www.diigo.com/
good site for sharing new technologies...
also...
www.ilearntechnology.com/
and...
www.howtoons.com/
and...
www.kineticcity.com/
maths...
www.ixl.com.com/
all curriculums....
www.curriculum21.com/
rubrics....
http://rubistar.4teachers.org/
Thursday, September 23, 2010
Thursday, September 9, 2010
role play on line
http://designing.flexiblelearning.net.au/gallery/activities/roleplay.htm
role play online...could be handy...
role play online...could be handy...
Tuesday, September 7, 2010
Glogger!
Glogster is a social network that allows users to create free interactive posters, or glogs. The glog, short for graphical blog, is an interactive multimedia image. It looks like a poster, but readers can interact with the content. Glogster was founded in 2007. Currently this social network has hundreds of thousands registered users. The majority of the Glogster community is teenagers.
Glogster provides an environment to design interactive posters. The user inserts text, images, photos, audio (MP3), videos, special effects and other elements into their glogs to generate a multimedia online creation. Glogster is based on flash elements. Posters can be shared with other people. Glogs can also be exported and saved to computer-compatible formats.
Each visitor can integrate dynamic multi-sensory resources into traditionally text-oriented tasks.
A part of Glogster, the Glogster EDU education project was launched to serve in the educational environment. Education Glogster allows teachers and pupils to use glogs as instructional aids. Users have the option of choosing the freedom of complete expression with Glogster or Glogster EDU with teacher controls.
What to do with Glogster?
Mix graphics, photos, videos, music and text into slick Glogs.
Glog yourself every day!
Amaze your friends - send others links to your Glogs.
Pimp your profile! - share your creations on Myspace, Facebook, Hi5, Friendster, Bebo or wherever you want...
Find new friends by their style.
Have fun browsing Glogs, comment on other people's Glogs and get inspiration.
http://www.glogster.com/
Glogster provides an environment to design interactive posters. The user inserts text, images, photos, audio (MP3), videos, special effects and other elements into their glogs to generate a multimedia online creation. Glogster is based on flash elements. Posters can be shared with other people. Glogs can also be exported and saved to computer-compatible formats.
Each visitor can integrate dynamic multi-sensory resources into traditionally text-oriented tasks.
A part of Glogster, the Glogster EDU education project was launched to serve in the educational environment. Education Glogster allows teachers and pupils to use glogs as instructional aids. Users have the option of choosing the freedom of complete expression with Glogster or Glogster EDU with teacher controls.
What to do with Glogster?
Mix graphics, photos, videos, music and text into slick Glogs.
Glog yourself every day!
Amaze your friends - send others links to your Glogs.
Pimp your profile! - share your creations on Myspace, Facebook, Hi5, Friendster, Bebo or wherever you want...
Find new friends by their style.
Have fun browsing Glogs, comment on other people's Glogs and get inspiration.
http://www.glogster.com/
Elluminate Live!
Elluminate Live! is a web conferencing program developed by Elluminate Inc. Elluminate "rents" out virtual rooms or vSpaces where virtual schools and businesses can hold classes and meetings.
Elluminate is primarily designed and used for educational purposes,but it is also used by training organizations and corporations as part of their curriculum and meetings.
A screenshot of the Elluminate Live program Elluminate Live! communication tools include integrated Voice over IP and teleconferencing, public and private chat, quizzing and polling, emoticons, and a webcam tool. The software includes several visual tools, including whiteboard, application sharing, file transfer, and web tour. The software also includes a record feature that allows the moderator to record the class for others to watch later as well as a graphing tool, breakout rooms for group work, and timer. The whiteboard supports the uploading of presentations for viewing on the whiteboard for class or meeting.
http://www.elluminate.com/
from wikipedia
Elluminate is primarily designed and used for educational purposes,but it is also used by training organizations and corporations as part of their curriculum and meetings.
A screenshot of the Elluminate Live program Elluminate Live! communication tools include integrated Voice over IP and teleconferencing, public and private chat, quizzing and polling, emoticons, and a webcam tool. The software includes several visual tools, including whiteboard, application sharing, file transfer, and web tour. The software also includes a record feature that allows the moderator to record the class for others to watch later as well as a graphing tool, breakout rooms for group work, and timer. The whiteboard supports the uploading of presentations for viewing on the whiteboard for class or meeting.
http://www.elluminate.com/
from wikipedia
Thursday, September 2, 2010
webquests
http://webquest.org/ and
http://questgarden.com/
http://www.teachertube.com/viewVideo.php?video_id=19223678title=Web_Quest__The_What__The_Why
webquests need:
introduction; (use a Voki...)
task;
process;
evaluation;
conclusion;
credits;
teacherpage.
a webquest about webqursts...
http://webquest.sdsu.edu/webquestwebquest-es.html
http://questgarden.com/
http://www.teachertube.com/viewVideo.php?video_id=19223678title=Web_Quest__The_What__The_Why
webquests need:
introduction; (use a Voki...)
task;
process;
evaluation;
conclusion;
credits;
teacherpage.
a webquest about webqursts...
http://webquest.sdsu.edu/webquestwebquest-es.html
Thursday, August 26, 2010
Reflective Synopsis
Upon conducting investigations into the concept of E-Learning, trialling a cross-section of its available tools and examining examples of the learning design frameworks employed to facilitate their implementation, links to more effective pedagogical practices became abundantly evident. The consideration consequently afforded these links led not only to the formation of a picture displaying the possibilities within the context of my current Embedded Professional Learning 1 (EPL1) placement, but also an awareness of a picture yet to be seen – a picture stretching beyond the limitations of imagination. By following the ‘user-friendly’, ‘small steps’ of instruction and gaining an awareness of the workings and applications of E-Learning tools, the inherent pedagogical advantages became increasingly obvious. Further to this, it became increasingly clear that their worth as tools of learning are exponentially increased when used to foster collaborative projects with fellow students. Thus, an understanding dawned as to the ability and power of ICTs to scaffold, enhance and transform learning and a personal ‘giant leap’ was taken along the road of lifelong learning.
It must be said that when considering the application of E-Learning concpts, tools and frameworks to an authentic setting, the Learning Manager (LM) is best served by first considering the 8 Learning Management Questions (LMQs). By ascertaining the learners’ prior knowledge and the knowledge they want to know, their preferred learning styles and the available resources, the LM can then embed within a Learning Management Plan (LMP) and its Learning Experience Plans (LEPs) the appropriate ICT tools and learning design frameworks.
Also, as ICT concepts and tools are available in various forms and are pitched at various learning levels, it is vital that tools appropriate to the levels and abilities of the learners are selected and adapted. Accordingly, the concepts, tools and learning design frameworks that feature below have been selected with my current EPL1 placement in mind, being the Year 5/6/7 composite class at Coningsby State School. The classroom environment varies between 'whole class' lessons and 'individual year' or ability level group work, with group membership generally ranging between 4 and 8 students. As a result, access to the 10 available classroom computers for each group is, at most times, available.
When considering the use of ICT tools in a learning setting, there are 4 learning purposes which must also be considered. These purposes are: accessing information; consolidating and refining information; transform information to develop new understandings; and presenting new knowledge to an audience.
A common catch cry over recent times has been... “Google it!” The ability to access information instantly is the era’s defining characteristic, so much so it has become known as ‘...the knowledge economy’ (Houghton & Sheehan, 2000). However, there is more to Google than merely matching whimsy to websites.
Even when the learners are confined to the classroom, a world of discovery can be available through Google Earth. The Google Earth website comes complete with tutorials, lesson plan examples and teacher ideas. With this tool, students can travel the planet, the country or even the school grounds - all with the click of a mouse. Learners can go on ‘safari’ and blog their findings. Google Earth is an invaluable tool, particularly in the context of SOSE or science. This facility was used by Coningsby’s Years 5/6/7 students to great effect in their discovery of Ireland.
World travel through ICTs can also be experienced by using ‘Skype’. Classrooms can interact with any other classroom anywhere in the world with similar facilities, interactive tele-conferencing can be used to scaffold, enhance and transform learning, guest speakers can be seen and heard sharing information specific to any KLA from anywhere in the world.
Another tool perfect for the gathering and gaining of information is the Podcast. Podcasts can be used by the LM or the learner in a variety of ways - to create audio away from the classroom setting for later presentation or to record guest speakers, important lessons or events. Also, students can be recorded in action – as were members of the Coningsby cohort as a means to analyse and critique public speaking and debating techniques. Other useful applications would include conducting informative interviews, the gathering of field trips information, the recording of audio plays and radio programmes. Further, rarely does the timing of informative television and radio programmes fit with the classroom timetable, so professionally released podcasts can allow the LM to access these programmes at more appropriate times.
The logical extension of the Podcast is digital video. Digital video adds the visual aspect lacking from the Podcast and extends the creative possibilities enormously - from filming presentations and events to movie making and news reporting. It is also ideal for documenting field trips and excursions.
On the net, YouTube provides an incomparable platform for sharing digital video. A near endless supply of digital video uploads can be accessed on virtually every topic imaginable . And for topics not yet accounted for, learners are afforded the opportunity to fill the void. YouTube provides a facility that exponentially enhances and transforms the possibilities of learning, both as a research tool and as a publishing tool.
The use of video also sparks the need to consolidate and refine information, which introduces the learners to a range of tools specifically designed to edit and enhance their footage into a presentation that is truly of their own making. The ‘Sony Vegas Movie Studio 8’ is a multi-tracked editing tool that is both user friendly and flexible, providing the facility to create a quality, highly personalised end product that can be easily uploaded to YouTube.
For still images, a tool of great potential is ‘Sliderocket’. Sliderocket is slideshow with a strong audio aspect and is another user friendly tool with great flexibility. It boasts a vast bank of features and upper primary students could use it to create stories, document events, record investigation results and make fun presentations across the range of KLAs.
In a recent activity, the Years 5/6/7 cohort were instructed to keep a digital journal to record the observations and results of a science investigation. Since experiencing the features and benefits of a working blog, it would appear to be an obviously better alternative. By encouraging the learners to post website addresses, hyperlinks, pertinent information, images, video and music on their blogs, and to consider and comment on the blogs of others, a community of learning is established and encouraged. According to Richardson, "More and more teachers and schools are starting to experiment as a way to communicate with students and parents." And that blogs are used to: "archive and publish student work, learn with far-flung collaborators and 'manage' the knowledge that members of the school community create" (Richardson, 2004).
To transform information for the development of new understandings, learners can be encouraged to use ‘Mind Maps’. Mind maps allow the learner to create a blue print for their set task, through following learning design frameworks or even brainstorming ideas. The 2 mind maps most useful to the Coningsby cohort are the ‘Bubbl.us’ and ‘Text2’, the former being the easier of the 2 to navigate and the latter offering more structure and clarity. Also, mind maps employed in this context create a record of the learner’s thinking at the start of a project and can be used as a reflection focus upon the task’s conclusion.
Another use of mind maps for learners is the mapping of the required learning design framework. Using a framework such as the Big 6 (Big 6 website, 2010), the learners have a set of instruction that can be referred to at any time when seeking clarity in the task at hand.
Where the Big 6 is high on detail and benefits greatly from the organisation of a mind map, the simply put Learning Engagement Theory (Kearsley & Shneiderman, 1998) proffers that for students to experience true and valuable learning, they must RELATE, CREATE and DONATE. Depending on the detail of the task at hand, either framework would be ideal for Years 5/6/7 at Coningsby. Once decided upon, mind maps could be further employed to aid the extrapolation of information from sources. By putting down the main points from a piece a research, the learners are more likely to development and transform the information gathered into new understandings and thereby encourages them to write their assignment in their own words, rather than copying directly from the source. This gaining of new understandings promotes within the learner higher order thinking through the development of critical thinking, analysis, evaluation and synthesis.
In regard to the tools researched and presented above, learners would be able to harness those tools' various functionalities to produce purpose built presentations of their newfound knowledges and understandings for a variety of specifically positioned audiences. Other formats of presentation would include the Wiki, especially suitable for group work and explored more fully in the ‘Wiki’ post beneath, and the Website, perhaps the most well recognised presentation tool of all and a format suited to individual programmes and a final group submission. By reusing the tools initially used by the LM to inspired the learning journey, the learner get to experience both sides of ICT, as they customise those same tools to present as they had been presented.
A feature of the ‘world wide web’ is its capacity to collect and make available vast numbers of accessible sites of dubious merit. This is also true of Elearning and its abundance of tools. LMs should remember that, as much as it’s true that just being on the net doesn’t make a site valid or valuable, the same can also be said of some Elearning tools. Cases in point include the presentation site ‘Prezi’ and the fun but distracting ‘Voki’. For further comments and critiques, please see the relevant posts below.
An advantageous aspect of the communal blogging throughout this course has been the sharing and collecting of a range of currently available, pedagogically transformational websites of sound and suitable design that already scaffold and enhance the learning experience for all. These also are included and hyperlinked in a post beneath.
With the ‘knowledge economy’ now an acknowledged global phenomenon, the need for educators to embrace Elearning and the best of its tools is vital. By employing the latest of technologies, LMs afford learners the opportunity to experience learning from a current, real life perspective and arm them with the necessary understanding and knowledge to maximise their potential as they continue their journeys of lifelong learning.
References:
50 ways to use a wiki, (2010), Retrieved on 30July, 2010 from: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Big 6 website, (2010(, Retrieved on 26 July, 2010 from: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Bubbl.us website, (2010), Retrieved on 25 July, 2010 from: http://bubbl.us/
Kearsley, G. & Schneiderman, B. (2010), Retrieved on 25 July, 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. & Myshra, P. (2010), Retrieved on26 July,2010 from: http://site.aace.org/pub/sigs/sig-Mishra-Koehler-TCR.pdf
Memletics website, (2010), Retrieved on 25 July, 2010 from: www.learning-styles-online.com/inventory/
Prezi website, (2010), Retrieved on 26 July, 2010 from: http://prezi.com/your/
Richardson, W. (2004), Blogging and RSS - The 'What is it' and 'How to' of Powerful new webtools for educators, Information Today, http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
Text2 mind map website, (2010), Retrieved on 25 July, 2010 from: www.text2mindmap.com/
Weebly website, (2010), Retrieved on 30 July, 2010 from: http://www.weebly.com/
What is Wiki website, (2010), Retrieved on 30 July, 2010 from: http://wiki.org/wiki.cgi?WhatisWiki
Useful Websites:
http://www.smartkiddies.com.au/parent/overview
http://www.scootle.com.au/
www.prometheanplanet.com/en/
www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html
www.moodle.cqu.edu.al/resources/view.php?id=91814
www.edna.edu.au/edna/go/schooled/school_theme_pages/objects
www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin
www.ideal-resources.com.au/resources.php?typeRes=mp&sec=mp3
http://www.sliderocket.com/
http://www.sonycreativesoftware.com/download/trials/moviestudiope
It must be said that when considering the application of E-Learning concpts, tools and frameworks to an authentic setting, the Learning Manager (LM) is best served by first considering the 8 Learning Management Questions (LMQs). By ascertaining the learners’ prior knowledge and the knowledge they want to know, their preferred learning styles and the available resources, the LM can then embed within a Learning Management Plan (LMP) and its Learning Experience Plans (LEPs) the appropriate ICT tools and learning design frameworks.
Also, as ICT concepts and tools are available in various forms and are pitched at various learning levels, it is vital that tools appropriate to the levels and abilities of the learners are selected and adapted. Accordingly, the concepts, tools and learning design frameworks that feature below have been selected with my current EPL1 placement in mind, being the Year 5/6/7 composite class at Coningsby State School. The classroom environment varies between 'whole class' lessons and 'individual year' or ability level group work, with group membership generally ranging between 4 and 8 students. As a result, access to the 10 available classroom computers for each group is, at most times, available.
When considering the use of ICT tools in a learning setting, there are 4 learning purposes which must also be considered. These purposes are: accessing information; consolidating and refining information; transform information to develop new understandings; and presenting new knowledge to an audience.
A common catch cry over recent times has been... “Google it!” The ability to access information instantly is the era’s defining characteristic, so much so it has become known as ‘...the knowledge economy’ (Houghton & Sheehan, 2000). However, there is more to Google than merely matching whimsy to websites.
Even when the learners are confined to the classroom, a world of discovery can be available through Google Earth. The Google Earth website comes complete with tutorials, lesson plan examples and teacher ideas. With this tool, students can travel the planet, the country or even the school grounds - all with the click of a mouse. Learners can go on ‘safari’ and blog their findings. Google Earth is an invaluable tool, particularly in the context of SOSE or science. This facility was used by Coningsby’s Years 5/6/7 students to great effect in their discovery of Ireland.
World travel through ICTs can also be experienced by using ‘Skype’. Classrooms can interact with any other classroom anywhere in the world with similar facilities, interactive tele-conferencing can be used to scaffold, enhance and transform learning, guest speakers can be seen and heard sharing information specific to any KLA from anywhere in the world.
Another tool perfect for the gathering and gaining of information is the Podcast. Podcasts can be used by the LM or the learner in a variety of ways - to create audio away from the classroom setting for later presentation or to record guest speakers, important lessons or events. Also, students can be recorded in action – as were members of the Coningsby cohort as a means to analyse and critique public speaking and debating techniques. Other useful applications would include conducting informative interviews, the gathering of field trips information, the recording of audio plays and radio programmes. Further, rarely does the timing of informative television and radio programmes fit with the classroom timetable, so professionally released podcasts can allow the LM to access these programmes at more appropriate times.
The logical extension of the Podcast is digital video. Digital video adds the visual aspect lacking from the Podcast and extends the creative possibilities enormously - from filming presentations and events to movie making and news reporting. It is also ideal for documenting field trips and excursions.
On the net, YouTube provides an incomparable platform for sharing digital video. A near endless supply of digital video uploads can be accessed on virtually every topic imaginable . And for topics not yet accounted for, learners are afforded the opportunity to fill the void. YouTube provides a facility that exponentially enhances and transforms the possibilities of learning, both as a research tool and as a publishing tool.
The use of video also sparks the need to consolidate and refine information, which introduces the learners to a range of tools specifically designed to edit and enhance their footage into a presentation that is truly of their own making. The ‘Sony Vegas Movie Studio 8’ is a multi-tracked editing tool that is both user friendly and flexible, providing the facility to create a quality, highly personalised end product that can be easily uploaded to YouTube.
For still images, a tool of great potential is ‘Sliderocket’. Sliderocket is slideshow with a strong audio aspect and is another user friendly tool with great flexibility. It boasts a vast bank of features and upper primary students could use it to create stories, document events, record investigation results and make fun presentations across the range of KLAs.
In a recent activity, the Years 5/6/7 cohort were instructed to keep a digital journal to record the observations and results of a science investigation. Since experiencing the features and benefits of a working blog, it would appear to be an obviously better alternative. By encouraging the learners to post website addresses, hyperlinks, pertinent information, images, video and music on their blogs, and to consider and comment on the blogs of others, a community of learning is established and encouraged. According to Richardson, "More and more teachers and schools are starting to experiment as a way to communicate with students and parents." And that blogs are used to: "archive and publish student work, learn with far-flung collaborators and 'manage' the knowledge that members of the school community create" (Richardson, 2004).
To transform information for the development of new understandings, learners can be encouraged to use ‘Mind Maps’. Mind maps allow the learner to create a blue print for their set task, through following learning design frameworks or even brainstorming ideas. The 2 mind maps most useful to the Coningsby cohort are the ‘Bubbl.us’ and ‘Text2’, the former being the easier of the 2 to navigate and the latter offering more structure and clarity. Also, mind maps employed in this context create a record of the learner’s thinking at the start of a project and can be used as a reflection focus upon the task’s conclusion.
Another use of mind maps for learners is the mapping of the required learning design framework. Using a framework such as the Big 6 (Big 6 website, 2010), the learners have a set of instruction that can be referred to at any time when seeking clarity in the task at hand.
Where the Big 6 is high on detail and benefits greatly from the organisation of a mind map, the simply put Learning Engagement Theory (Kearsley & Shneiderman, 1998) proffers that for students to experience true and valuable learning, they must RELATE, CREATE and DONATE. Depending on the detail of the task at hand, either framework would be ideal for Years 5/6/7 at Coningsby. Once decided upon, mind maps could be further employed to aid the extrapolation of information from sources. By putting down the main points from a piece a research, the learners are more likely to development and transform the information gathered into new understandings and thereby encourages them to write their assignment in their own words, rather than copying directly from the source. This gaining of new understandings promotes within the learner higher order thinking through the development of critical thinking, analysis, evaluation and synthesis.
In regard to the tools researched and presented above, learners would be able to harness those tools' various functionalities to produce purpose built presentations of their newfound knowledges and understandings for a variety of specifically positioned audiences. Other formats of presentation would include the Wiki, especially suitable for group work and explored more fully in the ‘Wiki’ post beneath, and the Website, perhaps the most well recognised presentation tool of all and a format suited to individual programmes and a final group submission. By reusing the tools initially used by the LM to inspired the learning journey, the learner get to experience both sides of ICT, as they customise those same tools to present as they had been presented.
A feature of the ‘world wide web’ is its capacity to collect and make available vast numbers of accessible sites of dubious merit. This is also true of Elearning and its abundance of tools. LMs should remember that, as much as it’s true that just being on the net doesn’t make a site valid or valuable, the same can also be said of some Elearning tools. Cases in point include the presentation site ‘Prezi’ and the fun but distracting ‘Voki’. For further comments and critiques, please see the relevant posts below.
An advantageous aspect of the communal blogging throughout this course has been the sharing and collecting of a range of currently available, pedagogically transformational websites of sound and suitable design that already scaffold and enhance the learning experience for all. These also are included and hyperlinked in a post beneath.
With the ‘knowledge economy’ now an acknowledged global phenomenon, the need for educators to embrace Elearning and the best of its tools is vital. By employing the latest of technologies, LMs afford learners the opportunity to experience learning from a current, real life perspective and arm them with the necessary understanding and knowledge to maximise their potential as they continue their journeys of lifelong learning.
References:
50 ways to use a wiki, (2010), Retrieved on 30July, 2010 from: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Big 6 website, (2010(, Retrieved on 26 July, 2010 from: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Bubbl.us website, (2010), Retrieved on 25 July, 2010 from: http://bubbl.us/
Kearsley, G. & Schneiderman, B. (2010), Retrieved on 25 July, 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. & Myshra, P. (2010), Retrieved on26 July,2010 from: http://site.aace.org/pub/sigs/sig-Mishra-Koehler-TCR.pdf
Memletics website, (2010), Retrieved on 25 July, 2010 from: www.learning-styles-online.com/inventory/
Prezi website, (2010), Retrieved on 26 July, 2010 from: http://prezi.com/your/
Richardson, W. (2004), Blogging and RSS - The 'What is it' and 'How to' of Powerful new webtools for educators, Information Today, http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
Text2 mind map website, (2010), Retrieved on 25 July, 2010 from: www.text2mindmap.com/
Weebly website, (2010), Retrieved on 30 July, 2010 from: http://www.weebly.com/
What is Wiki website, (2010), Retrieved on 30 July, 2010 from: http://wiki.org/wiki.cgi?WhatisWiki
Useful Websites:
http://www.smartkiddies.com.au/parent/overview
http://www.scootle.com.au/
www.prometheanplanet.com/en/
www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html
www.moodle.cqu.edu.al/resources/view.php?id=91814
www.edna.edu.au/edna/go/schooled/school_theme_pages/objects
www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin
www.ideal-resources.com.au/resources.php?typeRes=mp&sec=mp3
http://www.sliderocket.com/
http://www.sonycreativesoftware.com/download/trials/moviestudiope
Appendix of comments posted...
Comments 1:
Prezi
I believe using the application of a prezi in a classroom environment would be an engaging prospect for my students. As a prezi is a different form of interactive teaching applications out there like the PowerPoint. I believe the prezi has the ability to engage students as you can use it to identify key words or points within a subject plus with a small synopsis of that key point or word below at the click of a button to evaluate on the subject. Prezis i believe have the potential to come into classrooms as students are looking for new ways of engaging follow students in topics and for getting their points across in presentations and assignments to facilitate their learning. For the new age teacher prezis are the new interactive teaching application and one what can be used for different purposes across different subjects to engage their students.
Posted by Davo007 at 4:04 AM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 2 comments:
Starleigh said...
Nicely put Dave, I agree with everything you said. Prezi's really are to me the new powerpoint they seem so exciting to me, imagine what they could do in a classroom!
August 25, 2010 10:05 PM
paul said...
The Prezi may have its place in some contexts, but for me the preferred tool in this genre is the powerpoint. With the Prezi, my fear is that its constant zooming aspect could be more distracting than engaging. If it were used to present a discussion on roller coasters and other such theme park rides I would agree. But, for the purposes of mainstream classroom presentations - by both LMs and learners - the all purpose Powerpoint would remain my choice over the Prezi.
August 26, 2010 4:44 AM
Comment 2:
Google Earth
The online phenomenon of Google Earth entertained people all over the world with images of their houses, work places, people on the street, landmarks, tourist destinations, the possiblities are limitless. According to Wikipedia (2010), Google Earth was originally created in 2004 as EarthViewer 3D and released as Google Earth in 2005.
With use of satelite imagery and photography, images from all over the planet from the Eiffel Tower, Paris to camels and their caretakers having a water break in Nigeria are available to be viewed by any person with access to the Wide World Web. Why spend money on expensive holidays when, with a click of the mouse you can visit the Victoria Falls or Mt Everest?
As with the entertainment value, the educational possibilities of Google Earth are endless. Researching African elephants? See real life pictures of a herd of elephants on the move.
Incorporating Google Earth into the classroom would also be valuable in engaging students in learning experiences. Have the students participate in a capital city scavenger hunt or use the ruler scale to find how far landmarks, such as the local hospital are from their school to find how long it would take to get there using different modes of transport.
Posted by Sara at 4:05 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 3 comments:
paul said...
Now those are some great ideas...
Google Earth does offer great potential.
Other ideas? Interview relatives and do a family tree of former addresses. Go on holidays on Google Earth and create a blog of things you do and places you go. Too much fun...
August 25, 2010 6:10 AM
Sara said...
I previously thought that Google Earth was simply an entertaining, comical tool to look at our homes and peek over people's fences. Through exploring its' many functions however, I have developed a greater understanding of the educational benefits of implementing it into the classroom. It may also be an ideal way in which to discuss the lack of security that the Internet offers. Although number plates and people's faces are blurred, that any person can take photos of things that can be seen from the public domain, such as on the street and publish the images on the Internet is phenominal.
August 26, 2010 1:27 AM
Comment 3:
Accessing Voki and exploring its' features, I was highly amused at being able to create and edit 'My Voki' with a few clicks of the mouse. Straight away, the possibility of using Voki as a way to engage students or as a 'hook' at the beginning of a unit of work or learning experience became obvious. The use of Voki by students may also be a possibility as an interactive literacy task as students are able to hear what they write.
Posted by Sara at 8:46 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 1 comments:
paul said...
There is no doubt the 'voki' has the potential to engage the students. I believe, however , its usefulness would diminsh as the learners' ages and level increased. Whilst it does have the facility to incorporate aspects of sound pedagogy, its real value is in its ability to (hopefully)'hook' the learner and then have their learning enhanced by a 'meatier', less gimmicky tool.
August 26, 2010 4:25 AM
Comment 4:
Weebly
I'm not going to lie, when I found out I had to do a weebly my first inital thought was that sounds complicated and a lot of work! I should know by now from doing this course that it would the total opposite. It is such an easy tool to use and didn't take long at all for me to complete. You can access my weebly on http://freyajaysweebly.com
A main reason I would want to incroporate weebly into my classroom is that it would have students engaged. Students would definately find this fun and it is not too complicated for them. At the same time students would be able to develop their ICT skills which is imperative for todays soceity.
Posted by freya at 7:00 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 1 comments:
paul said...
I felt the same, looking at the weebly for the first time, but it is a valuable and a user friendly tool - great blog and positively stated.
August 21, 2010 9:44 PM
Comment 5:
Blogs
By going to Google Blogger it is a quick and easy way to start your own blog. If I can do it so can you. You may be asking yourself ‘why would I would to start my own blog’. Well, because it is a great way to express your self, to share with others your intersts and passion with others. To get your thoughts out because you have something important to share with the world that needs to be heard. That’s my reason why everyone should have a blog.
The main use for a blog is for the writer to journal their thoughts ideas and passions through text, video, art, pictures, audio and the readers or views can comment on each entry. The diagram below gives a general overview of how a blog works.
(Wittner, What are Blogs and How Does it Work?, 2006)
What I have learnt about ‘blogs’ also none as ‘weblog’ is that they are a Web 2.0 not a Web 1.0. A Web 1.0 is a website that we can only read or view. The content does not change for different viewers, nor can they add content themselves (Fasso, 2010). The only person that can change the content is the webmaster. Web 2.0 is owned by the people for the people. It is none as the ‘read-write’ web. Viewers can edit, download, upload and publish therefore creating user-generated content.
When it comes to using blogs in a classroom situation there are endless possibilities. Teachers need to be reminded that with new tools come risks and responsibilities. When using blogs in the classroom teachers must consistently keep an eye on student activity and on the content that is being added to their blogs. There are many positive for using blogs in class. They can be used to build a number of different areas in the studnets’ learning.
For example:
- for knowledge construction
- for reflective learning
- to enhance writing skills
- group work
(Wittner, Blogs as Teaching/Learning Space, 2006)
Some reasons why blogs should be used in classrooms were suggested on the Blogger site. They include:
For Teacher:
- Posting resources, lessons, and homework.
- Keeping parents up-to-date on class happenings.
- Reflecting on their own teaching practices and share their ideas with other educators.
For Students:
- Sharing schoolwork with their peers, parents, and others.
- Collaborating on projects and get feedback from others.
- Keeping a reflective journal throughout the school year.
(Blogger in the classroom, 2010)
References:
Blogger in the classroom. (2010). Retrieved August 20, 2010, from Blogger: http://www.infinitethinkingmachine.org/stuff/Blogger.pdf
Fasso, W. (2010, May 30). Practical Activity: Week 1 - Blogs and Concept Maps. Retrieved July 15, 2010, from CQUniversity Australia Managing E-Learning: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043
Wittner, R. (2006, August). Blogs as Teaching/Learning Space. Retrieved August 15, 2010, from Weblogs: http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/blogs_as_teachinglearning_space.html
Wittner, R. (2006, August). What are Blogs and How Does it Work? Retrieved August 15, 2010, from Weblog: http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/basics.html
Posted by Selina at 9:12 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz
Labels: Blog, Blogs 1 comments:
paul said...
What an incredible learning curve for you, Selina. In one post you profess to know little about blogs and in the next you provide a comprehensive insight into their uses and potential. Well done and thank you for your contribution.
Comment 6:
Prezi
A prezi is a very interactive and uses a very flashy graphics user interface. I don't know if "Prezi" is the official name to this type of digital tool. As much I can see a prezi is a very flashy power point with little words and lots of different pictures. When a prezi's start you see all the information in one big page and when you go to the "next slide" it zooms in to a point on a page that shows your first bit of information. Depending on how you set up your prezi, it may just move the camera to the next information or it may zoom out then zoom back in to the next bit of information. A prezi is just a very flashy power point and has the same strengths of weakness when it comes to learning. The only other weakness it has is it may take more time to set up then a power point, plus the only strength that I can see is that with younger students they'll love the flashiness of the prezi.
Posted by Mick at 6:02 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 2 comments:
paul said...
Agreed. Very flashy indeed. My feeling is the 'Prezi' creates a distraction and the learners will be more engaged with its roller coaster style of presentation rather than the content of its text.
August 25, 2010 6:02 AM
Mick said...
From my point of view 'Prezi's' would only be useful in an art context, but then if you take a look at how I learn which reflects the way I perceive the world, I'm very logical and I don't see any advantage to having flashy distractions when learning.
Prezi
I believe using the application of a prezi in a classroom environment would be an engaging prospect for my students. As a prezi is a different form of interactive teaching applications out there like the PowerPoint. I believe the prezi has the ability to engage students as you can use it to identify key words or points within a subject plus with a small synopsis of that key point or word below at the click of a button to evaluate on the subject. Prezis i believe have the potential to come into classrooms as students are looking for new ways of engaging follow students in topics and for getting their points across in presentations and assignments to facilitate their learning. For the new age teacher prezis are the new interactive teaching application and one what can be used for different purposes across different subjects to engage their students.
Posted by Davo007 at 4:04 AM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 2 comments:
Starleigh said...
Nicely put Dave, I agree with everything you said. Prezi's really are to me the new powerpoint they seem so exciting to me, imagine what they could do in a classroom!
August 25, 2010 10:05 PM
paul said...
The Prezi may have its place in some contexts, but for me the preferred tool in this genre is the powerpoint. With the Prezi, my fear is that its constant zooming aspect could be more distracting than engaging. If it were used to present a discussion on roller coasters and other such theme park rides I would agree. But, for the purposes of mainstream classroom presentations - by both LMs and learners - the all purpose Powerpoint would remain my choice over the Prezi.
August 26, 2010 4:44 AM
Comment 2:
Google Earth
The online phenomenon of Google Earth entertained people all over the world with images of their houses, work places, people on the street, landmarks, tourist destinations, the possiblities are limitless. According to Wikipedia (2010), Google Earth was originally created in 2004 as EarthViewer 3D and released as Google Earth in 2005.
With use of satelite imagery and photography, images from all over the planet from the Eiffel Tower, Paris to camels and their caretakers having a water break in Nigeria are available to be viewed by any person with access to the Wide World Web. Why spend money on expensive holidays when, with a click of the mouse you can visit the Victoria Falls or Mt Everest?
As with the entertainment value, the educational possibilities of Google Earth are endless. Researching African elephants? See real life pictures of a herd of elephants on the move.
Incorporating Google Earth into the classroom would also be valuable in engaging students in learning experiences. Have the students participate in a capital city scavenger hunt or use the ruler scale to find how far landmarks, such as the local hospital are from their school to find how long it would take to get there using different modes of transport.
Posted by Sara at 4:05 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 3 comments:
paul said...
Now those are some great ideas...
Google Earth does offer great potential.
Other ideas? Interview relatives and do a family tree of former addresses. Go on holidays on Google Earth and create a blog of things you do and places you go. Too much fun...
August 25, 2010 6:10 AM
Sara said...
I previously thought that Google Earth was simply an entertaining, comical tool to look at our homes and peek over people's fences. Through exploring its' many functions however, I have developed a greater understanding of the educational benefits of implementing it into the classroom. It may also be an ideal way in which to discuss the lack of security that the Internet offers. Although number plates and people's faces are blurred, that any person can take photos of things that can be seen from the public domain, such as on the street and publish the images on the Internet is phenominal.
August 26, 2010 1:27 AM
Comment 3:
Accessing Voki and exploring its' features, I was highly amused at being able to create and edit 'My Voki' with a few clicks of the mouse. Straight away, the possibility of using Voki as a way to engage students or as a 'hook' at the beginning of a unit of work or learning experience became obvious. The use of Voki by students may also be a possibility as an interactive literacy task as students are able to hear what they write.
Posted by Sara at 8:46 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 1 comments:
paul said...
There is no doubt the 'voki' has the potential to engage the students. I believe, however , its usefulness would diminsh as the learners' ages and level increased. Whilst it does have the facility to incorporate aspects of sound pedagogy, its real value is in its ability to (hopefully)'hook' the learner and then have their learning enhanced by a 'meatier', less gimmicky tool.
August 26, 2010 4:25 AM
Comment 4:
Weebly
I'm not going to lie, when I found out I had to do a weebly my first inital thought was that sounds complicated and a lot of work! I should know by now from doing this course that it would the total opposite. It is such an easy tool to use and didn't take long at all for me to complete. You can access my weebly on http://freyajaysweebly.com
A main reason I would want to incroporate weebly into my classroom is that it would have students engaged. Students would definately find this fun and it is not too complicated for them. At the same time students would be able to develop their ICT skills which is imperative for todays soceity.
Posted by freya at 7:00 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 1 comments:
paul said...
I felt the same, looking at the weebly for the first time, but it is a valuable and a user friendly tool - great blog and positively stated.
August 21, 2010 9:44 PM
Comment 5:
Blogs
By going to Google Blogger it is a quick and easy way to start your own blog. If I can do it so can you. You may be asking yourself ‘why would I would to start my own blog’. Well, because it is a great way to express your self, to share with others your intersts and passion with others. To get your thoughts out because you have something important to share with the world that needs to be heard. That’s my reason why everyone should have a blog.
The main use for a blog is for the writer to journal their thoughts ideas and passions through text, video, art, pictures, audio and the readers or views can comment on each entry. The diagram below gives a general overview of how a blog works.
(Wittner, What are Blogs and How Does it Work?, 2006)
What I have learnt about ‘blogs’ also none as ‘weblog’ is that they are a Web 2.0 not a Web 1.0. A Web 1.0 is a website that we can only read or view. The content does not change for different viewers, nor can they add content themselves (Fasso, 2010). The only person that can change the content is the webmaster. Web 2.0 is owned by the people for the people. It is none as the ‘read-write’ web. Viewers can edit, download, upload and publish therefore creating user-generated content.
When it comes to using blogs in a classroom situation there are endless possibilities. Teachers need to be reminded that with new tools come risks and responsibilities. When using blogs in the classroom teachers must consistently keep an eye on student activity and on the content that is being added to their blogs. There are many positive for using blogs in class. They can be used to build a number of different areas in the studnets’ learning.
For example:
- for knowledge construction
- for reflective learning
- to enhance writing skills
- group work
(Wittner, Blogs as Teaching/Learning Space, 2006)
Some reasons why blogs should be used in classrooms were suggested on the Blogger site. They include:
For Teacher:
- Posting resources, lessons, and homework.
- Keeping parents up-to-date on class happenings.
- Reflecting on their own teaching practices and share their ideas with other educators.
For Students:
- Sharing schoolwork with their peers, parents, and others.
- Collaborating on projects and get feedback from others.
- Keeping a reflective journal throughout the school year.
(Blogger in the classroom, 2010)
References:
Blogger in the classroom. (2010). Retrieved August 20, 2010, from Blogger: http://www.infinitethinkingmachine.org/stuff/Blogger.pdf
Fasso, W. (2010, May 30). Practical Activity: Week 1 - Blogs and Concept Maps. Retrieved July 15, 2010, from CQUniversity Australia Managing E-Learning: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043
Wittner, R. (2006, August). Blogs as Teaching/Learning Space. Retrieved August 15, 2010, from Weblogs: http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/blogs_as_teachinglearning_space.html
Wittner, R. (2006, August). What are Blogs and How Does it Work? Retrieved August 15, 2010, from Weblog: http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/basics.html
Posted by Selina at 9:12 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz
Labels: Blog, Blogs 1 comments:
paul said...
What an incredible learning curve for you, Selina. In one post you profess to know little about blogs and in the next you provide a comprehensive insight into their uses and potential. Well done and thank you for your contribution.
Comment 6:
Prezi
A prezi is a very interactive and uses a very flashy graphics user interface. I don't know if "Prezi" is the official name to this type of digital tool. As much I can see a prezi is a very flashy power point with little words and lots of different pictures. When a prezi's start you see all the information in one big page and when you go to the "next slide" it zooms in to a point on a page that shows your first bit of information. Depending on how you set up your prezi, it may just move the camera to the next information or it may zoom out then zoom back in to the next bit of information. A prezi is just a very flashy power point and has the same strengths of weakness when it comes to learning. The only other weakness it has is it may take more time to set up then a power point, plus the only strength that I can see is that with younger students they'll love the flashiness of the prezi.
Posted by Mick at 6:02 PM Email This BlogThis! Share to Twitter Share to Facebook Share to Google Buzz 2 comments:
paul said...
Agreed. Very flashy indeed. My feeling is the 'Prezi' creates a distraction and the learners will be more engaged with its roller coaster style of presentation rather than the content of its text.
August 25, 2010 6:02 AM
Mick said...
From my point of view 'Prezi's' would only be useful in an art context, but then if you take a look at how I learn which reflects the way I perceive the world, I'm very logical and I don't see any advantage to having flashy distractions when learning.
Tuesday, August 24, 2010
voki...
The voki, available at http://www.voki.com/ , is a great audio tool. It is an interactive animation that can be cued to say whatever its creator desires.
Also, you can design your character from a range of faces, clothes, background and much more to be visually suitable.
The voki can adopt the user's own voice by downloading specific audio or it can draw from a bank of a range of accents, with the dialogue typed in.
It is a valuable tool which can be used to scaffold learners otherwise challenged by the written text.
It could be used for student based learning tasks, issuing instrucions, reading maths problems, reading stories and a multitude of other ways to engage students.
Also, you can design your character from a range of faces, clothes, background and much more to be visually suitable.
The voki can adopt the user's own voice by downloading specific audio or it can draw from a bank of a range of accents, with the dialogue typed in.
It is a valuable tool which can be used to scaffold learners otherwise challenged by the written text.
It could be used for student based learning tasks, issuing instrucions, reading maths problems, reading stories and a multitude of other ways to engage students.
Sunday, August 22, 2010
Sony Vegas Movie Studio 8.0
Attached is a link to a short movie I made using a programme called the Sony Vegas Movie Studio 8.0. It's a user friendly and easy to edit programme that allows for much creativity.
http://www.youtube.com/watch?v=jTq1Rg9WlZk
http://www.youtube.com/watch?v=jTq1Rg9WlZk
Saturday, August 21, 2010
sliderocket
Sliderocket is a fun tool that can be used to crate slide shows with music. It is user friendly and can be used as 'hook' to increase learner engagement. It has stacks of fun features - slides and text wizzing in at varying speeds from any direction, added tints, colours, sparkles and effects to pictures. It's fun to use a gives great results.
http://www.sliderocket.com/
I have used this tool before, and beneath is an example of what can be done.
http://app.sliderocket.com/app/FullPlayer.aspx?id=FAABFE06-A872-9B6A-EB82-A59300AA13F6
http://www.sliderocket.com/
I have used this tool before, and beneath is an example of what can be done.
http://app.sliderocket.com/app/FullPlayer.aspx?id=FAABFE06-A872-9B6A-EB82-A59300AA13F6
Thursday, August 19, 2010
smartkiddies...smartkiddies...
Smart kiddies is great programme in use at my EPL placement... have a look...
http://www.smartkiddies.com.au/parent/overview
Smartkiddies is a site that instantly engages the learners. It is in worldwide use and members can compete, learn and interact. Learners can design and create their own identity - much like the 'voki' - and have the opportunity to participate in a range of KLAs in interactive, problem based and user friendly activities.
and some other good sites....
http://www.scootle.com.au/
www.prometheanplanet.com/en/
www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html
www.moodle.cqu.edu.al/resources/view.php?id=91814
www.edna.edu.au/edna/go/schooled/school_theme_pages/objects
www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin
www.ideal-resources.com.au/resources.php?typeRes=mp&sec=mp3
http://www.smartkiddies.com.au/parent/overview
Smartkiddies is a site that instantly engages the learners. It is in worldwide use and members can compete, learn and interact. Learners can design and create their own identity - much like the 'voki' - and have the opportunity to participate in a range of KLAs in interactive, problem based and user friendly activities.
and some other good sites....
http://www.scootle.com.au/
www.prometheanplanet.com/en/
www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html
www.moodle.cqu.edu.al/resources/view.php?id=91814
www.edna.edu.au/edna/go/schooled/school_theme_pages/objects
www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin
www.ideal-resources.com.au/resources.php?typeRes=mp&sec=mp3
Thursday, August 5, 2010
Thursday, July 29, 2010
DT5 - Powerpoint Presentations...
Powerpoint presentations set up: http://www.actden.com/pp/
Powerpoint is a commonly used and effective tool. It can be used by LMs to offer students a precursor into the main areas of the topic before it is discussed, it can then be used by the LM as a presentation to showcase the highlighted points with the intension of adding elaborations, discussions and reflections as appropriate and then it is there as reminder for students as to the main points for future reference. It is currently being superseded by other more up-to-date, interactive and stimulating ICT tools but, like the pen and paper, still have a supporting role to play in learning.
Powerpoint is a commonly used and effective tool. It can be used by LMs to offer students a precursor into the main areas of the topic before it is discussed, it can then be used by the LM as a presentation to showcase the highlighted points with the intension of adding elaborations, discussions and reflections as appropriate and then it is there as reminder for students as to the main points for future reference. It is currently being superseded by other more up-to-date, interactive and stimulating ICT tools but, like the pen and paper, still have a supporting role to play in learning.
DT4 - Websites....WEEBLY....
Setting up a website...
Through using the Weebly website (Weebly, 2010), I am now starting to create a website: http://www.weebly.com/weebly/main.php
Weebly is an easy to use tool designed to allow learners a user friendly access to website creation.
Through using the Weebly website (Weebly, 2010), I am now starting to create a website: http://www.weebly.com/weebly/main.php
Weebly is an easy to use tool designed to allow learners a user friendly access to website creation.
DT3 - Wikis...
'Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser.' (What is Wiki, 2010). The Wiki concept is built on 'open editing' and allows all users to create, organise, reorganise, make contributions to, edit and change any page within a Wiki Website.
The advantage to 'Wiki' include the user's capacity to participate in the content of a web page, encouraging '...democratic use of the Web and (it ) promotes content composition by non-tectonical users.' (What is Wiki, 2010).
The disadvantage to Wiki is that, with its capacity to be changed at any time by any user, its information can be unreliable.
A good explanation of the Wiki can be found on: http://www.youtube.com/watch?v=-dnLOOTdmLY
The Wiki I am using to explore Wikis is: http://mackayelearninggroup.wikispaces.com/
Also, '50 ways to use a Wiki' is a helpful Website.
The advantage to 'Wiki' include the user's capacity to participate in the content of a web page, encouraging '...democratic use of the Web and (it ) promotes content composition by non-tectonical users.' (What is Wiki, 2010).
The disadvantage to Wiki is that, with its capacity to be changed at any time by any user, its information can be unreliable.
A good explanation of the Wiki can be found on: http://www.youtube.com/watch?v=-dnLOOTdmLY
The Wiki I am using to explore Wikis is: http://mackayelearninggroup.wikispaces.com/
Also, '50 ways to use a Wiki' is a helpful Website.
Sunday, July 25, 2010
Framework and tool sum up and justification.
Having looked at the various tools and frameworks, my preferred framework is the Kearley and Schneiderman Learning Engagement Theory Framework which simply encourages learning through linking the concepts of RELATE, CREATE and DONATE.
Because this framework is simply stated, it allows for a very simple mind map.
By using this basic framework, it allows learners to focus more on the problem at hand and less on the unnecessary aspects of process.
Because this framework is simply stated, it allows for a very simple mind map.
By using this basic framework, it allows learners to focus more on the problem at hand and less on the unnecessary aspects of process.
The image above is a Text2 mind map of this frame work.
Learning engagement theory
The Learning engagement theory espoused by Kearsley and Shneiderman (1998) is built on the premise that for students to be engaged with their learning, they must RELATE, CREATE and DONATE. By relate, they mean the students must relate to and authentic, real world problem or task that needs to be solved. Create means they create a solution to the problem and donate means the solution can be used in a real world setting to solve the problem.
In their article 'Engagement Theory: A framework for technology-based teaching and learning', they expand the RELATE component to include collaboration by learners with other learners as integral.
This framework is simply stated and plots a clear way forward for learners, providing motivation through the application of real world situations.
In their article 'Engagement Theory: A framework for technology-based teaching and learning', they expand the RELATE component to include collaboration by learners with other learners as integral.
This framework is simply stated and plots a clear way forward for learners, providing motivation through the application of real world situations.
DT6 - Prezi...
Prezi ( http://prezi.com/your/ )is an ICT presentation tool, an example of which can be seen on moodle presenting the Tpack frame work. It is a tool that allows for the inclusion of much detail, in both words and images, and an ability to link concepts.
The presentation of the tool is hard on the eyes as it zooms in and out of each concept. It is a presentation form that may suit some learners, perhaps with oral presentations.
The presentation of the tool is hard on the eyes as it zooms in and out of each concept. It is a presentation form that may suit some learners, perhaps with oral presentations.
Tpack
Tpack, or technological pedagogical and content knowledge, is a framework that articulates through images an acknowledgement of content being supported by pedagogy and technology in its delivery to the learner. This frame work refers specifically to the use of ICTs in learning, considering it as an equal partner in the exercise. It encourages the selection of the most appropriate and relevant forms of ICT to support the pedagogical aspects and content of a specific learning area to maximise learning opportunities for the learner.
Tpack present as a framework that is not so much a framework but an exercise in stating the obvious.
Tpack present as a framework that is not so much a framework but an exercise in stating the obvious.
Saturday, July 24, 2010
Big 6 Mind Map
The image on this page is a Text2 mind map of the Big 6.
The Big 6 was developed by Mike Eisenberg and Bob Berkowitz and is the most widely used framework, employed from K-12 in school throughout the world.
It is a detailed framework that works through 6 stages containing 2 substages.
By following this framework, students are encouraged to 'work smarter not faster' (Big 6 website, 2010).
According to the authors, studies conducted have concluded that, consciously or otherwise, people of all ages solve problems and make decisions by following each stage and substage of the Big 6 framework.
By spelling out the process, learners and learning managers have a format to which they can refer when seeking clarification.
The Big 6 can be used as a check list to plot the course of action for a problem solving task.
Memletic Learning Styles Graph
The image on this page is a Memletic Learning Styles Graph displaying the results of my online survey. These results fall into line with my prediction of my preferred learning styles, being based largely verbal, aural and solitary sectors. Although the memletics test is considered to be a general guide to finding one's preferred learning styles, it appears to be accurate in this instance.
Thursday, July 22, 2010
DT2 - Text2 Mind Map
The image on this page is an example of the Text2 mind map. Personally, I like this tool but I can see it may be harder to navigate for younger learners. It is neater and more ordered in presentation than the bubbl.us mind map, but the adding and linking of new concepts is definitely more fiddly and less user friendly.
DT2 - Bubbl.us Mind Map
The image on this page is an example of a mind map created on the bubbl.us website. This appears to be a useful tool and one that can be easily accessed by learners. By clicking on the bubble, a concept can be added and a new concept linked. For younger learners, this would be a better option than the Text 2 mind map.Mind maps help learners to organise their information when researching. By putting down the main points from a piece a research, the learner is more likely to write their assignment in their own words, rather than copying directly from the source.
References
50 ways to use a wiki, (2010), Retrieved on 30July, 2010 from: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
Big 6 website, (2010(, Retrieved on 26 July, 2010 from: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Bubbl.us website, (2010), Retrieved on 25 July, 2010 from: http://bubbl.us/
Kearsley, G. & Schneiderman, B. (2010), Retrieved on 25 July, 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. & Myshra, P. (2010), Retrieved on26 July,2010 from: http://site.aace.org/pub/sigs/sig-Mishra-Koehler-TCR.pdf
Memletics website, (2010), Retrieved on 25 July, 2010 from: www.learning-styles-online.com/inventory/
Prezi website, (2010), Retrieved on 26 July, 2010 from: http://prezi.com/your/
Richardson, W. (2004), Blogging and RSS - The 'What is it' and 'How to' of Powerful new webtools for educators, Information Today, http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
Text2 mind map website, (2010), Retrieved on 25 July, 2010 from: www.text2mindmap.com/
Weebly website, (2010), Retrieved on 30 July, 2010 from: http://www.weebly.com/
What is Wiki website, (2010), Retrieved on 30 July, 2010 from: http://wiki.org/wiki.cgi?WhatisWiki
Big 6 website, (2010(, Retrieved on 26 July, 2010 from: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Bubbl.us website, (2010), Retrieved on 25 July, 2010 from: http://bubbl.us/
Kearsley, G. & Schneiderman, B. (2010), Retrieved on 25 July, 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Koehler, M. & Myshra, P. (2010), Retrieved on26 July,2010 from: http://site.aace.org/pub/sigs/sig-Mishra-Koehler-TCR.pdf
Memletics website, (2010), Retrieved on 25 July, 2010 from: www.learning-styles-online.com/inventory/
Prezi website, (2010), Retrieved on 26 July, 2010 from: http://prezi.com/your/
Richardson, W. (2004), Blogging and RSS - The 'What is it' and 'How to' of Powerful new webtools for educators, Information Today, http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
Text2 mind map website, (2010), Retrieved on 25 July, 2010 from: www.text2mindmap.com/
Weebly website, (2010), Retrieved on 30 July, 2010 from: http://www.weebly.com/
What is Wiki website, (2010), Retrieved on 30 July, 2010 from: http://wiki.org/wiki.cgi?WhatisWiki
DT2 - Starting to learn...
Having checked out the moodle site, a picture is now forming...
The 'blog' is one of three 'read-write' tools that form what's known as Web 2.0. - the other two being the 'wiki' and the 'forum'. Web 2.0 is owned by the individual, who can publish, share network, download and upload a variety text types - including audio, images, video etc - to create user generated content.
The major strength of the blog is that it facilitates collaboration. The blogger can publish content and followers of the blog can comment.
In a learning setting, blogs allow learners to participate when ever they log in. Everything added to the blog can be saved and accessed at any time, with all entries tracable and trackable.
According to Richardson, "More and more teachers and schools are starting to experiment as a way to communicate with students and parents." And that blogs are used to: "archive and publish student work, learn with far-flung collaborators and 'manage' the knowledge that members of the school community create." (Richardson, 2004).
The 'blog' is one of three 'read-write' tools that form what's known as Web 2.0. - the other two being the 'wiki' and the 'forum'. Web 2.0 is owned by the individual, who can publish, share network, download and upload a variety text types - including audio, images, video etc - to create user generated content.
The major strength of the blog is that it facilitates collaboration. The blogger can publish content and followers of the blog can comment.
In a learning setting, blogs allow learners to participate when ever they log in. Everything added to the blog can be saved and accessed at any time, with all entries tracable and trackable.
According to Richardson, "More and more teachers and schools are starting to experiment as a way to communicate with students and parents." And that blogs are used to: "archive and publish student work, learn with far-flung collaborators and 'manage' the knowledge that members of the school community create." (Richardson, 2004).
DT1 - Functionality of the "blog"
Better late than never...
Blogs are a mystery to me so this course can but only succeed in teaching me something.
What I have learned thus far is:
a blog is a website that can be added to by the blogger and commented on by those who follow it. Also it can be used as a tool in education. I am looking forward to the course and learning more about blogs and their uses.
Blogs are a mystery to me so this course can but only succeed in teaching me something.
What I have learned thus far is:
a blog is a website that can be added to by the blogger and commented on by those who follow it. Also it can be used as a tool in education. I am looking forward to the course and learning more about blogs and their uses.
Thursday, July 15, 2010
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