So, I was fortunate enough to recieve my result back for Assignment 1 and much to my delight I was awarded a Distinction! Now I'm pretty stoked with this result, as I did my usual 'self-doubt' routine following the submission of an assessment item, "Did I do the right thing?", "Oh, maybe I should have done that instead of this", "I don't think it's good enough", "Oh well, I don't really care, at least I handed it in", "Oh gee, they talked about that stuff, I didn't , I hope I didn't do the wrong thing!", etc. For me, this is normally what goes through my head in the days/weeks leading up to finding out just how I went on an assignment, it may just be deemed as unhealthy, but no matter how hard I try I can't seem to get out of this little habit. I've also come to realise, after having my mum tell me every single time, that whenever I seem to doubt my assignment I usually do a pretty good job!
So in saying that, I'm really happy with a Distinction, mostly because I stressed myself silly about whether it was what was required (I think this had a lot to do with all the confusion that seemed to be surrounding the assignment itself).
And as I think about how well I did in this first assignment, I pray that I will somehow have an incredibly positive outcome for the second piece of assessment too (that is once I actually figure it all out!!)!
Monday, 4 April 2011
Thursday, 31 March 2011
Appendix 3
Group 3 Technologies
This group of technologies I have found are all interactive presentations, PowerPoint, Prezi and Glogster. I've always found that PowerPoint is an enjoyable tool to use, as I have had to use it in many different instances. There are so many things that you can do with PowerPoint, instead of just making slides and 'flicking' through them.
PMI on PowerPoint
Prezi, on the other hand, is a totally new digital technology to me, one in which I had never heard of before the ICTs course. I'm actually grateful for being introduced to this tool, as after exploring how to create Prezi presentations, and ones that other people have created, I can see how valuable a tool it would be to have students learn how to use. Unlike PowerPoint, Prezi is an online tool. I managed to create a very basic Prezi presentation, just to get a 'feel' for how it works.
SWOT Analysis on Prezi
I really can see myself utilising Prezi within the classroom. Not only as a great tool for students to create visual presentations for assessment and general discussion, but as an alternative to the sometimes overused PowerPoint. I can see great collaboration and experimentation in the classroom surrounding Prezi, and to be honest, I'd love to just get out there and 'give it a good go'!
Wednesday, 30 March 2011
Appendix 2
Group 2 Technologies
As our reading for week four note, multimedia is one of the most important parts/factors to online learning. I believe that, yes this is true, but multimedia is also important to normal 'classroom' learning.
Images are a large feature of learning. We can use images in our classroom and online. Images can be used to engage students, force them to critically think. Imagine students are faced with the task of analysing an image that depicts a particular event in history. For example, look at and think about the following picture.
Image: Children in Concentration Camp
(Sourced from http://www.martinfrost.ws/htmlfiles/)
** I do appologise if you find this image confronting and upsetting! **
By studying this image our feelings and emotions are tested, we begin to look for meaning in the image. We engage in thinking, we interact with the image. Which is exactly what we as teachers would be requiring our students to do.
Another digital technology that was introduced is Podcasts. Podcasts are a sound file that can be accessed online. Basically they can be a recording of students work or oral presentation. And as our reading notes our aural literacy is as important as any other literacy in today's society. I have made an attempt at creating a podcast, but found it quite difficult, which makes me wonder whether it would be problematic and confusing for students to use. Although in saying that, using Podcasts in the classroom would be helpful to build students' confidence and assist them in improving their speaking skills. For example, I remember when I was in high school one of the assignments I was required to do was to choose a song, find the lyrics, analyse the lyrics, write a speech about the song and it's 'meanings' and record myself saying the speech as though I was on the 'radio'. I recall that to do this, I had to sit in front of an older style tape player (the one's that you could press record and tape any noises) and taped myself reading my speech. I can only imagine how much more interesting and entertaining my assignment would have been had I been given the opportunity to use such a technology as Podcasts.
Digital video is another 'fun' digital technology useful in the classroom. Students can create their own with digital video camera, images, audio overlay and music. By creating video, it can push students to access 'higher order thinking' and show their critical thinking, analysis and reflection of a topic. Below is a very simple example of a movie that I have made using images and video clips from boot camp sessions run by a friend and my partner.
(Music sourced from:
*Champion [Recorded by Grinspoon]. (1998). On Guide to better living [CD]. United States of America: Universal Music Entertainment.
*Burn it to the ground [Recorded by Nickelback]. (2008). On Dark horse [CD]. Australia: The All Black B.V: Roadrunner Records.)
This is of course a very basic example of how to use Windows Movie Maker, there are many more advanced or different options that you can choose from, such as adding photo/video transitions (eg. the next photo spins into view etc.). I think that this is a 'great' tool for education, I certainly enjoy using it! I can actually recall using this tool in a Year 12 assignment. We were required to pick a news topic and make a new program aimed at both adults and youth, and record it all on video camera. My group and I got creative and filmed our entire assignment using a digital camera and then threw it all together in Windows Movie Maker. I'm actually glad that we did our assignment this way as it allowed for multiple 'takes' of each scene and we could edit the film the way we wanted, even including a blooper reel at the end just for fun! I believe that by allowing students to use Windows Movie Maker, it becomes a great way for students to really get involved in their work as it allows you to manipulate the material so it is the way you want it to be seen. I know as a teacher I will be attempting to somehow incorporate this tool into my students' learning!
Concept Map of Windows Movie Maker
This is a concept map that I created to show just what I think the capabilities and the positives are of using Windows Movie Maker within the classroom. I personally do believe that Windows Movie Maker is a brilliant technology tool, and can really see the full potential that students will have when using it in the classroom.
Friday, 25 March 2011
Appendix 1
Group 1 Technologies
As we have already discovered in the first few weeks of ICTs, wikis are useful in the learning process and in group collaboration. We were required to create our own wiki, the following is a link to my wiki:
http://staceydraperelearning.wikispaces.com/
As I will be teaching English and Geography, I can see a lot of potential for using wikis in the classroom. In English I can see wikis as a great way for students to discuss their views on the various topics being addressed in the classroom. Much like the activities we were required to do in the first couple of weeks in ICTs (learning theories and the six thinking hats), students can perform tasks like these to access their 'higher order thinking'. Students could use a wiki when addressing an issue in Geography by setting the wiki out much like the wikis set out in the first couple of weeks in this course, for example.
The creation of a website was another of the tasks we were required to do. I did manage to create a website, but to be honest, I did not take it much further than that.
PMI on Websites
Blogs on the other hand, I have come to find are useful and enjoyable to use. I actually really like 'blogging'. I have found that by 'blogging' I am able to express my views and ideas in the way that I want to. I believe that this would make for a really useful tool in the classroom, especially for tasks (homework for example) or even assessment. SWOT Analysis on Blogs
Personally I love blogs. I believe that it opens up a new avenue for students to get creative in their own way. They can express themselves in words, images, videos, even the colours and the font styles they use on their blog. To me, I can see blogging as a virtual form of the 'journal' students are asked to keep in the hit movie 'The Freedom Writers'. Seriously, what a great technology!
Sorry for the quality of the video, but I think that it really does sum up the point I'm trying to make. I know that some students will hate the idea of picking up a pen and a writing pad and writing their thoughts and ideas down, so why not get them to create their own blogs??
Thursday, 17 March 2011
Assignment Post 4: Conclusion
"The goal of blending traditional teaching and learning situations with technology are to support students' and student groups' unique interpretations of the content and use these as a source for deeper discussion" (Vesisenaho et al., 2010, p. 273).
During the first three weeks in the ICTs for Learning Design course, a wide range of information, ideas, thoughts and theories were introduced. Learning theory is perhaps the most important of any of the topics that have been introduced. Learning theories such as 'constructivism', 'cognitivism', 'connectivism' and 'behaviourism' were introduced into our learning. We were also introduced to different ways in which we should approach teaching, by looking at Learning Design Frameworks, which become important in the everyday running of classrooms. Tying all of these theories and ways of thinking together were a number of scaffolded activities based around the use of Wikis. As many of us discovered, the material and the ideas that were introduced through learning tasks, are important to the way in which we establish learning activities in our own classrooms.
As discovered, learning theories play some form of an important role in everyday classrooms, and everyday learning situations. Simply put constructivism is a learning theory about knowledge and the way in which we learn knowledge, with a big push towards collaboration, activity based learning and problem solving (Gupta, 2008, p. 381-382). Connectivism encourages learners to seek out relevant information and process gained knowledge by connecting with a learning community (Kop & Hill, 2008, p. 2). Behaviourism sees students learn as a result of experiences and from common practices, they are required to reproduce information that has been given to them (Nagowah et al., 2009, p. 280). Cognitivism focuses on the ways in which learners process learnt information and the way in which they use information once it has been stored (Nagowah et al., 2009, p. 280). In the activities that we were required to complete, it became evident that learning theories were being used to 'support' the activities and our overall learning. As the students or the learners in this case, each and every one of us experienced in some form or another aspects of each from these learning theories and personally witnessed how each theory relates to the learning journey and design. However, it became quite obvious that when participating in each of these set activities, the learning theory 'constructivism' was the most dominant and the most frequently used theory.
The majority of the activities and tasks set, provided us with an understanding of, and a scaffold for our learning journey. The learning theories that were introduced, gave us an insight into a possible framework to work from and assisted us in gaining the knowledge and the skills that we will need in order to continue using technology aids in and outside the classroom. de Freitas (et al., 2010) outlines a four dimensional framework that can be seen as a basic platform for supporting learners (see figure 1).
From this framework, we can establish learning activities using technology to support our learners. It could be argued that a framework was used to support our learning in the ICTs for Learning Design course. As teachers we need to be aware of our own framework, because there will be a range of different students in our classrooms. We also need to be aware that every student/learner is unique (CQU, 2011, para. 2). "One of the key elements to designing successful learning, whether it is face to face, or mediated by ICT (Information and Communications Technology), is to know your learners and recognise their needs" (CQU, 2011, para. 1). As effective teachers, we need to be able to plan lessons effectively and incorporate a range of scaffolded learning tasks. The activities that we have been involved in, have allowed us to see the learning theories in action and shown us that it is possible to integrate learning theories into learning design.
Most of the course activities have been of a collaborative nature, where we have been required to share our thoughts and opinions with other students, and to work with others to complete tasks. CQU (2011, para. 13) notes that the benefits of online scaffolded collaborative discussions give support to students in complex reasoning processes, provide support for all students and their contributions, and all 'thinking' is made visible. It should also be noted that because learning in the 21st Century is somewhat governed by complex reasoning, constructivism becomes the learning theory that informs the majority of online learning design (CQU, 2011, para. 15).
The tasks that were created for us to complete, were based around the use of 'wikis'. A "wiki is a shared repository of knowledge" (Siegle, 2008, p. 14). The first task that we were set was to create a 'profile wiki' and add it to a list that contained everyone's profiles. We were then required to work collaboratively with one another to learn about a selected learning theory and add those discoveries to a scaffolded table. In general, this would allow every student to have access to everyone else's thoughts and findings on each learning theory, enabling us to gain further or deeper understanding of each theory. Each learning theory played a role in the overall scheme on the wiki activity. Cognitivism proved important as it gave a scaffold for our way of thinking, this meant we had to create a 'Plus, Minus and Interesting' (PMI) for our chosen theory. Behaviourism showed us that by doing each part of the wiki task we were learning from our experiences. Connectivism required us to investigate what the 'experts' had to say on our topics. And finally, constructivism forced us to collaborate with other another.
Workman (2008) recognises that one of the main goals of using a wiki is to increase student engagement. Wiki can also be seen as an aid to assist students improve their communication when it comes to informing and sharing their thoughts and ideas with others (Workman, 2008). It is obvious when looking at the overall design of the ICTs course, that we have been exposed to wikis for more than just one reason. For us to effectively learn the concepts set out in ICTs for Learning Design, we are required to engage with the wikis and collaborate our thoughts and ideas. By doing so, we are developing a greater understanding of technology uses in education, and also gaining ideas and strategies that can be used in our own classrooms. In relation to the topics that have been covered in these first few weeks, the wiki exercises have proved to be helpful in establishing this sense of understanding. The wikis used in the activities have assisted student learning in a constructivist way, placing a positive mark next to future wiki usage.
During the first three weeks in the ICTs for Learning Design course, a wide range of information, ideas, thoughts and theories were introduced. Learning theory is perhaps the most important of any of the topics that have been introduced. Learning theories such as 'constructivism', 'cognitivism', 'connectivism' and 'behaviourism' were introduced into our learning. We were also introduced to different ways in which we should approach teaching, by looking at Learning Design Frameworks, which become important in the everyday running of classrooms. Tying all of these theories and ways of thinking together were a number of scaffolded activities based around the use of Wikis. As many of us discovered, the material and the ideas that were introduced through learning tasks, are important to the way in which we establish learning activities in our own classrooms.
As discovered, learning theories play some form of an important role in everyday classrooms, and everyday learning situations. Simply put constructivism is a learning theory about knowledge and the way in which we learn knowledge, with a big push towards collaboration, activity based learning and problem solving (Gupta, 2008, p. 381-382). Connectivism encourages learners to seek out relevant information and process gained knowledge by connecting with a learning community (Kop & Hill, 2008, p. 2). Behaviourism sees students learn as a result of experiences and from common practices, they are required to reproduce information that has been given to them (Nagowah et al., 2009, p. 280). Cognitivism focuses on the ways in which learners process learnt information and the way in which they use information once it has been stored (Nagowah et al., 2009, p. 280). In the activities that we were required to complete, it became evident that learning theories were being used to 'support' the activities and our overall learning. As the students or the learners in this case, each and every one of us experienced in some form or another aspects of each from these learning theories and personally witnessed how each theory relates to the learning journey and design. However, it became quite obvious that when participating in each of these set activities, the learning theory 'constructivism' was the most dominant and the most frequently used theory.
The majority of the activities and tasks set, provided us with an understanding of, and a scaffold for our learning journey. The learning theories that were introduced, gave us an insight into a possible framework to work from and assisted us in gaining the knowledge and the skills that we will need in order to continue using technology aids in and outside the classroom. de Freitas (et al., 2010) outlines a four dimensional framework that can be seen as a basic platform for supporting learners (see figure 1).
Figure 1: Four Dimensional Framework
Most of the course activities have been of a collaborative nature, where we have been required to share our thoughts and opinions with other students, and to work with others to complete tasks. CQU (2011, para. 13) notes that the benefits of online scaffolded collaborative discussions give support to students in complex reasoning processes, provide support for all students and their contributions, and all 'thinking' is made visible. It should also be noted that because learning in the 21st Century is somewhat governed by complex reasoning, constructivism becomes the learning theory that informs the majority of online learning design (CQU, 2011, para. 15).
The tasks that were created for us to complete, were based around the use of 'wikis'. A "wiki is a shared repository of knowledge" (Siegle, 2008, p. 14). The first task that we were set was to create a 'profile wiki' and add it to a list that contained everyone's profiles. We were then required to work collaboratively with one another to learn about a selected learning theory and add those discoveries to a scaffolded table. In general, this would allow every student to have access to everyone else's thoughts and findings on each learning theory, enabling us to gain further or deeper understanding of each theory. Each learning theory played a role in the overall scheme on the wiki activity. Cognitivism proved important as it gave a scaffold for our way of thinking, this meant we had to create a 'Plus, Minus and Interesting' (PMI) for our chosen theory. Behaviourism showed us that by doing each part of the wiki task we were learning from our experiences. Connectivism required us to investigate what the 'experts' had to say on our topics. And finally, constructivism forced us to collaborate with other another.
References:
CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135
de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis, A. (2010). Learning as immersive experiences: using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology. 41 (1), 69-85. Retrieved from http://www.wiley.com/bw/journal.asp?ref=0007-1013&site=1
Gupta, A. (2008). Constructivism and peer collaboration in elementary mathematics education: the connection to epistemology. Eurasia Journal of Mathematics, Science & Technology Education. 4 (4), 381-386. Retrieved from http://www.ejmste.com/index2.html
Kop, R., & Hill, A. (2008). Connectivism: learning theory of the future or vestige of the past?. International Review of Research in Open & Distance Learning. 9 (3), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl
Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning theories: behaviourism, cognitivism and constructivism. International Journal of Learning. 16 (2), 279-285. Retrieved from http://ijl.cgpublisher.com/
Siegle, D. (2008). Working with wikis. Gifted Child Today. 31 (1), 14-17. Retrieved from http://www.node.on.ca/index.php?c=79
Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, A., Karkkainen, S. (2010). Blended learning with everyday technologies to activate students' collaborative learning. Science Education International. 21 (4), 272-283. Retrieved from http://www.eric.ed.gov/PDFS/EJ907048.pdf
Workman (Jr), J.P. (2008). Wikis in the classroom: opportunities and challenges. Marketing Education Review. 18 (1), 19-24. Retrieved from http://www.marketingeducationreview.com/
Monday, 14 March 2011
Assignment Post 3: Mobile Phones and the 6 Thinking Hats
One of the main activities for week two was to collaborate with other students on the issue of 'Mobile Phones in Education'. To complete this collaboration we were provided with a scaffolding table that incorporated De Bono's 6 Thinking Hats.
Two articles were provided to give us some 'facts' and some general information on the use of mobile phones in education. The information provided in these sites assisted me to understand the basic idea or the notion that mobile phones can be used effectively in the school classroom.
In the collaboration activity, it became evident that some students had a lot to say/offer on the subject. And some interesting points were raised. Admittedly, I only contributed a couple of small points to the table as many of my views/thoughts/ideas had already been raised by other students involved in the collaboration activity. I did however, engage with what the other students had written, which is how I can to notice that most of my opinions on the subject had already been raised; hence why I barely contributed to the collaboration.
Again to me, the learning theory that this activity is based around is constructivism, as we are again collaborating our ideas and learning from what others think. However, in saying that, this task to me shows the basic 'framework' and introduces the theory of 'cognitivism' into activities and in the classroom.
For me, there are both positives and negatives when looking at this issue. While it is evident that the majority of students have access to a mobile phone, there can be issues surrounding how these phones are used. There is an open invitation for example, for some students to 'bully' other students, especially if say, a classroom activity involves sending/receiving text messages. Another issue then comes to light, the use of phones would place added pressure on the teacher to monitor the use of phones so there is none of this 'abuse' and so that all students would feel comfortable enough to get involved. On the plus side however, there are many fun and creative ways that mobile phones could be integrated into classroom activities without students feeling victimised. In one of the readings that we were provided with for this excersize, there is a big 'plus' focused on the use of mobile phones as now-a-days mobile phones can allow users to view PDF files, spread sheets and word processed files, mobile phones also have stopwatch and GPS capabilities, all of which would come in handy when completing some activities or tasks in or outside of the classroom (Hartnell-Young & Heym 2009).
References:
CQUniversity (CQU) e-courses EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135.
Hartnell-Young, E. & Heym, N. 2009. 'Mobile phones and student learning in secondary schools'. Curriculum leadership: an electronic journal for leaders in education. vol. 7, no. 26, August. (available online), http://cmslive.curriculum.edu.au/leader/default.asp?id=28526&issueID=11897.
De Bono's Thinking Hats
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(The above images and questions were sourced from CQU 2011)
In the collaboration activity, it became evident that some students had a lot to say/offer on the subject. And some interesting points were raised. Admittedly, I only contributed a couple of small points to the table as many of my views/thoughts/ideas had already been raised by other students involved in the collaboration activity. I did however, engage with what the other students had written, which is how I can to notice that most of my opinions on the subject had already been raised; hence why I barely contributed to the collaboration.
Again to me, the learning theory that this activity is based around is constructivism, as we are again collaborating our ideas and learning from what others think. However, in saying that, this task to me shows the basic 'framework' and introduces the theory of 'cognitivism' into activities and in the classroom.
For me, there are both positives and negatives when looking at this issue. While it is evident that the majority of students have access to a mobile phone, there can be issues surrounding how these phones are used. There is an open invitation for example, for some students to 'bully' other students, especially if say, a classroom activity involves sending/receiving text messages. Another issue then comes to light, the use of phones would place added pressure on the teacher to monitor the use of phones so there is none of this 'abuse' and so that all students would feel comfortable enough to get involved. On the plus side however, there are many fun and creative ways that mobile phones could be integrated into classroom activities without students feeling victimised. In one of the readings that we were provided with for this excersize, there is a big 'plus' focused on the use of mobile phones as now-a-days mobile phones can allow users to view PDF files, spread sheets and word processed files, mobile phones also have stopwatch and GPS capabilities, all of which would come in handy when completing some activities or tasks in or outside of the classroom (Hartnell-Young & Heym 2009).
References:
CQUniversity (CQU) e-courses EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135.
Hartnell-Young, E. & Heym, N. 2009. 'Mobile phones and student learning in secondary schools'. Curriculum leadership: an electronic journal for leaders in education. vol. 7, no. 26, August. (available online), http://cmslive.curriculum.edu.au/leader/default.asp?id=28526&issueID=11897.
Sunday, 13 March 2011
Learning Design Framework
One of the activities that we were set in Week 2 was to design our very own Framework that we believe will support eLearning design. To me, this task seemed a bit 'out there' and to be honest I was initially left with a 'what the?' attitude.
We were provided with an article on Engagement theory. This article basically noted that Engagement theory was intended to be a framework for technology based learning and teaching (Kearsley & Shneiderman 1999). 'Blooms Taxonomy' was also provided for us. 'Blooms Taxonomy' basically tells us that there are different types of learning and the best ways in which to 'address' these learning types. From here we were required to create our framework.
I really found that I struggled with having to create this framework. But eventually, after struggling my way through it, and really not quite 'getting it', I eventually managed to get something down on paper, even if it is very broad and in my eyes, not very good!
Kearsley, G & Shneiderman, B 1999, Engagement theory: a framework for technology-based teaching and learning, accessed 11/3/2011 (online), http://home.sprynet.com/~gkearsley/engage.html.
We were provided with an article on Engagement theory. This article basically noted that Engagement theory was intended to be a framework for technology based learning and teaching (Kearsley & Shneiderman 1999). 'Blooms Taxonomy' was also provided for us. 'Blooms Taxonomy' basically tells us that there are different types of learning and the best ways in which to 'address' these learning types. From here we were required to create our framework.
I really found that I struggled with having to create this framework. But eventually, after struggling my way through it, and really not quite 'getting it', I eventually managed to get something down on paper, even if it is very broad and in my eyes, not very good!
My Framework
Knowledge:
- Can you/they identify the key terms?
- Can you/they describe key terms?
- Can you/they reproduce material in tasks?
- Do you/they clearly distinguish between theories?
- Can you/they give an example?
- Do you/they show they can summarize large quantities of information?
- Using ICTs knowledge gained so far, can you/they demonstrate how to do something (create a blog)?
- Can you/they produce items showing understanding?
- Can you/they distinguish between different theories?
- Can you/they create diagrams showing understanding?
- Are you/they able to reconstruct clearer meanings and understanding of concepts?
- Can you/they design a template others can use?
- Can you/they justify answers/responses?
- Are you/they able to evaluate ones self learning and understanding?
Kearsley, G & Shneiderman, B 1999, Engagement theory: a framework for technology-based teaching and learning, accessed 11/3/2011 (online), http://home.sprynet.com/~gkearsley/engage.html.
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