(This is only a small 'snap shot' of the whole profile, sourced from
CQU 2011)
CQU 2011)
The idea of this task was to give other students an idea of who we are. My wiki profile is as follows.
Stacey Draper
Age: 22
Family: I live with my fiance, our son, my brother and his girlfriend.
My involvement with ICT: I have been involved in a range of different ICTs, such as Microsoft Office word, Powerpoint; the internet, videos, movies, music.
Where do I live: Rockhampton.
My hobbies: Reading, writing, watching movies, shopping.
My degree and specialist area: I have a Bachelor of Arts, am halfway through a Master of Letters and my specialist areas are English and Geography.
Work outside Uni: None.
My skills: I will attempt to assist where I can!
Am I a social or individual learner: I like to work alone most of the time, but at times I do like group work.
My learning style: Visual-kinaesthetic learner.
Subject matter I want to focus on in this course: More on ICTs, the DoLs, and effectively implementing ICTs in the classroom.
My favourite ICT tools: I love computers (most of the time) and other forms of visual aids like film and video clips.
(This is just a snap shot and a condensed version of my personal wiki profile).
The next step of this profile wikis task was to then look at the other students profiles and choose someone that we would like to work with and collaborate with based on the information that they shared in their profile. Collaboration for this course has been noted as being important as it assists us in our own learning journey, but also assists our fellow students in their own learning journey.
From my understanding of the learning theories so far, this task centers around the learning theory of 'constructivism'. Meaning, we are looking at how others learn (in relation to ourselves) and understanding the way our own knowledge and understanding (including fellow students) through experiences and reflection (EBC 2004). But also to me, we have somewhat engaged in 'connectivism', we are learning with computers and the internet afterall (CQU 2011).
From my understanding of the learning theories so far, this task centers around the learning theory of 'constructivism'. Meaning, we are looking at how others learn (in relation to ourselves) and understanding the way our own knowledge and understanding (including fellow students) through experiences and reflection (EBC 2004). But also to me, we have somewhat engaged in 'connectivism', we are learning with computers and the internet afterall (CQU 2011).
My own personal experience in performing this task was a drawn out experience that saw myself becoming agitated and somewhat loathing technology. For me, I had a lot of difficulty initially creating my profile. To start with I could not actually get the 'template' to copy over onto the moodle site for editing. When I finally did get this to work, I was unable to 'save' my profile to the moodle site. So, I stepped away from the task for a couple of days and then decided to have another go at creating my profile. This time I copied the template directly to the moodle site and edited it from the moodle site, instead of first editing the information in the Word document as I had done previously. This time I was successful in creating my profile.
The next issue that I faced was the 'group' that my profile had been placed into. There were only a few names in this group list, which I found confusing as we had all been told everyone had been placed into the same group. Again, I decided to just step away from the problem and hope that the issue cleared up before I attempted the next step of the task. When I did go back into the moodle site to locate my profile page, I discovered that my profile had disappeared. This meant that I had to then start the entire process again, putting me even further behind in week ones activities and collaboration tasks. And basically meant that I was unable to choose a partner that I wished to work with based on the personal profile wikis that other students had provided.
Profile wikis could form a good grounding for peer discussion and collaboration. Take for instance my teaching area of Geography. I would be able to use a wiki to get students to engage with students from say different demographics or from different cultures. The students could get an understanding of what these students are like outside the classroom, and maybe change pre-formed perspectives they may have (this is just an example of course!). Profile wikis could form an important part of a classroom environment and dynamics, and would possibly be worth 'testing' out in the classroom.
References:
CQUniversity (CQU) e-courses EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135.
Educational Broadcasting Corporation (EBC) 2004, Constructivism as a paradigm for teaching and learning, accessed 8/3/2011, (online), http:www.thirteen.org/edonline/concept2class/constructivism.index.html.
Profile wikis could form a good grounding for peer discussion and collaboration. Take for instance my teaching area of Geography. I would be able to use a wiki to get students to engage with students from say different demographics or from different cultures. The students could get an understanding of what these students are like outside the classroom, and maybe change pre-formed perspectives they may have (this is just an example of course!). Profile wikis could form an important part of a classroom environment and dynamics, and would possibly be worth 'testing' out in the classroom.
References:
CQUniversity (CQU) e-courses EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135.
Educational Broadcasting Corporation (EBC) 2004, Constructivism as a paradigm for teaching and learning, accessed 8/3/2011, (online), http:www.thirteen.org/edonline/concept2class/constructivism.index.html.
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