For the classroom
o All ideas are an excellent way of promoting Marzano and Pickering’s (1997) Dimension One – Attitudes and Perceptions. These ideas for wikis could help the classroom climate become positive.
• Community
o International sharing – a great idea when working on a cultural topic or topics that may relate to international issues.
When reflecting on these ideas from the website I have come from a background with a very limited knowledge on wikis so I look forward to hearing any other ideas you may have.
After considering possible uses for the wiki I decided to consider the positives and negatives of the wiki.
Positives
• Promotes collaboration and communication for example peer reviews.
• Introduces students to the international community.
• Students, parents and wider community members can access information on the class from home.
• Can lead to the promotion of a classroom climate characterised as positive.
Minus (Possible Strategies)
• Less technologically literate students may struggle and be reluctant to embrace the full potential of the wiki (Expert buddies, scaffolding the use and construction of wiki and/or wiki tutorials).
• Communication issues – rude, inappropriate and/or nasty comments or feedback (deconstruct what online wiki communication looks like and does not like).
After reading about the Kearsley and Shneiderman (1999) theory and learning more about wikis I can see a connection. The engagement theory is based on creating successful collaborative teams which work on meaningful and ambitious projects (Kearsley and Shneiderman, 1999) and the website ideas and positive and negative points definitely seem to fit within and apply to this theory.
Having further looked into the wiki I feel it would be an effective digital tool in the classroom.
Kelly
It seems so long since I last blogged but I have been having a bit of a hard time. When creating my wiki I was a little uncertain as to what I should be doing or what the content of my wiki should be. This was because I had found the directions for setting up a wiki unclear and was unsure on other places to look for directions. Whilst creating my wiki at wikispaces I found there were too many options and I had soon given up due to a lack of confidence and having too many questions. After getting clarification on the content and setup details for the wiki I had enough confidence to go back and update my wiki. When I returned to my wiki I had a play, adding different things, changing the setup, colour and themes and you can now access my wiki here.
After visiting the Smart Teaching website with the “50 ways to use a wiki” (2008) article (which you can access here) I think the following could be useful for using a wiki. Below are the different ideas and examples and/or positives of these:
• Resource Creation
o Solving Wiki – posting problems on the wiki and encouraging students to collaboratively solve these problems.
o Glossary – it would be great to have different glossaries in the form of wiki pages for the different topics students partake in. This way they can add words they come across and are unsure about or they can access the wiki when unsure on the definitions of different words.
o Create a wikibook – a good idea for promoting the home/school connection giving parents another opportunity to see what is going on at school. By creating a wiki all students can update the page.
• Student Participation
o Exam review/share notes – I think this is a good process for students to go through collaboratively. Students should review notes and use the wiki as a way of sharing notes, and other helpful pieces of information.
o Peer editing – This wiki would be useful in the higher grades when students are individually constructing pieces of work to get peers to look at it through a new set of eyes and edit their work.
• Group Projects
o Track participation – I think this wiki could be useful for group members to collaborate and all have an effective and equal participation.
• Student Interaction
o Literature circles – I think this wiki would be a good idea in integrating ICTs into literature circles. Discussing it on the wiki allows students the opportunity to gain a better understanding, through hearing other points of view about the book.
• For the classroom
o All ideas are an excellent way of promoting Marzano and Pickering’s (1997) Dimension One – Attitudes and Perceptions. These ideas for wikis could help the classroom climate become positive.
• Community
o International sharing – a great idea when working on a cultural topic or topics that may relate to international issues.
When reflecting on these ideas from the website I have come from a background with a very limited knowledge on wikis so I look forward to hearing any other ideas you may have.
After considering possible uses for the wiki I decided to consider the positives and negatives of the wiki.
Positives
• Promotes collaboration and communication for example peer reviews.
• Introduces students to the international community.
• Students, parents and wider community members can access information on the class from home.
• Can lead to the promotion of a classroom climate characterised as positive.
Minus (Possible Strategies)
• Less technologically literate students may struggle and be reluctant to embrace the full potential of the wiki (Expert buddies, scaffolding the use and construction of wiki and/or wiki tutorials).
• Communication issues – rude, inappropriate and/or nasty comments or feedback (deconstruct what online wiki communication looks like and does not like).
After reading about the Kearsley and Shneiderman (1999) theory and learning more about wikis I can see a connection. The engagement theory is based on creating successful collaborative teams which work on meaningful and ambitious projects (Kearsley and Shneiderman, 1999) and the website ideas and positive and negative points definitely seem to fit within and apply to this theory.
Having further looked into the wiki I feel it would be an effective digital tool in the classroom.
Kelly
Saturday, July 10, 2010
Concept Mapping
WOW!! What a great tool. I have always found that my graphic organisers have never actually looked that organised but now there is a tool for me to utilise, to organise my thoughts and notes clearly. I really enjoyed playing with bubbl.us however I feel that this may only be a useful tool for the older grades. The reason for this is because I believe the use of the mouse can be tricky and I am not sure how the younger students would handle this. I may however be proven wrong by young "digital natives".
Before I created my graphic organiser I had watched the "Tony Buzzan Mind Mapping" You Tube Clip and found many of his points good. He says that a mind map is "a thinking tool that reflects externally what is going on". The tools on bubbl.us allows students the chance to externally organise these thoughts.
Please note that my organiser does not follow the structures and points suggested by Buzzan as this is because I was using the organiser for another purpose.
Blogs
As previously stated there were terms in the course profile of which I had no understanding and I must admit "blog" was one of them. I had heard the term but never thought to look up what it meant let alone use one. Now after attending week one lectures and reading through a variety of information on Moodle and other sources I have seen their value.
Firstly, I think that in a classroom blogs can be useful in promoting collaborative learning. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006,p.8)"implies a higher degree of student proactiveness and interaction in learning". Blogs can be used in the older grades where students create blogs and use them just as we have for this assignment.
Secondly, I think blogs could be useful in encouraging students to engage with world issues and events. Students could be encouraged to post comments and read blogs of students from around the world.
Lastly, I believe blogs could be a useful tool in communicating with parents, relatives and community etc. I think blogs create an opportunity for students to share their learning with each other and the community.
Overall after seeing how easy it is to set up and follow a blog I can see in the future blogs may be a useful technology tool in which I utilise.
Firstly, I think that in a classroom blogs can be useful in promoting collaborative learning. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006,p.8)"implies a higher degree of student proactiveness and interaction in learning". Blogs can be used in the older grades where students create blogs and use them just as we have for this assignment.
Secondly, I think blogs could be useful in encouraging students to engage with world issues and events. Students could be encouraged to post comments and read blogs of students from around the world.
Lastly, I believe blogs could be a useful tool in communicating with parents, relatives and community etc. I think blogs create an opportunity for students to share their learning with each other and the community.
Overall after seeing how easy it is to set up and follow a blog I can see in the future blogs may be a useful technology tool in which I utilise.
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