The way I understand elearning technologies is they are to be used to make learning effective. Effective is the key word, here. Learning is more effective with the use of elearning technologies than it would be without their use. However, the only disadvantage I can see about using elearning technologies is they can be exclusive. They can be to some extent exclusive of learners who are not or cannot be digitally literate for one reason or another - of those with intellectual disabilities, for example. In this case, the teacher should have a back-up plan not involving elearning technologies so the learning design is inclusive of everyone. With that said, it is back to putting elearning technologies in education...
Learning is operated on the computer over the net. The technologies are not solely for education, and education is just one application for them. The teacher can use the technologies in the design stage, and learners can use the technology in the delivery stage. Elearning technologies apply to learning in many respects. They engage learners, they involve Active Learning strategies, they encourage higher-order thinking, they connect learners to outside-of-the-classroom influences. They encourage creativity. They can teach declarative knowledge in interesting ways. From the teacher's view point, elearning technologies make design and delivery easier. Time is saved for other teaching tasks. Teachers can use the technologies for assessment, portfolios, and reporting. In summary, elearning technologies can be incorporated into any key element of a Learning Design Construct/Framework, that is, Tasks, Resources, or Supports.
The elearning technologies I investigated for this assessment are SlideShare; WIKIPedia; Really Simple Syndication; WebQuest; PowerPoint; MediaFire; Music on the Web (Incompetech); Google Earth; iTunes; Quizzes; e.Portfolio; Flickr; Blog; WIKI; YouTube; and Voki Avatar. As well as from my own investigations, I learned about these technologies from my lecturer and peers (my peers postings on the discussion forum and their blogs). Although some procedures were unclear and frustrating, I came to be, in the end, somewhat enthused by what I learned. It was apparant to me immediately how I could use each technology in line with Dimensions of Learning and the theories my lecturer has given us to study (see blog posts).
So, which elearning technologies would I use, and how would I use them to enhance student learning and make my teaching more efficient? I would use all of the above in my teaching. They all - although unequally because they have differing functions and purposes, and I would use them accordingly - enhance student learning and would make my teaching more efficient because they, fundamentally, engage learners, and keep them engaged. That is the biggest hurdle taken care of right there. Engaging the learner eliminates behavioural problems and saves learning time. Alternatively, the technology is the teacher, and the teacher is now the 'learning manager', there only for support. Concurrent with Marc Prensky's "Engage Me or Enrage Me. What Today's Learners Demand", is that not who (or what) today's digital native would rather be taught by?
Prensky, M. (2005). Engage me or enrage me. What today's learners demand [Electronic Version]. In Educause review. September/October, 2005. Retrieved July 2009, from Central Queensland University, FAHE11001-Managing E-Learning moodle website
http://moodle.cqu.edu.au/
Learning Design - The Project. (2003). Learning design framework. Retrieved July 21, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Thursday, August 13, 2009
Using SlideShare in Education
The SlideShare concept is wonderful, but I am having trouble with the process. I can only comment on the concept at present.
SlideShare looks similar to MediaFire .
What I like mostly about SlideShare for education is the option to conduct an online meeting. On my first portal task I was at a rural school north of Rockhampton. That school had a learner who lived a few hours drive further north who would, about once a month, spend a day at the school while his mother was on business in Rockhampton. As well as with the learner, I would use Skype to meet regularly with his parents. The class could meet with the learner this way, too.
SlideShare looks similar to MediaFire .
What I like mostly about SlideShare for education is the option to conduct an online meeting. On my first portal task I was at a rural school north of Rockhampton. That school had a learner who lived a few hours drive further north who would, about once a month, spend a day at the school while his mother was on business in Rockhampton. As well as with the learner, I would use Skype to meet regularly with his parents. The class could meet with the learner this way, too.
Wednesday, August 12, 2009
Using WIKIPedia in Education
Connectivism can be applied to WIKIPedia. In WIKIPedia, learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual. Learning resides outside of ourselves, is focused on connecting specialised information sets, and is focused on the connections that enable us to learn more important knowledge than our current state of knowledge. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognise when new information alters the landscape based on decisions made yesterday is also critical. The 8 prinicples of Connectivism all apply to WIKIPedia. (Siemens, G., 2004).
On WIKIPedia, learners can see that truth is not always constant. They can see that something they think they know to be true today may be disproved tomorrow. They can see that others can be more knowledgeable than them. What they have to explicitly learn is how to read WIKIPedia critically. WIKIPedia has definitions, contributors' knowledge, and even a forum to debate issues.
As well as the obvious which is having learners use WIKIPedia to build up background knowledge of a topic, I would use it as a tool for teaching critical literacy.
Siemens, G. (2004). Connectivism. A learning theory for the digital age. In elearnspace. Everything elearning. Retrieved July 18, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm
On WIKIPedia, learners can see that truth is not always constant. They can see that something they think they know to be true today may be disproved tomorrow. They can see that others can be more knowledgeable than them. What they have to explicitly learn is how to read WIKIPedia critically. WIKIPedia has definitions, contributors' knowledge, and even a forum to debate issues.
As well as the obvious which is having learners use WIKIPedia to build up background knowledge of a topic, I would use it as a tool for teaching critical literacy.
Siemens, G. (2004). Connectivism. A learning theory for the digital age. In elearnspace. Everything elearning. Retrieved July 18, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm
Using Really Simple Syndication (RSS) in Education
What a time saver this is! The obvious way learners can use this technology is using it as a library for information they need for their assignments etc.
The concern would be students not being able to accept some material, according to Aldred (2009), because the school may deem it unacceptable. To solve this problem, the teacher would have to be 'gate keeper', keeping watch on what material is being subscribed to. In an unfortunate case, the teacher would be the one to subscribe to sites for the learners. Aldred (2009) can see "...draconian policies of blocking almost all Websites and virtually all the available Web 2.0 tools means that...learning experiences are much poorer than those...experienced outside of school".
Aldred, S. (2009). School internet policies: Protecting students or the organisation?? Posted March 13, 2009, in e-Learning. A learning journey of effective e-learning through learning engagement. Retrieved July 19, 2009, from
http://e-learning-engagement.blogspot.com/2009_03_01_arch...
The concern would be students not being able to accept some material, according to Aldred (2009), because the school may deem it unacceptable. To solve this problem, the teacher would have to be 'gate keeper', keeping watch on what material is being subscribed to. In an unfortunate case, the teacher would be the one to subscribe to sites for the learners. Aldred (2009) can see "...draconian policies of blocking almost all Websites and virtually all the available Web 2.0 tools means that...learning experiences are much poorer than those...experienced outside of school".
Aldred, S. (2009). School internet policies: Protecting students or the organisation?? Posted March 13, 2009, in e-Learning. A learning journey of effective e-learning through learning engagement. Retrieved July 19, 2009, from
http://e-learning-engagement.blogspot.com/2009_03_01_arch...
Using a WebQuest in Education
In reference to Scot Aldred's WebQuest, "Antarctic Ice to Water Australia", and Tom March's WebQuest, "Freedom Fighter or Terrorist":
I was really drawn in by both these WebQuests. I intended on just reading over them for this assessment question but I ended up 'getting involved' with them. They are very interesting topics. Truthfully, I am a bit disappointed I will not be going on the Quests for real. I love having the choice of taking on a role, in particular, and learning how that person works and looks at the world. This is because I like to be imaginative, step outside myself, and 'live' another way for a time. Because children are inclined to live in their imaginations, is this not an effortless way of teaching them declarative knowledge? For Scot's and Tom's topics, the declarative knowledge is about the environment, and ideologies, for example. Everything is there on the Quest for the learner. There are procedural instructions including instructions on how to work in a group, links for information-gathering, links to professionals in the field, and templates for drafts and reporting. In this respect, the learner needs no prior knowledge of the workings of a WebQuest. It is all there for him/her in the design on the screen.
One implication for teachers in the way they would go about using a WebQuest is having to prepare learners beforehand, skilling them in digital, visual, viewing, reading, and writing literacies. Included, here, would be typing skills, also. In light of this, I assume that a WebQuest is mostly suited to learners who are reasonably competent at such skills, so a WebQuest is not for every learner.
A second implication for teachers is one that I noticed in Scot's and Tom's WebQuests. They had explicit teaching in there. Teachers have to know what learners need to be taught explicitly and weave it into the Quest. Scot instructs learners how group work should be done, telling them they must be tolerant of others' perspectives.
Compared to a more traditional approach of teaching, learners can learn from any computer outside of the classroom, and at any time. Group members need not meet together all the time. Computers would be the focal point of the classroom. Chairs and desks would be arranged around the computers because the computer replaces, for the most part, the pencil, paper, and text book. The classroom would be noisy because learners are having discussions about the task.
As I said above, a WebQuest is a great tool for teaching declarative knowledge. Applicable to learning through a WebQuest is Project-Based Learning, Problem-Based Learning, Engagement Theory, Engaged Learning, Connectivism, Networking, Active Learning, Dale's Cone, the Learning Pyramid, Multiple Intelligences, Maslow's Hierarchy of Needs, Constructivism, enhancing learning for the disadvantaged with the effective use of ICTs, and Multimedia - just to name those we are studying now in Managing E-learning. If a WebQuest is not effective learning, then I do not know what is!
It would take some time to make a WebQuest. You have to find and read through many links to information pertaining to the topic, from many perspectives of the topic. You might have to find and ask an outside expert if he/she will participate. But before all that, you must choose your curriculum outcomes, and work out how learners will be assessed. Once you have your WebQuest up and running, it will be a time effective method to traditional methods. All the hard and long hours of work is done and saved to be used repeatedly. Because learners can do it outside of the classroom, like at home, class time is saved for trouble-shooting discussions or even for other subjects.
I was really drawn in by both these WebQuests. I intended on just reading over them for this assessment question but I ended up 'getting involved' with them. They are very interesting topics. Truthfully, I am a bit disappointed I will not be going on the Quests for real. I love having the choice of taking on a role, in particular, and learning how that person works and looks at the world. This is because I like to be imaginative, step outside myself, and 'live' another way for a time. Because children are inclined to live in their imaginations, is this not an effortless way of teaching them declarative knowledge? For Scot's and Tom's topics, the declarative knowledge is about the environment, and ideologies, for example. Everything is there on the Quest for the learner. There are procedural instructions including instructions on how to work in a group, links for information-gathering, links to professionals in the field, and templates for drafts and reporting. In this respect, the learner needs no prior knowledge of the workings of a WebQuest. It is all there for him/her in the design on the screen.
One implication for teachers in the way they would go about using a WebQuest is having to prepare learners beforehand, skilling them in digital, visual, viewing, reading, and writing literacies. Included, here, would be typing skills, also. In light of this, I assume that a WebQuest is mostly suited to learners who are reasonably competent at such skills, so a WebQuest is not for every learner.
A second implication for teachers is one that I noticed in Scot's and Tom's WebQuests. They had explicit teaching in there. Teachers have to know what learners need to be taught explicitly and weave it into the Quest. Scot instructs learners how group work should be done, telling them they must be tolerant of others' perspectives.
Compared to a more traditional approach of teaching, learners can learn from any computer outside of the classroom, and at any time. Group members need not meet together all the time. Computers would be the focal point of the classroom. Chairs and desks would be arranged around the computers because the computer replaces, for the most part, the pencil, paper, and text book. The classroom would be noisy because learners are having discussions about the task.
As I said above, a WebQuest is a great tool for teaching declarative knowledge. Applicable to learning through a WebQuest is Project-Based Learning, Problem-Based Learning, Engagement Theory, Engaged Learning, Connectivism, Networking, Active Learning, Dale's Cone, the Learning Pyramid, Multiple Intelligences, Maslow's Hierarchy of Needs, Constructivism, enhancing learning for the disadvantaged with the effective use of ICTs, and Multimedia - just to name those we are studying now in Managing E-learning. If a WebQuest is not effective learning, then I do not know what is!
It would take some time to make a WebQuest. You have to find and read through many links to information pertaining to the topic, from many perspectives of the topic. You might have to find and ask an outside expert if he/she will participate. But before all that, you must choose your curriculum outcomes, and work out how learners will be assessed. Once you have your WebQuest up and running, it will be a time effective method to traditional methods. All the hard and long hours of work is done and saved to be used repeatedly. Because learners can do it outside of the classroom, like at home, class time is saved for trouble-shooting discussions or even for other subjects.
Tuesday, August 11, 2009
Using MediaFire in Education
I would use MediaFire for reporting.
Files and images can be shared from any computer. I can create an unlimited number of folders and sub folders to store, organise and share. I can share by email, instant messenger, or on a forum. It is a possibility, bu I would definitely not share a learner's file or images on a blog or forum, unless confidentiality is unnecessary. On that note, MediaFire does provide privacy tools allowing you to keep some files hidden as private and other files downloadable as public. You can set passwords for sensitive files. What comes to mind, here, is an IEP for learners with special needs. The parent and I can still have the convenience of MediaFire, but maintain privacy as well.
Files and images can be shared from any computer. I can create an unlimited number of folders and sub folders to store, organise and share. I can share by email, instant messenger, or on a forum. It is a possibility, bu I would definitely not share a learner's file or images on a blog or forum, unless confidentiality is unnecessary. On that note, MediaFire does provide privacy tools allowing you to keep some files hidden as private and other files downloadable as public. You can set passwords for sensitive files. What comes to mind, here, is an IEP for learners with special needs. The parent and I can still have the convenience of MediaFire, but maintain privacy as well.
Using Music on the Web in Education (Incompetech)
I saved to my hard drive "Padanaya Blokov" from Incompetech. It is electro-folk. It is 1 minute or 2 long. It's tempo is fast, but each instrument can be heard quite clearly. I would be interested to learn just which instruments are being played. It sounds like a northern European piece, more likely from Russia or its surrounds.
For music especially, I could have learners identify the country of origin and the instruments. Are the instruments traditional, or not? If not, how has the composer achieved such an authentic sound? I could have learners play this piece on authentic instruments (if we can get them), or play it with similar sounding instruments. Learners can have a go at writing the music as they hear it. This music is an example to learners of one cultural musical taste. Is it distinctly Russian (or whatever country it is from)? Where does this music fit in to that culture? Is it a common sound?
I would use this piece of music, too, if my learners are studying cultures other than their own. It would be a small part of a bigger plan like a unit. It would fit nicely into history, or some kind of social studies.
For music especially, I could have learners identify the country of origin and the instruments. Are the instruments traditional, or not? If not, how has the composer achieved such an authentic sound? I could have learners play this piece on authentic instruments (if we can get them), or play it with similar sounding instruments. Learners can have a go at writing the music as they hear it. This music is an example to learners of one cultural musical taste. Is it distinctly Russian (or whatever country it is from)? Where does this music fit in to that culture? Is it a common sound?
I would use this piece of music, too, if my learners are studying cultures other than their own. It would be a small part of a bigger plan like a unit. It would fit nicely into history, or some kind of social studies.
Using Google Earth in Education
This technology is a great tool for geography and maths learning.
Learners can 'fly' over another country, or zone in on a city street or bridge.
Learners can see houses, land formations, and land colour (dry or moist colouring, for example).
Learners can calculate distances with latitude and longitude figures.
These are just some examples of how I would use Google Earth in education. It's a great engaging tool, as well as for activities following on.
Learners can 'fly' over another country, or zone in on a city street or bridge.
Learners can see houses, land formations, and land colour (dry or moist colouring, for example).
Learners can calculate distances with latitude and longitude figures.
These are just some examples of how I would use Google Earth in education. It's a great engaging tool, as well as for activities following on.
Monday, August 10, 2009
Using iTunes in Education
There are numerous applications for iTunes in education. You can download free educational content, that is, you can find lectures, language lessons, audiobooks, and podcasts. You can browse institutions, that is, over 75 000 educational audio and video files from top universities, museums, and other cultural institutions around the world. Two applications of importance to me are for creativity and hearing impairment/ESL/LOTE.
Creativity
- Learners can make their own mix by creating a playlist of the exact songs they want, in the order they want them.
- Learners can combine tracks so they are imported as 1 continuous track that suffers no disruption.
- Learners can decide how smoothly their songs fade in and out from 1 track to the next.
Hearing impairment/ESL/LOTE
- iTunes has audiobooks. Learners can build their own library of audiobooks.
- Audiobooks can be heard on the computer, iPhone, or iPod. Learners can fast forward or rewind through spoken content. When they go back and forth between computer, iPod, or iPhone, each keeps track of where the learner left off listening.
- Learners can read captioning in videos.
- Some videos feature alternative audio in other languages.
This technology makes these learners' learning more effective. It is giving them opportunities - or in other words, the tools - or in other words still, the assistance - they need to be more effective. You can see this technology, then, as assistive technology. Without it, such learners would not perform so well.
This technology engages children with their learning. Here, I am referring to Engaged Learning. When being creative with iTunes and using it to help with language, learners should be deriving excitement and pleasure from their learning and be intrinsically motivated, and should be making decisions. The technology is user friendly and the user has control of it. Users have easy access to the information they need.
Blackmore, Hardcastle, Bamblett, and Owens (2003), in Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students, report on a project for the federal Department of Education, Employment and Workplace Relations. A goal of the project was to see how ICT can make learning (and teaching) more effective for the disadvantaged. Disability is considered a disadvantage. I include in that category those struggling with language. As I said above, I think iTunes technology makes the learning of the 'disadvantaged' more effective.
Australian Government. Department of Education, Employment and Workplace Relations. (2003). Effective use of information and communication technology (ICT) to enhance learning for disadvantaged school students [Electronic Version], by Blackmore, J., Hardcastle, L., Bamblett, E., & Owens, J.. Retrieved July 19, 2009, from
http://www.dest.gov.au/sectors/school_education/publications...
North Central Regional Technology in Education Consortium (NCRTEC). (1997). Learning with technology profile tool. Indicators of engaged learning. Retrieved July 18, 2009, from
http://www.ncrtec.org/capacity/profile/profwww.htm
Creativity
- Learners can make their own mix by creating a playlist of the exact songs they want, in the order they want them.
- Learners can combine tracks so they are imported as 1 continuous track that suffers no disruption.
- Learners can decide how smoothly their songs fade in and out from 1 track to the next.
Hearing impairment/ESL/LOTE
- iTunes has audiobooks. Learners can build their own library of audiobooks.
- Audiobooks can be heard on the computer, iPhone, or iPod. Learners can fast forward or rewind through spoken content. When they go back and forth between computer, iPod, or iPhone, each keeps track of where the learner left off listening.
- Learners can read captioning in videos.
- Some videos feature alternative audio in other languages.
This technology makes these learners' learning more effective. It is giving them opportunities - or in other words, the tools - or in other words still, the assistance - they need to be more effective. You can see this technology, then, as assistive technology. Without it, such learners would not perform so well.
This technology engages children with their learning. Here, I am referring to Engaged Learning. When being creative with iTunes and using it to help with language, learners should be deriving excitement and pleasure from their learning and be intrinsically motivated, and should be making decisions. The technology is user friendly and the user has control of it. Users have easy access to the information they need.
Blackmore, Hardcastle, Bamblett, and Owens (2003), in Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students, report on a project for the federal Department of Education, Employment and Workplace Relations. A goal of the project was to see how ICT can make learning (and teaching) more effective for the disadvantaged. Disability is considered a disadvantage. I include in that category those struggling with language. As I said above, I think iTunes technology makes the learning of the 'disadvantaged' more effective.
Australian Government. Department of Education, Employment and Workplace Relations. (2003). Effective use of information and communication technology (ICT) to enhance learning for disadvantaged school students [Electronic Version], by Blackmore, J., Hardcastle, L., Bamblett, E., & Owens, J.. Retrieved July 19, 2009, from
http://www.dest.gov.au/sectors/school_education/publications...
North Central Regional Technology in Education Consortium (NCRTEC). (1997). Learning with technology profile tool. Indicators of engaged learning. Retrieved July 18, 2009, from
http://www.ncrtec.org/capacity/profile/profwww.htm
Sunday, August 9, 2009
Using ClassMarker Quizzes in Education
I used ClassMarker to write my quiz.
My quiz URL is http://www.classmarker.com/teacher/edit_test.php?test_id=57678
It is not an original quiz. I copied it from my son's science workbook:
School of Tomorrow. Accelerated Christian Education, Inc.. (1983). Science. 1073.
The is free text (not multiple choice), meaning learners are to type their answers in. It has a time limit of 15 minutes, contains 8 questions, can only be taken once and is to be finished in 1 sitting, will allow learners to go back and change answers, and will let learners finish with some questions unattempted if they are not sure of an answer. It is for summative assessment.
ClassMarker has many variables that can be chosen from to suit a number of testing types. I was lucky that ClassMarker had what I needed to suit my needs. The default settings usually happened to be what I wanted. I chose, for example, to give 1 point for each answer, and what my learners may see on completion - I needed 'score, chosen answers and correct answers'. My questions were automatically added to my question bank. The option is there, as well, to Google search for question ideas or answers.
I am wondering if I could put a Voki in the quizz as reinforcement. I am thinking about Operant Conditioning (Skinner, B.F.) now. The reinforcement is the Voki saying something like "good try, keep going" in response to the correct action (behaviour), that is, writing something down. If the learner's answer is wrong, the Voki would cetainly say "good try, keep going" so the learner is motivated to try again. If the learner's answer is right, the Voki would say "that's right, try for the next point". The reinforcement is positive and immediate at every question. On completion, a secondary reinforcer is a Voki praising the learner for persisting.
Operant conditioning (B.F. Skinner). Retrieved July 18, 2009, from
http://tip/psychology.org/skinner.html
My quiz URL is http://www.classmarker.com/teacher/edit_test.php?test_id=57678
It is not an original quiz. I copied it from my son's science workbook:
School of Tomorrow. Accelerated Christian Education, Inc.. (1983). Science. 1073.
The is free text (not multiple choice), meaning learners are to type their answers in. It has a time limit of 15 minutes, contains 8 questions, can only be taken once and is to be finished in 1 sitting, will allow learners to go back and change answers, and will let learners finish with some questions unattempted if they are not sure of an answer. It is for summative assessment.
ClassMarker has many variables that can be chosen from to suit a number of testing types. I was lucky that ClassMarker had what I needed to suit my needs. The default settings usually happened to be what I wanted. I chose, for example, to give 1 point for each answer, and what my learners may see on completion - I needed 'score, chosen answers and correct answers'. My questions were automatically added to my question bank. The option is there, as well, to Google search for question ideas or answers.
I am wondering if I could put a Voki in the quizz as reinforcement. I am thinking about Operant Conditioning (Skinner, B.F.) now. The reinforcement is the Voki saying something like "good try, keep going" in response to the correct action (behaviour), that is, writing something down. If the learner's answer is wrong, the Voki would cetainly say "good try, keep going" so the learner is motivated to try again. If the learner's answer is right, the Voki would say "that's right, try for the next point". The reinforcement is positive and immediate at every question. On completion, a secondary reinforcer is a Voki praising the learner for persisting.
Operant conditioning (B.F. Skinner). Retrieved July 18, 2009, from
http://tip/psychology.org/skinner.html
Saturday, August 8, 2009
Using e.Portfolio in Education
An e.Portfolio is one forum for a Community of Practice. The blog option on an e.Portfolio is where a Community of Practice may be operated. A Community of Practice is formed when/where people engage in a process of collective learning of a shared domain. A Community of Practice takes networks to a deeper level as it is not merely a network of connections between people. To make a Community of Practice, the community shares a repertoire of resources, that is, for instance, experiences, ideas, and solutions to problems. Additionally, the nature of a Community of Practice aligns with Engagement Theory, but Community of Practice is the focus of this post.
The blog option on an e.Portfolio has multiple capabilities, such as: Learners may create their own blogs; more than one blog can be created where the teacher can assign, for example, various courses or topics from these courses to different blogs; and files and images can be uploaded.
I can see learners establishing their own individual e.Portfolio. As they move through the school year, or even from year level to year level, they post Views and post to blogs their learning experiences, ideas, and solutions to problems in any KLA, uploading and downloading files and images. The learner has a working/dynamic/ evolving portfolio of his/her complete learning journey. However, at times it would not be merely a portfolio.
I can see learners either joining an existing Community of Practice in a defined domain through their e.Portfolio blog, or establishing one through it. Most importantly, I can see older learners belonging to a Community of Practice this way. Older learners may begin their higher learning journey in the field of choice, 'practicing' alongside those already established in that field and other interested people. The learners are not just networking, but they are in 'professional' partnership with others, 'practicing' in an authentic way.
Aldred, S. (2007). Why should schools develop networks? Posted December 6, 2007, in Gladstone industry-school partnerships. Retrieved July 24, 2009, from
http://gladstoneschoolpartnerships.blogspot.com/
Kearsley, G., & Schneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning [Electronic Version]. Retrieved July 18, 2009, from
http://home.sprynet.com/%7Egkearsley/engage.htm
Wenger, E. (n.d.). Communities of practice. A brief introduction. Retrieved August 5, 2009, from
http://www.ewenger.com.theory
The blog option on an e.Portfolio has multiple capabilities, such as: Learners may create their own blogs; more than one blog can be created where the teacher can assign, for example, various courses or topics from these courses to different blogs; and files and images can be uploaded.
I can see learners establishing their own individual e.Portfolio. As they move through the school year, or even from year level to year level, they post Views and post to blogs their learning experiences, ideas, and solutions to problems in any KLA, uploading and downloading files and images. The learner has a working/dynamic/ evolving portfolio of his/her complete learning journey. However, at times it would not be merely a portfolio.
I can see learners either joining an existing Community of Practice in a defined domain through their e.Portfolio blog, or establishing one through it. Most importantly, I can see older learners belonging to a Community of Practice this way. Older learners may begin their higher learning journey in the field of choice, 'practicing' alongside those already established in that field and other interested people. The learners are not just networking, but they are in 'professional' partnership with others, 'practicing' in an authentic way.
Aldred, S. (2007). Why should schools develop networks? Posted December 6, 2007, in Gladstone industry-school partnerships. Retrieved July 24, 2009, from
http://gladstoneschoolpartnerships.blogspot.com/
Kearsley, G., & Schneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning [Electronic Version]. Retrieved July 18, 2009, from
http://home.sprynet.com/%7Egkearsley/engage.htm
Wenger, E. (n.d.). Communities of practice. A brief introduction. Retrieved August 5, 2009, from
http://www.ewenger.com.theory
Friday, August 7, 2009
Using Flickr in Education
This is Nardia.I put her on Flickr, and from there, sent her here. She's a well-travelled dog!
Flickr has an 'Organise' option. In 'Organise', the user can design 'Sets' and 'Collections'. A 'Set' is a grouping of photos and videos that you can organise around a certain theme. 'Collections' are groupings of 'Sets' that can be organised around grander themes. All is categorised and at the finger tips.
Would not this be great for storyboarding? The learner would simply locate the set or collection that suits the theme, choose the images, download them, and arrange them to make sense.
Learners can get creative with 'Make Stuff'. They can make a calendar to raise money for their school.
Learners can 'Keep in Touch' with other learners. A class can add another class (ideally from somewhere else) as a contact on Flickr. The relationship between the two builds as they email one another and share photos and videos. Would this not be great for distance education students? The child living on an isolated property can mix with, and learn about, the city school life of his/her peers, and vice-versa. How about indigenous children in contact with other children this way? All are learning about the others' culture/s through images and text combined.
Thursday, August 6, 2009
Using PowerPoint in Education
I made a PowerPoint for a Special School class for going to the post office.
These learners are in middle school, and are aged about 12. Going to the post office is a routine, 1 day a week activity. This activity reinforces road safety, also, as they walk a couple of blocks from the school to the post office and back to deliver and collect the school's mail.
These learners, although they are special needs learners with intellectual disabilities, are Digital Natives. They love the computer and so need to be 'engaged' with their learning through this ICT, or it is likely they will be 'enraged'. In this case, I use the PowerPoint to 'engage' them.
Before leaving the school, the class Learning Manager explains to his learners what they will be doing and how to act appropriately. As part of their visual literacy learning, learners are shown Widget pictures to reinforce the oral communication. These are, for example, a picture of a letter, and traffic light pictures for when the class crosses a road. My PowerPoint takes the Widget visuals a step further. My plan is for the PowerPoint to be used in conjunction with Widget.
Whereas the Widget pictures are drawn, I have used photographs of the real images the learners encounter. These are, for example, a busy road, the post office where the learners walk to, a stamp, yellow and red letter boxes, and black private letter boxes. In the instance where I could not find the best photograph on the net, I photographed the actual element myself - in this case, the post office - and added it to the PowerPoint. Slides are in the same order in which the learners move through each stage of the entire activity. Here, I am aiming at realism and accuracy because it is realism and accuracy these particular learners need to see to become more visually literate. For those who are more auditory learners, and to augment the realism, I would have sounds attached to the photographs, such as, car sounds for the traffic photograph, and the characteristic 'beep' for the green traphic light.
As well as learning to walk to and from and use the post office, the learners could use the PowerPoint for recount learning. They could use mine as a model, or not. I could make another in which the stages of the activity is out of order and the learners need to rearrange the order to the correct one.
Prensky, M. (2001). Digital natives, digital immigrants [Electronic Version]. In Prensky, M. (2001). On the horizon. (Vol. 9, No. 5). MCB University Press. Retrieved July, 2009, from Central Queensland University, FAHE11001-Managing E-Learning moodle website
http://moodle.cqu.edu.au/
Prensky, M. (2005). Engage me or enrage me. What today's learners demand [Electronic Version]. In Educause review. September/October, 2005. Retrieved July, 2009, from Central Queensland University, FAHE11001-Managing E-Learning moodle website
http://moodle.cqu.edu.au/
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Victoria, Australia: Oxford University Press.
These learners are in middle school, and are aged about 12. Going to the post office is a routine, 1 day a week activity. This activity reinforces road safety, also, as they walk a couple of blocks from the school to the post office and back to deliver and collect the school's mail.
These learners, although they are special needs learners with intellectual disabilities, are Digital Natives. They love the computer and so need to be 'engaged' with their learning through this ICT, or it is likely they will be 'enraged'. In this case, I use the PowerPoint to 'engage' them.
Before leaving the school, the class Learning Manager explains to his learners what they will be doing and how to act appropriately. As part of their visual literacy learning, learners are shown Widget pictures to reinforce the oral communication. These are, for example, a picture of a letter, and traffic light pictures for when the class crosses a road. My PowerPoint takes the Widget visuals a step further. My plan is for the PowerPoint to be used in conjunction with Widget.
Whereas the Widget pictures are drawn, I have used photographs of the real images the learners encounter. These are, for example, a busy road, the post office where the learners walk to, a stamp, yellow and red letter boxes, and black private letter boxes. In the instance where I could not find the best photograph on the net, I photographed the actual element myself - in this case, the post office - and added it to the PowerPoint. Slides are in the same order in which the learners move through each stage of the entire activity. Here, I am aiming at realism and accuracy because it is realism and accuracy these particular learners need to see to become more visually literate. For those who are more auditory learners, and to augment the realism, I would have sounds attached to the photographs, such as, car sounds for the traffic photograph, and the characteristic 'beep' for the green traphic light.
As well as learning to walk to and from and use the post office, the learners could use the PowerPoint for recount learning. They could use mine as a model, or not. I could make another in which the stages of the activity is out of order and the learners need to rearrange the order to the correct one.
Prensky, M. (2001). Digital natives, digital immigrants [Electronic Version]. In Prensky, M. (2001). On the horizon. (Vol. 9, No. 5). MCB University Press. Retrieved July, 2009, from Central Queensland University, FAHE11001-Managing E-Learning moodle website
http://moodle.cqu.edu.au/
Prensky, M. (2005). Engage me or enrage me. What today's learners demand [Electronic Version]. In Educause review. September/October, 2005. Retrieved July, 2009, from Central Queensland University, FAHE11001-Managing E-Learning moodle website
http://moodle.cqu.edu.au/
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Victoria, Australia: Oxford University Press.
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