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
Thursday, August 26, 2010
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
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