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.
Tuesday, August 11, 2009
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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